Praxis: Early Childhood Education 5025

Phonics

involves teaching children to connect sounds with letters/groups of letters. Ex.: (K) can be represented by C, K, or CH spellings.

Phonemic Awareness

An exclusively oral language activity; refers to the understanding that spoken words are made up of individual sounds called phonemes. Instruction in phonemic awareness should be viewed as an important element of a balanced reading program in the early elementary grades.

Learning Approach

the theory that language acquisition follows the basic laws of reinforcement and conditioning i.e. memorize the rules

Linguistic Approach

based on letter-sound correspondence

Socio-cognitive Approach

A language acquisition theory that states that the different aspects of linguistic, cognitive, and social knowledge are interactive elements of total human development.

5 Basic Types of Phonemic Awareness

1. Ability to hear rhymes and alliteration. (ex: kids listens to poem, identifies rhyme words, teacher records words on chart.)

2. Ability to do oddity tasks (ex: recognize number of a set that is different.)

3. Ability to orally blend words and split syllables.

4. Ability to orally segment words (ex: ability to count sounds in a word - "hamburger = ham-bur-ger = 3 sounds)

5. Ability to do phonics manipulation tasks (ex: replace the "r" sound in rose with a "p" sound = pose.)

Morphology

Refers to its rules for word formation. Are the smallest combination of sounds that have a meaning. Prepositions, prefixes, suffixes, and whole words.

Semantics

Meaning of words and sentences

Syntax

Language rules that govern how words can be combined to form meaningful phrases and sentences

Pragmatics

Describes how context can affect the interpretation of communication. SOCIAL USE OF LANGUAGE ( EX: SAYING WRONG THINGS AT THE WRONG TIME.)

5 Stages of Language Acquisition

1. Acquisition learning hypothesis- difference between learning and acquiring language

2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR CHECKIN)

3. Natural order hypothesis - Learning of grammar - normal "natural order"

4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and understand convos.

5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."

Independent Reading

Reading level at which students can accurately recognize and comprehend words well enough that no teacher guidance is needed. (95-100% accuracy).

Guided Reading

A teacher provides support for small, flexible groups of beginning readers. As students read a text or book that is unfamiliar to them, the teacher works with them to teach them how to use a variety of reading strategies. (92%-97% accuracy)

Whole Group Reading

Entire class will read the same text - teacher incorporates activities for phonics, comprehension, fluency, and vocabulary

5 Critical Areas of Reading Instruction

1. Phonemic awareness : is commonly defined as the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced.

For example, hearing and saying that the word cat has three sounds, or phonemes /k/ /a/ /t/ is an example of phonemic awareness skill.

2. Phonics : a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language.

3. Fluency : recognizing the words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language.

4. Vocabulary: words we need to know to communicate with others. There are four types of vocabulary:

a.) listening: words we understand when others talk to us

b.) speaking: words we use when we talk to others

c.) reading: words we know when we see them in print (sight words and words we can decode)

d.) writing: words we use when we write

Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary.

5. Comprehension : constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood. Comprehension is the final goal of reading instruction

Automacity (Automatic Reading)

Quick and accurate recognition of letters, words, and language conventions

Orthography

The art or study of correct spelling according to established usage.

3 Critical Skills That Students Need to Learn

1. Letter sounds

2. How to Sound out words

3. How to decode text to make new meaning

5 Theories of Language Acquisition

1. Acquisition learning hypothesis- difference between learning and acquiring language

2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR CHECKIN)

3. Natural order hypothesis - Learning of grammar - normal "natural order"

4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and understand convos.

5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."

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Print Awareness

Children's understanding of the forms and functions of written language

4 Teaching Concepts of Print

Book Concepts- show front, name, point to pictures

Directionality-where to start reading, where reading ends

Letter awareness- point of familiar letter, letter in first name

Word awareness- have students tell what letter would be at beginning of word

Word Analysis

The process readers use to figure out unfamiliar words based on written patterns

WPM correct for 1st-2nd grader in 1 minute drill

30 WPM

WPM correct for 3rd grader beginning of the year in 1 minute drill

40 WPM

WPM correct for 3rd grader end of the year in 1 minute drill

60WPM

WPM correct for 4th grade and up in a 1 minute drill

80 WPM

Text-to-Self

connections made between the text and reader's personal experience

Text-to-Text

connection that reader makes between one text and another

Text-to-World

connection that reader makes between text and what happens in the world

Inferential Comprehension

understanding of information that isn't explicitly given, but rather implied in a written passage. (make predictions)

Inductive Reasoning

A type of logic in which generalizations are based on a large number of specific observations.

