Vocabulary: 

Curriculum: Could refer to a set of classes and their content. Provides curricular and instructional guidance as well as instructional strategies and resources. 

• Dynamic conception: Idea that curriculum reflects what teachers and students do as they engage in the class activities. Since, in this sense, curriculum represents what teachers do, their beliefs about literacy learning contribute to curriculum decisions such as instructional objectives, materials used for instruction, learning environment teacher sees as most conducive for developing young readers, practices, approaches, and strategies the teacher uses to teach reading and writing, and the kinds of assessments the teacher sees as the best fit.

Whole language: A progressive, child centered approach from the 1960’s. Reflects belief that students learn to read through meaningful experiences such as reading, writing, speaking and listening about things they can personally relate to. 

• A top-down philosophy

Classroom Conditions for Learning: Part of the top-down philosophy

• Becoming an effective reader, writer, speller, and talker is worthwhile and can greatly enhance quality of life
• All members of a learning community are capable of become effective readers, writers, and spellers
• Best way to become an effective user of literacy is to share and discuss processes and understandings being developed with other members of the learning community.

Basal Reading Approach:  Teaching from a commercially produces set of materials that gives lesson plans, activities, assessments, and overall guidance

• Scope and sequence

Language-Experience Approach: Learning is based upon an experience the students might have. For example, if a class goes to the zoo, the entire week prior to the trip will be about the zoo animals and the days after the trip the students will write about their experience at the zoo. 

• Mostly seen in Pre-K and Kinder

Literature-based Approach: Accommodates to each student’s individual needs. During independent reading, students choose their own books that are at their reading level. Students will read literature that makes them wonder, weep, laugh, gasp, contemplate, etc.

• Guided reading is also a large part of this approach along with leveled books

Technology-based Instruction: Students read e-books, teachers use smart boards and other technology v. the typical white board and paperback books. Schools will often have carts with laptops or ipads for students to use. 

Individualized Instruction: Instruction that is appropriate for the student regardless of whether it occurs in tutoring setting, small group, or whole class setting. Personalized teaching to best the needs of each individual student. 

Integrated Approach: Features all of the approaches. Teachers of this approach decide what to teach with CCSS and then how to teach it. Their instruction approach will depend on the needs of their class. 

Explicit Strategy Instruction: Teaching students exactly what they need to know and providing opportunities for practice until student can apply skill independently. Teachers will model the thinking they think the student will engage in.

Instructional Scaffolding: Providing enough instructional guidance and support to students so that they can be successful in the use of their reading strategies.

Running Records: Allow teachers to assess reading behavior as students read from developmentally appropriate texts (levels aa-J). Students who do not progress at the expected rate should be tested more frequently. 

• Choosing assessment text: Using a previously unread text will give a more accurate measure of a students ability to read and comprehend.

Taking a running record: Taken most often at the earlier stages of reading.

• Select a benchmark passage that fits with the students reading level. Explain to the students that they will read out loud while you observe their reading skills.
• Sit next to the student with the form so you can follow the students finger as they read the text and follow it with their finger and eye. 
• As the student reads, mark each word using the correct symbols and marking conventions, place a check mark above each word that is read correctly. 
• When a student reads a word incorrectly, record above the word.
• If the student is reading too fast for you to record, ask them to pause so that you can catch up. 
• Make sure to pay attention to the students behavior. Are they using meaning, structural, and visual cues to read words and gather meaning?
• Intervene as little as possible when student is reading
• If the student is stuck on a word and cannot continue, wait 5 to 20 seconds, then tell them the word. If the student is confused, provide an explanation to clear up the confusion and ask them to try again. 

Marking a running record:

• Errors (E):Tallied during the reading whenever a child substitutes  a word, omits a word, inserts a word, has to be told a word, mispronounces a word
• Self Correction (SC): when a student realizes their error and corrects it. When this occurs the previous substitution is not counted as an error
• Meaning (M): Part of the cueing system where the cold takes their cue to make sense of text by thinking about story background, infor from pictures, or the meaning of the sentence
• Structure(S): Structure of language, syntax. Implicit knowledge of structure that helps the reader know if what they are reading sounds correct
• Visual (V): Related to the look of letters and words. Used when a student studies the beginning sounds, word length, familiar word chunks, etc.

Scoring a running record: Info from running record is used to determine error, accuracy, and self-correction rates.  

