Systemic Instructional Approach: Direct teaching with a logical sequence. Many opportunities are available to practice specific skills. Instruction moves along a defined order to build off of each skill.
Autobiographical Narrative: Helps to link personal history as a reader to instructional beliefs and practices. Includes being able to look into past reading experiences to understand what you do in the present and what you want your future reading classroom to look and be like.
Professional Knowledge: Knowledge from ongoing study of the practice of teaching. TED programs help build knowledge in future teachers that is based on current theory, research, and practice. Through professional development, books and journals, courses and workshops, and conferences that are attended teachers create a vision of reading and learning to read.
Literacy Coach: Provides professional development opportunities and resources. Helps teachers to inquire into literacy teaching and learning. Also help to develop overall expertise in the classroom.
- Provides a variety of activities; developing curriculum with colleagues, making professional development presentations, modeling lessons, providing resources, and visiting classrooms to provide feedback.
- Responsibilities vary across ages; for elementary schools they focus more on promoting comprehensive learning programs, in middle and high schools the focus is more on supporting teachers using reading and writing to develop content area knowledge.
Alphabetic Principle: Sentences are made of words, words are made of letters, and each letter (grapheme) is a symbol and has its own unique sound/s (phonemes).
- A student has a grasp on the alphabetic principle if they are able to read or can write letters on paper and understand the sound each letter makes.
Orthographic Knowledge: Knowledge of likely spelling patterns.
Schemata: reflects prior knowledge , experiences, conceptual understandings, attitudes, values, skills, and procedures that a reader may bring to a reading situation. Using their schemata, students can give meaning to new events and experiences.
Schema Theory and reading comprehension: Describes how students activate the correct schema to understand text. If the wrong schema is activated, the passage/text won’t make much sense.
Metacognition: Thinking about one’s thinking. The foundation of comprehension strategies. Refers to:
- Self-knowledge
- Task-knowledge
- Self-monitoring
Implicit: Based upon assumptions in conjunction with given information.
Explicit: based on stated information. Modeling, demonstrating, rationale- building, thinking aloud, and reflecting.
Piaget: Lifework included observing children and their interactions with the environment and coming up with the theory of cognitive development. The theory of cognitive development explains that language acquisition is influenced by general cognitive attainments. As children experience more life and explore their environment more, they are able to give meaning to the events they experience. Interactions with their environment is crucial to a child’s cognitive development.
Vygotsky: Viewed children as active participants in their own learning. Language stimulated cognitive development. Children will slowly learn to regulate their problem solving activities through egocentric speech. AKA: Children start by having conversations with themselves out loud, which slowly leads to having inner dialogue.
Graphophonemic system: Relies on print to provide information. The letter, numbers, and markings are symbols and each presents its own meaning and sound. VISUAL
Syntactic System: Dependent on the child’s knowledge about how language works. Knowledge of word order and grammar. STRUCTURE
Semantic System: Stores the chemata that a reader brings to a reading situation; background knowledge, experiences, conceptual understandings, attitudes, beliefs, and values. MEANING
Models of Reading: Developed to describe the way a reader uses language information to construct meaning from print/text. HOW is the key issue.
- Bottom-up Models: Interpretation of the meaning of print relies on the print. Readers start by decoding words into their individual sounds. They then use each sound linking it to the next, recognizes spelling patterns to recognize the word, then the sentence.
- Top-bottom Models: Starts with prior knowledge. Making educated guesses and predictions about the meaning of the print.
- Interactive Models: Using both print and prior knowledge. Starts by making predictions about meaning and/or decoding.
Classroom Application: The chapter brought me back to when I was learning to decode and use context clues to figure out what a word meant. My teacher’s never used exact terms or told us what model of reading they were teaching us so seeing the 3 models and connecting my learning experience was interesting. The information in Chapter 1 is helpful in deciding which model of reading a student uses.
Macy Bombard- ENGED Blog 