Deductive Reasoning

Decision making process in which ideas are processed from the general to the specific.

Determining Main Idea

finding the most important idea in a paragraph of passage

Context Clues

information from the reading that hints at a word's meaning

Amount of time brain holds information when read

10 seconds

Alphabetic principle

understanding that letters/letter patterns represent the sounds of spoken words.

5 Developmental Stages in Learning to Spell

1) Pre-phonemic spelling—Children know that letters stand for a message, but they do not know the relationship between spelling and pronunciation.

2) Early phonemic spelling—Children are beginning to understand spelling. They usually write the beginning letter correctly, with the rest consonants or long vowels.

3) Letter-name spelling—Some words are consistently spelled correctly. The student is developing a sight vocabulary and a stable understanding of letters as representing sounds. Long vowels are usually used accurately, but silent vowels are omitted. The child spells

unknown words by attempting to match the name of the letter to the sound.

4) Transitional spelling—This phase is typically entered in late elementary school. Short vowel sounds are mastered and some spelling rules known. The students are developing a sense of which spellings are correct and which are not.

5) Derivational spelling—This is usually reached from high school to adulthood. This is the stage at which spelling rules are mastered.

4 Writing Stages

1. Role Play Writing -In this stage, the child writes in scribbles and assigns a message to the symbols.

Even though an adult would not be able to read the writing, the child can read what is written although it may not be the same each time the child reads it. The

child will be able to read back the writing because of prior knowledge that print carries a meaning. The child will also dictate to adults who can write a message

or story. TL; DR - DEM SCRIBBLES

2. Experimental Writing - In this stage the child writes in simple forms of language. The words usually contain letters according to the way they sound, such as the word "are" may be written as "r". However, the child does display a sense of sentence formation and writes in groups of words with a period at the end. There is evidence of an awareness of the correspondence between written words and oral language. TL;DR - ONE LETTER PROBZ. MAKING SHAPES.

3. Early Writing - Children start to use a small range of familiar text forms and sight words in their

writing. The topics they choose for writing are ones that have some importance for them, such as their family, friends or pets. Because they are used to hearing

stories, they do have a sense of how a story sounds and begin to write simple narratives. They learn that they do have to correct their writing so that others can easily read it. TL;DR - CAN WRITE WORDS BUT IT'S SIMPLE SHIZ

4. Conventional Writing - By the time students reach this stage of writing, they have a sense of audience

and purpose for writing. They are able to proofread their writing and edit it for mistakes. They have gained the ability to transfer between reading and writing so that they can get ideas for writing from what they read. By this time, students also have a sense of what correct spelling and grammar look like and they can change the order of events in the writing so that it makes sense for the reader. TL;DR - PROFESSIONAL WRITER

Forms of Writing

Persuasive

Expositive

Narrative

Descriptive

Paraphrase

Summary

Letters

paraphrase

rewording of a piece of writing

narrative writing

chronological piece of writing

expositive writing

informative piece of writing

persuasive writing

writing that's purpose if to influence the audience

descriptive writing

writing that's purpose is to make an experience available through one of the five senses (seeing, hearing, smelling, feeling, tasting)

summary

distilling elements of a piece of writing or speech

letters

often expository in nature; purpose to give information

5 Steps in the writing Process

prewriting

drafting

revision/editing

proof-reading

publishing

prewriting

brainstorming, mapping, free writing, charting

drafting

composing first draft

revision/editing

reading composition again

proof-reading

checking for punctuation/mechanical errors

publishing

final draft; may be displayed or read aloud

3 Elements of Fluency

Accuracy

Rate

Automacity

Sight word

spelling not straight forward; leaerned by memorization or through context

decoding

sound out words

Phonological Awareness

ability to distinguish sounds

Phoneme

meaning of a letter

Phoneme Sequence

spelling of a word

grapheme

letter/letters that represent meaningful sound in language (i.e. thin - 4 graphemes T-H-I-N)