• Error rate: Total words/ Total Errors
• Accuracy Rate: (Total words read-total errors)/total words read x 100. Accuracy rate is used to determine whether the text is easy enough for the students, an appropriate level to use without frustration, or too difficult. 
• Independent: Easy enough for independent reading, 95%-100%
• Instructional: Instructional level for use in leveled reading session, 90%-94%
• Frustrational: Too difficult and will frustrate the reader, 89% and below
• Self Correction rate:(Number of errors + Number of self corrections)/ Number of self corrections. If a student is self correcting at a rate of 1:4 or less, this shows that the reader is self monitoring their reading.

https://www.youtube.com/watch?v=dQtLFZHWP88 : This video was SO helpful to understand what a running record looks like when it is actually happening. I really liked the ebay that the proctor was very patient with the student and encouraged them to figure out a word they were stuck on before just telling them what it was. 

https://www.youtube.com/watch?v=LUr1og9lPWM : This video gave a good example of what a running record looks like with an older student. I noticed then when the proctor was asking the comprehension questions in enough detail, she would word her question in a different way and guide the student through their thoughts. The student was really challenged to think further during the comprehension questions! 

Classroom Connections: This week’s content has been extremely helpful with getting more comfortable with running records. I understood running records prior to this week but now I know how to mark a running record and what each element that is marked actually means.

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.

Vocabulary: 

Text Sets: Books and other reading material on topics to use in thematics units. It is important for teachers to collect material for all reading levels, all types of genres, and multimedia delivery methods as well. Examples of text sets that are collected are: atlases, maps, brochures, digital articles, films and audio, magazines, models and diagrams, newspapers, nonfiction books, fiction books, photographs, poems and songs, reference books, stories, websites.

Mentor Texts: Stories, non fiction books, and poems that students are familiar with to model writers’ craft. Especially important are picture books because they are short enough to be reread quickly. Teachers begin rereading a mentor text and pointing out specific features such as strong verb use, different writing perspectives, and tone change by placing adjectives after nouns. After the rereading, students demonstrate the same feature in a writing piece of their own. 

Learning Logs: Used to record and react to what they’re learning in social studies, science, and other content areas. “A place to think on paper”. These logs are used to find gas=ps in the students’ knowledge while learning and to explore different relationships between what they’re learning and their past experiences. Logs are done with activities, taking notes, writing descriptions and directions and making graphic organizers. 

Double Entry Journals: When students divide their journal pages into two parts and write different types of information in each one. (columns)

Quickwriting: When students write on a topic for 5-10 minutes. Students are focused on letting their thoughts flow and are not worried about mechanics or revisions. Younger children often draw pictures or use a combo of both writing and drawing. Quickwriting is used to activate students’ background knowledge at the beginning of a thematic unit, monitor their progress and clarify misconceptions during unity, and review big ideas at the end.

Essays: Used to explain, analyze, and persuade. Sometimes topics can be personal, other times they are addressing controversial topics. These essays are short, not more than 2 pages. These essays are considered to be non fiction, but most of the time they include elements of fantasy and fiction. Another type of essay is a 5-paragraph essay. 

Collaborative Books: Students work together to write these books. Sometimes each student writes a page, or they work in small groups to write chapters. 

KWL Charts: K-What we know; W-What we wonder; L- What we learned

Anticipation guides: Teachers introduce a set of statements on the topic of the textbook chapter, students can either agree or disagree with each statement. They then read the assignment to see if they were right. 

Prereading Plan: When the teacher introduces the bug ideas of the chapter. They present an idea discussed in the chapter then have students brainstorm words and ideas related to it.

Question- Answer Relationships: Turning chapter subtopic headings into questions. Students then read the section to find the answer to the new question they made of the topic heading.

Stages of the reading process: stage 1- Pre Reading; Stage 2- Reading; Stage 3-Responding Stage 4- Exploring; Stage 5- Applying

Semantic Feature Analysis: Classifies important information. Used to focus on the big ideas of a chapter

Word Sorts: To emphasize the relationships between among the big ideas

SQ4R Study Strategy: a 6 step technique in which students survey, question, read, recite, relate, and review as they study a content area reading assignment.

How to plan a thematic unit: 

1. Determine focus
2. Collect a text set
3. Coordinate textbook readings
4. Locate digital and multimedia materials
5. Plan instructional activities
6. Identify minilesson topics
7. Plan ways to differentiate instruction
8. Brainstorm possible projects
9. Plan for assessment

Alternative Assessments: Teachers interact with ELs rather than ask them if they understand. Instead of writing an essay, they can draw pictures or make a graphic organizer. ELs can also take tests orally with teacher.

Classroom Application:  This chapter explains all the ways that reading and writing can be incorporated into other content areas. Before reading this chapter I could only name the obvious ways to integrate reading and writing into other content areas, but this chapter gave more in depth examples and explained how each can be used.

Vocabulary:

Addressing Struggling Readers Problems: 

• Predict reading difficulties early:
  • Difficulty developing concepts around written language, phonemic awareness, letter names, and phoneme- grapheme correspondences
  • Slow to respond to classmates when asked to identify words
  • Behavior deviates from school norms
• Children with family history of reading struggles are more likely to struggle with reading

Addressing Struggling Writers’ Problems:

Differentiation: Students differ in important ways. Differentiation allows students options to for taking in information, making sense of ideas, and expressing what they learned

Differentiating the content: Providing more instruction for some students and less for others, while all students are learning essential content. Teachers match students at different levels, with different activities. The “what”.

Differentiating the Process: The type of instruction, materials used, and activities used to make sure all students are successful. The “how”.

Differentiating the Product: The result of learning. What students understand and how they can apply what they’ve learned. Students can create projects like posters, multimodal reports, board games, puppet shows, and new versions of stories. This is where teachers differentiate the complexity of projects.

High-Quality Classroom Instruction: Teachers use a balanced approach that combines explicit instruction in decoding, fluency, vocab, comprehension, and writing along with regular opportunities for students to apply what they are learning in literacy activities

• Personalizing Instruction: Teachers adjust instructional programs to match student needs using flexible grouping, tiered activities, and respectful tasks. 
• Using Appropriate Instruction Materials: Using a single-text with the whole class should only be done 25% of the time to provide more time for students to read at their own reading levels. 
• Expanding Teachers’ Expertise: Teachers continue to grow professionally throughout their careers. 
• Collaborating With Literacy Coaches: Literacy coaches are experienced teachers with special expertise in working with struggling readers and writers. They support teachers by working alongside them in their classrooms, demonstrating instructional procedures and evaluation techniques, and they collaborate with teachers to design instruction to address students needs

Grouping For Instruction:

• 3 grouping patterns used:
  • Whole class: Basal reading programs and lit focus units
  • Small groups: Lit circles and guided reading
  • Individual: reading and writing workshop  
• Deciding which group type depends on teachers purpose , complexity of activity, and students’ learning needs. 
• Groups are ever changing

Tiered Activities: Allow all students to be successful by participating in the activity that best suits their ability. All activities are related. Activities can be varied in 3 ways: Complexity, level of reading material, by form of expression

Literacy Centers: 

Interventions: Used to address low achieving students reading and writing difficulties and accelerate literacy learning

• Interventions for preschool, kinder, and first graders: Preventative programs to create more effective early-childhood programs
• Family-focused  programs to develop young children’s awareness of literacy, parents’ literacy, and parenting skills
• Early interventions to resolve reading and writing problems and accelerate literacy development for low-achieving K-3 students

RTI: Response to Intervention, a school wide initiative to identify struggling students quickly

Interventions for Older Students: 

• High-quality instruction: Instruction is tailored to students’ needs. Decoding is a strength for most struggling readers, instructional time is better spent on vocab and comprehension
• Instructional- Level Reading Materials: Teachers teach reading using books at students instructional reading levels
• More Time for Reading: teachers spend more time for students to read at independent reading level each day

Classroom Connection: Prior to reading this chapter, I didn’t have a very good grasp on what differentiation could look like in a classroom. Chapter 11 really went in depth about what differentiation is and what it looks like in the classroom.

Vocabulary:

Basal: 4 component below

• Selections in grade-level textbooks: Everyone reads the same selections in the textbook each week, no matter what their reading level is. Teacher has a guide which offers supportive suggestions for struggling readers and english learners. A video or audiotape is often included with teacher guide for students to listen to as they follow along in their hard copy textbooks.
• Instruction in strategies and skills: Basals are used to deliver explicit and systematic instruction aligned with the Common Core Standards. Along with many other skills the basal programs usually emphasize comprehension strategies. The teacher guide proved detailed lesson plans for teaching the strategies and skills with teach section
• Workbook Assignments: With each reading selection is a corresponding workbook assignment to complete before, during and after reading. Some teachers choose to use the workbook assignments, others may not. 
• Independent Reading Opportunities: Most basals include selection of paperback books for students to read independently

Materials in basal reading programs: Textbooks, big books, supplemental books, workbooks, kits, teacher’s guide, home-school connections, assessment system, multimedia resources, and lesson planner

Literature Focus Units: Feature popular stories, non-fiction books, or books of poetry. Some focus on a single book, others focus on several for a genre unit or author study. Teachers direct students as they read and respond. Emphasis is on teaching students about literature and developing lifelong readers.