4 Language Systems

1.Phonological-sounds

2.Syntactic- structural/organization

3.Semantic- meaning, vocab, synonyms

4.Pragmatic- social/cultural

Dysphonetic

type of dyslexia; trouble connecting sounds to symbols

Dyseidetic

type of dyslexia; problem with spelling

Auditory Dyslexia

spelling mistakes; poor phonics understanding

Articulation Disorders

difficulty with way sounds are formed together. sub one sound for another (wabbit for rabbit) or omitting a sound (han for hand)

Jean Piaget

Swiss psychologist who developed theory of cognitive development

Piaget's Belief

Learning happens as people adapt to environment

Piaget's SCHEMA

each person's existing framework

Piaget's Assimilation

applying new ideas to the existing SCHEMA

Piaget's adaptation

developing new framework

Piaget's Four Stages of Cognitive Development

Sensorimotor

Preoperational

Concrete operational

Formal operational

Sensorimotor stage

(app. age 0-2) early development of goal-oriented behavior and object permanence (concept things continue to exist even if not seen)

Preoperational stage

(app. age 2-7) develops language skills; able to follow directions but not reverse them; difficulty dealing with more than one problem at a time; difficulty seeing another's point of view

egocentrism

difficulty seeing another person's point of view

Concrete Operational stage

(app. age 7-11) develop ability to perform mental operations then reverse thing back to starting point; can classify objects even if multiple characteristics; can put objects in order according to given criterion; understand conversation; able to solve concrete, hands-on problems logically

reversibility

ability to perform mental operations and revers thinking back to starting point

transitivity

ability to classify objects according to specific characteristic even when multiple characteristics are present

seriation

ability to classify objects in order based on given criterion

Formal Operation stage

(app. age 11-adulthood) able to solve abstract problems involving multiple independent elements; able to frame and solve problems using hypothetical-deductive reasoning

hypothetical-deductive reasoning

ability to solve abstract problems involving multiple independent elements

schema

existing framework of ideas

assimilation

adding ideas to your existing framework

adaptation

developing new frameworks

object-permanence

concept that things continue to exist even when you cannot see them

goal-oriented behavior

starts developing at sensorimotor stage; helps someone to reach a goal

conservation

idea that amount of substance does not change just because it is arranged differently

class-inclusion

ability to think about a whole group of objects while also thinking about the subgroups of the objects

Lev Vygotsky

1. Russian psychologist; argued that environment and culture dictate the methods children will find useful and what their priorities will be.

2. Believed children frequently talk to selves to play/solve problems; able to solve complex tasks more effectively when they use private speech

constructivism

learning is a constant assimilation of new knowledge/experiences into each student's way of viewing the world

constructivism learning viewpoint

favor guided hands-on learning rather than lecture-based teaching

Bloom's Taxonomy

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

knowledge level

recalling factual information

comprehension level

using factual information to answer a specific question

Application level

taking abstract concept together with specific facts to answer a question

analysis level

breaking down a question into concepts/ideas in order to answer a question

synthesis level

connecting concepts/ideas to create a new product or idea

evaluation level

making judgements by breaking down and reconnecting ideas, concepts, and facts then comparing judgments to standards

Domain of Bloom's Taxonomy

cognitive

Affective Domain

includes class participation, listening/speaking, defending positions, recognizing opinions of others

Psychomotor Domain

includes physical prowess (reflexes through basic motions, i.e. throwing/catching, playing piano)

Erikson's Eight Stages of Psychosocial Development

Trust vs. Mistrust; Autonomy vs. Doubt; Initiative vs. Guilt; Industry vs. Inferiority; Identity vs. Role Confusion; Intimacy vs. Isolation; Generativity vs. Stagnation; Integrity vs. Despair