Process of Literature Focus Unit: Below

• Pre Reading: Teacher involves students in activities to build their background knowledge and to build their interest in reading the book. 
• Reading: Students read selected text independently, or the teacher reads it aloud. Shared reading is sometimes used also, mostly when text is too hard for students to read and understand
• Responding: Class participates in grand conversations to talk about book and write their entry into their reading log in order to deepen understanding of text.
• Exploring: Students post vocab on word wall and participate in word study activities, learn comprehension strategies , examine text factors, and research selected books author and/or other related topics.
• Applying: Apply learning to create oral, visual, written, and digital projects, which are shared with classmates. 

Steps in Developing a Unit: Below

• Step 1- Select the literature: Teacher selects book for lit focus unit, usually a picture book, novel, nonfiction book, or book of poetry. Each student has their own copy. Teacher also collects related text by the same author or of the same genre. Materials related to text are often brought in by teacher as well to use while introducing the book.
• Step 2- Set Goals: Teacher decides what they want students to learn, and sets standards with students. 
• Step 3- Developing a Unit Plan: Teach reads and rereads selected book and decides what focus will be. Plans activities around unit focus. Not all brainstormed activities will be used. 
• Step 4- Coordinate Grouping Patterns with Activities: Teacher thinks on how to incorporate whole class, small groups, partner and individual work into unit plan. 
• Step 5- Create a Time Schedule: Teacher creates timeline for students to move through 5 stages of reading process to complete activities. They also plan mini lessons at this time. 
• Step 6- Assess Students: Teacher links assessment with instruction using four stage cycle; planning, monitoring, evaluating, and reflecting. Assessment is often times a project rather than a test. 

Literature Circles: Small, student lead groups for book discussion. Lit groups meet regularly. The students choose the book and form their groups. They then set a reading schedule and discussion time. Students read the book independently  then come together to discuss the book.

Key Features of Lit Circles: Below

• Choice: Students make many choices in their groups. They choose the book, schedule, setting, and how they’ll share what they read each time they meet. This gives students control and prepares them for making other choices.
• Literature: The book that is chosen should be interesting for all and should be at the students’ reading level. Teacher should have read book prior to be able to do book talks when they introduce them. 
• Response: Students will meet several times to discuss book. Through discussion students collaborate and summarize their reading, make connections, learn new vocab, and explore use of text factors. 

Types of Talk During Literature Circle Discussions: 

Roles Students Play in Literature Circles: 

Reading and Writing Workshops: Time, choice, response during projects

• Time: Students have large chunks of time to read and write. Reading and writing become core of literacy curriculum 
• Choice: Students assume ownership of their learning. They are allowed to choose their own books instead of being forced to read a book the teacher selects. 
• Response: Students respond to the book they read in their reading logs. Logs are shared during conferences. Book talks are also done with books that other classmates read. 
• Writing workshops are done with real writing for a purpose. Students “publish” as many as 50 to 100 book in primary grades. Progress is seen from each piece student writes. 

Series of Activities in Literature Circles: Below

• Step 1: Select Books: Teacher gives a book talk on 5-7 books students can choose from. Students then sign up for book they’d like to read
• Step 2: Form Literature Circles: Based on what they signed up for, students get into their groups, usually no more than 6 students. The start setting their schedule for reading and discussion times 
• Step 3: Read the Book: Students all or part of the book independently or with a partner from their group
• Step 4: Participate in Discussion: Students talk about book, engaging in grand conversations. The discussion usually lasts around 30 mins. Group “leader” starts discussion, then takes turns with other members to share their thoughts and response to reading
• Step 5: Teach Minilessons: Teacher teaches minilessons before or after group meetings on a variety of tops. The talk during the minilesson drives what students will discuss in their groups.
• Step 6: Share With the Class: Groups give a book talk to the rest of their peers
• Step 7: Assess Learning: Teacher monitors student progress in lit circle. Students write self reflections after unit to assess how they feel they participated. 

Goldilock Strategy:

Responses in Reading Workshop:

Sustained Silent Reading (SSR): Independent reading time set aside during school day for students to read self selected books. Used to increase amount of reading students do and to promote daily reading

Managing Workshops: Start a workshop chart to monitor students’ work.

Video: Below

• Take time at beginning to go over expectations. 1 day should be for modeling and intro of new book, assigning roles,etc. (housekeeping)
• Make a timeline for each day, what should be done each day.
• Review each day
• Make it known to students what they are responsible for
• Take time with each group for questions and further instruction
• Students should hold each other accountable
• Be sure students are holding up the responsibilities of their role.

Classroom Connection: This chapter was really descriptive of what exactly a basal is. I knew what it was before reading this chapter but couldn’t explain it in words. Now I have a full understanding about what a basal is and all it has to offer.

Vocaublary:

Genres: Categories of literature. Usually stories, informational, or poetry. Subgenres fall into those 3 categories. 

Text Structure: Used to organize text and emphasize most important ideas. 

Text Features: Used to achieve particular effect in writing. Symbolism, tone, headings, indexes, page layout, etc. 

Narrative Genres: Below

• Folklore: Includes fables; point out morals, folktales; heroes triumph adversity, myths; created by ancient peoples to explain natural phenomena, and legends; includes hero tales and tall tales, recounts deeds of courageous people
• Fantasy: Includes Modern literary tales; written by modern authors (similar to folktales),fantastic stories; imaginative, science fiction; explores scientific possibilities, and high fantasy; focuses on conflict between good and evil
• Realistic Fiction: Includes Contemporary stories; portray today’s society, historical stories; realistic stories set in the past

Elements of Story Structure: Plot, characters, setting, point of view, and theme

• Plot: sequence of events that involves characters in conflict situations. Characters put events into motion. Conflict: Between character and nature, character and society, character and character, or within a character. Beginning, middle, end progression
• Characters: People or personified animals. Character development includes appearance; body shape, facial features, dressing habits, mannerisms, etc, Action;, Dialogue; puts life and personality into characters, Monologue; reveals characters thoughts
• Setting: Location; where, when, etc., Weather; can be crucial to some stories, Time Period; past or future, Time; includes both time of day and time that passes throughout story
• Point of View: First Person; through the eyes of one character, Omniscient; author tells information and process of each character, Limited Omniscient; readers know thoughts of one character, told in 3rd person, Objective; readers are eyewitnesses. Can only know what is visible and audible. No character thought is present.
• Theme: underlying meaning of a story. Either explicit; clear, or Implicit; must be inferred

Narrative Devices: Used to make writing more vivid and memorable. 

Text Factors of Non-Fiction: Below

• Non-fiction genres: Alphabet books, biographies, reference books
• Expository Text Structures: Description; Author describes topic by listing characters, features, and examples, Sequence; numerical or chronological order, Comparison; Comparing 2 or more things, Cause and Effect; explains one or more causes and the resulting effect, Problem and Solution; states a problem and offers 1 or more solutions
• Nonfiction Features: headings and subheadings to direct attention of reader, photos and drawings to show big ideas, figures to provide detailed info, margin notes, highlighted vocabulary, glossary, review sections, index

Text Factors of Poetry: Below

• Formats: Picture book, specialized collections, comprehensive anthologies, Verse novels
• Poetic Forms: Acrostics; choose a word, write it vertically, create lines of poetry describing the words, Apology Poems; apologizing for something they are secretly proud of doing, Bilingual Poems; free verse poems, Color Poems; Each line begins with a poem, Concrete Poems; words and lines of the poem are arranged to convey the meaning, Found Poems; Uses clippings from newspapers and magazines, Haiku; poem contains only 17 syllables, Odes; celebrate everyday objects, Poems for Two Voices; two poems written side by side for 2 readers to read simultaneously
• Poetic Devices: Assonance, Consonance, Imagery, Metaphor, Onomatopoeia, Repetition, Rhyme, Rhythm, Simile

Assessing Knowledge of Text Factors: Instruction Assessment Cycle below

• Step 1: Planning- determining which text factors they’ll teach and how they’ll monitor students and assess learning
• Step 2: Monitoring- Teacher monitors progress as they observe and conference with them about reading and writing activities. Also takes notes of students understanding of text structures 
• Step 3: Evaluating- Teacher encourages their students to apply knowledge of genres, structure elements, and literary devices as they respond to literature. Rubrics are often used in this step
• Step 4: Reflecting- Teacher keeps in close contact with students and their thoughts on how they feel they are progressing with the ability to use text factors.
• The Grasshopper and the Ants: This video clearly focuses on vocabulary by scrolling each vocabulary word across the screen so that students can see and hear the word. This story is a fable.

Myths, Fables, and Folktales: This video gives a clear definition for myths, fables, and folktales. A myth is a short story that explains why something is the way it is. A myth usually includes gods or goddesses, they teach a lesson, usually include magic, and come from different cultures. A fable is a short story used to teach a moral or lesson, often with animals as the main characters. Lastly, a folktale is a short that has been told orally from generation to generation.

Fiction Book Genres- What is Fantasy: This video explains what exactly genres are. It also explains what Fantasy is. Fantasy, according to the video, contains unreal things that could never be real in our world. It also breaks the rules of what we already know. 

Fiction Book Genres- What is Science Fiction: This video comes from the same series as the “What is Fantasy” video. Science fiction includes time travel, monsters, aliens, etc. Science Fiction stories come from the author’s imagination. Science Fiction includes things that aren’t real but could possibly be real. 

Realistic Fiction: This video does a great job of breaking down what realistic fiction is. Realistic fiction is stories that could actually happen in our world, therefore they are realistic. 

Nonfiction Text Features: This video explains what text features are and how they can be used. Examples of text features are titles, subtitles, table of contents, charts, graphs, tables, captions, etc. 

Storytime with Berly: This is a book read aloud. This is a great option to use in the classroom when students are learning to read and identify text features. 

Classroom Connection: This chapter is really useful for learning and reviewing the features of text, genres, and other types of text. This will be a great chapter to look back to when I am preparing for the FORT.

Vocabulary:

Comprehension: A creative thinking process where students engage with the text. In order to comprehend, some students may have a mental “picture” of what they are reading. The goal is to remember what they’ve read.

Text Complexity: Way of examining comprehension to determine cognitive demands of books. Tells how well a student can complete a task with a particular text.

Inference: An educated guess based on information the author has already given. Inferences can be made about what will happen next, characters, plot, theme, etc.

Step 1: Activating background knowledge about topics that are related to the text

Step 2: looking for authors clues throughout reading

Step 3: Asking questions, connecting background knowledge to clues

Step 4: Drawing inferences by answering the questions

What Readers Think About When Reading: Prior knowledge, meaning text to uncover organization, making predictions, connecting to personal experiences, creating mental images, drawing inferences, noticing symbols and other literary devices, monitor understanding

Comprehension Factors and Roles: Below

Background Knowledge: When student activates prior knowledge and connects it to what they’re reading

Vocabulary: Recognizing meaning of familiar words and applying word learning strategies to understand what they are reading

Fluency: Student has adequate cognitive resources to understand they are reading while reading fluently

Strategies: Students directs reading, monitor their understanding, and troubleshoot when problems arise

Skills: Student automatically notes details that support main ideas, sequence ideas, etc. 

Motivation: Motivated students are more engaged in reading, more confident, and more likely to successfully comprehend

Genres: Each genre is unique. The knowledge of them a student has provides a scaffold for comprehension

Text Structures: Understanding the structure helps students to recognize important ideas

Text Features: Literary devices used in text deepens students understanding

Comprehension Strategies: thoughtful behaviors students use to facilitate their understanding (BELOW)

Activating Background Knowledge: Reader thinks about what rhey already know

Connecting: Making text to self, text to world, and text to text links

Determining Importance: Identifies big ideas in text and notices relationship among them

Drawing Inferences: Using background knowledge and clues to read between the lines

Evaluating: Evaluating both text and reading experience

Monitoring: Readers supervise their reading experience, checking that they understand what they are reading

Predicting: Making thoughtful “guesses”  about what will happen

Questioning: Asking themselves literal and inferential questions about the text

Repairing: Identifying a problem interfering with comprehension, then solving it

Setting a Purpose: Identifying broad focus to direct reading

Summarizing: Paraphrasing big ideas to create concise statement

Visualizing: creating mental pictures of what is being read

Comprehension Skills: Recognizing details, Noticing similarities and differences, Identifying topic sentences, Comparing and contrasting main ideas and details, Matching causes with effects, Sequencing details, Paraphrasing ideas, Choosing  a good title for a text

Comprehension Strategies and Reading Process: Strategies are used throughout process

Creating an Expectation of Comprehension:Involve students in authentic reading activities every day, PRoviding access to well-stocked classroom libraries, Teaching students to use comprehension strategies, Ensuring students are fluent readers, Providing opportunities for students to talk about the books they’re reading, Linking vocab instruction to underlying concepts

Ways to Teach Comprehension: 

Cloze Procedures: Students supply deleted words in a passage taken from text they’ve read. Similar to filling in the blank

Assessment Tools: 

Story Retelling: Teachers ask students to retell a story they’ve read or listened to in order to assess literal comprehension

Factors Affecting Motivation:

Classroom Application: This chapter was SO information rich. I do best when I am able to see a table that displays information which is what this chapter had a lot of!

Vocabulary:

Academic Vocabulary: Words used frequently in language arts, social studies, science, and math. Student’s knowledge of academic vocab is part of their background knowledge and affects their success in school.

Basic words (Tier 1): Common words that are used in informal social conversation at home and on the playground. Usually native english speakers don’t need instruction on these words.

Academic Vocabulary (Tier 2): Words that are used more frequently in writing. These words have wide application in school. These words are more school related and aren’t used as often in social settings.

Specialized Terms (Tier 3): Technocial, content-specific words. These words aren’t used frequently.

Levels of Word Knowledge: Unknown word; Student doesn’t recognize the word, Initial Recognition; Has seen the word or heard it and can pronounce it but they don’t know the meaning, Partial Word Knowledge; Students know one meaning of words and can use it in a sentence, Full Word Knowledge; Students know more than one meaning of the word and can use it in several ways. 

Word consciousness: Interest in learning and using words. 

Multiple Word Meanings: Words with multiple meanings. This occurs because of different forms 

(noun, verb, adjective) and also through word play and figurative language.

Synonyms:  Words that have similar meanings to other words.

Antonyms: Words that express opposite meanings of each other.

Homonyms; Words that are pronounced or spelt the same but have different meanings.

Root words: Base word without prefix or suffix

Affixes: Prefix or suffix added to root word. 

Etymologies: History of words. Most words we use come from English, Latin, or Greek roots.

Vocabulary Instruction: 4 components-Immersing students in words through listening, talking, reading and writing; Teaching specific words through active involvement and multiple encounters with words; Teaching word-learning strategies; Develop students word consciousness

Explicit Instruction:Teacher provides multiple encounters with words, presents a variety of info including definitions, contexts examples and related words, and involves students in word study activities. Teachers also use minilessons 

Word Study Activities: Word posters, Word maps, possible sentences, dramatizing the word, word sorts, word chains, and semantic feature analysis

Semantic Feature analysis: Student learns meaning of words related by concept by examining their characteristics. (animals, plants, planets)

Word Learning Strategies: Using context clues, analyzing word parts, and checking dictionary

How to Figure out Unfamiliar Words: 1. Student should reread sentence containing word, 2. Student should use context clues to figure out meaning 3. Student should examine word parts, looking for familiar root and affixes 4. Student should then pronounce word to see if they recognize it 5. Check the dictionary or ask for help

How to Assess Vocab Knowledge: 

Planning: Assessing student current level of knowledge , identifying words they’ll teach, building on prior knowledge

Monitoring:Informal assessments to monitor students progress

Evaluating: Formal assessment

Reflecting: Both teach and student ave time of reflection

Classroom Connection: This chapter was helpful in learning activities to help students learn vocabulary. Activities that were mentioned in this chapter may be helpful in my wow classroom.

Reading Fluency: Ability to read quickly, without mistakes, with expression, and fluently. Students should recognize most words automatically. 

Automaticity: When reader can recognize words automatically. Automaticity is a component of fluency. Words that are unfamiliar to students should also be read quickly using decoding strategies.

Speed: Another component of fluency. Readers who are fluent can read at least 100 words per minute (WPM). This speed is usually met by 3rd grade. 

Prosody: Another component of fluency. When students can read sentences expressively and attend to punctuation.

High Frequency Words: Most common words that are seen while reading. These words account for half of the words people read and write. High frequency words are to decode because they can be sounded out. 

Word Identification Strategies: 4 Strategies

Phonic Analysis: When students apply knowledge about phoneme-grapheme correspondences and phonics to decode words.

Decoding by Analogy: Students associate words with words they already know. 

Syllabic Analysis: Used by more experienced readers. Reader divides longer words into syllables to identify them. Ex) TARGET -tar -get

Morphemic Analysis: Used to identify multisyllabic words. Locate root words by removing prefixes and suffixes. 

Language Experience Approach: A book is read by the class, then rewritten by the students. The teacher then revises the students writing with them on the board. Teacher then types up the final draft for the students and prints out copies for each student to illustrate and read.

Assessing Reading Fluency: Informally listening to students read aloud during guided reading lessons. Workshop, or other activities. Every so often teachers will collect data regarding each student’s accuracy, speed, and prosody to track progress and growth.

Activities to increase reading practice: Individual reading, explicit instruction, lots of authentic reading, writing. 

Rubrics: Snapshot of student scores, scales can be used like 1-5 to show a good understanding, no understanding, and great understanding. Using a scale allows for more accurate ideas of how well students understand certain skills.

Writer’s Voice: Style student writes in. Gives their writing a personal voice. Writer’s voice identifies who the writer is. The manner the student writes in, word choice, and tone are examples of components of writer’s voice. 

Dsyfluent Readers and Writers: Older students who have difficulty recognizing words causing their reading achievement to be slowed. These students may also struggle with writing and spelling, and comprehension.

Obstacles to Fluency: Lack of automaticity, unfamiliarity with word identification strategies, slow reading speed, slow writing speed, lack of prosody, voiceless writing.

Classroom Connection: This chapter has helped me understand what fluent reading looks like and the component it has. I have been able to relate to this chapter a lot being that I struggled with fluency in elementary school.

Vocabulary:

Phonemes: Smallest unit of sound

Graphemes: The letter that represents correlating sound

Graphonemic: Learned by matching letters and letter combinations to sounds, blend sounds to form different words, decode, and spell vowel patterns.

Phonemic Awareness: Basic understanding that speech is composed of individual sounds. Provides foundation for phonics and spelling.

Phonemic Awareness Strategies: 

• Identifying Sounds in Words (beginning sound or ending sound)
• Categorizing Sounds in Words (Finding odd word in set of three words)
• Substituting Sounds to Make New Words (Removing one sound and adding another)
• Blending sounds to form words (Blending 2-4 sounds to make 1 word)
• Segmenting a Word Into Sounds (Finding beginning, middle, and end sound)

Teaching Phonemic Awareness: 3 Criteria

1. Activities should be appropriate for 5-6 year olds; songs, rhymes, riddles, word play books
2. Instruction should be planned and purposeful
3. Activities should be integrated with other components of a balanced literacy program.

Elkonin Boxes: Teacher shows object or picture of an object and draws a row of boxes. One box for each phoneme in the name of the object. Child points to each box and pronounces sound, can also write letter in the box.

Phonics: Set of relationships between phonology, sounds in speech, and the spelling patterns of written language. Emphasis on spelling patterns.

Digraphs: Vowel and Consonant

• Consonant Digraph: Letter combinations that represent single sounds that aren’t represented by either letter. (ch, sh, th)
• Vowel Digraph: Two vowels represent a glide from one sounds to the next

Diphthongs: Sound produced when tongue glides from one sound to the next (2 vowels)

R-Controlled Vowels: When one or more vowels in a word are followed by an R. R influences pronunciation of vowel sound.

Onset: Part of a syllable or one-syllable word that comes before vowel.

Rime: Part of a syllable or one-syllable word that begins with the vowel.

Teaching Phonics: Best way is through combining explicit instruction and authentic application devices. Begin with consonants and then short vowels, consonant blends and digraphs and long vowels.

Stages of Spelling Development: 5 stages

1. Emergent Spelling: distinction between drawing and writing, how to make letters, the direction of writing on a page, and some letter- sounds matches
2. Letter Name- Alphabetic Spelling: The alphabetic principle, consonant sounds, short vowel sounds, and consonant blends and digraphs
3. Within- Word Pattern Spelling: Long vowel spelling patterns, r-controlled vowels, more complex consonant patterns, diphthongs and other less common vowel patterns, and homophones
4. Syllables and Affixes Spelling: Inflectional endings (-s, -es, -es, -ing), rules for adding inflectional endings, syllabication, compound words, and contractions
5. Derivational Relations Spelling: Consonant alternations (soft-soften, magic-magician), vowel alternations (please-pleasant, define-definition, explain-explanation), greek and latin affixes and root words, and etymologies

Teaching Spelling: Weekly spelling tests. BUT, tests should never be considered a complete spelling program. Provide daily reading writing opportunities, teaching spelling of high- frequency words, segmenting words

Classroom Application:  This chapter provided great information on how to teach certain aspects of literacy such as spellings, phonemic awareness, and phonics. The notes I took will be helpful to peek back at when I need to in the future, and will also be helpful when studying for the FORT.

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