Literacy Interventions 4-12 Midterm

Content Literacy

Ability to use reading and writing to acquire information in a subject area

transaction

The relationship between the reader and the text in which the text is conditioned by the reader

and the reader is conditioned by the text

Text Structure

Text is organized in ways that are elaborate

Expository Text

A text that is designed to explain. Key features include headings, topic sentences, and

subheadings

Text Relationships

Interactions among ideas or characters in the test are subtle, involved, or deeply embedded

Text Richness

The text possesses a sizable amount of highly sophisticated information conveyed through data or literary devices

Text Style

The authors tones and use of language are often intricate

Purpose

The authors intent in writing the text is implicit and sometimes ambiguous

Academic Standards

Statements of what students should know or be able to do

Decoding

Using phonics or other word analysis skills to translate print into speech

Literal comprehension

Involves understanding stated information but does not include interpretation

Academic language

The formal language of instruction used in classrooms and texts

English language learner (ELL)

Students that are not native English speakers, but are acquiring English

Metacognitive

the quality of being aware if one’s thinking process

Scaffolding

Refers to the support and guidance provided by an adult or more knowledgeable peer that helps a

student function on a higher level

Self-efficacy

a belief in oneself as a learner

Readability

difficulty level of a text

Readability formula

objective measurements of the difficulty level of reading material.

Instructional Reading Level

- level of material that a student can read with 95 to 98 percent word recognition

and 70 to 89 percent comprehension

Independent Level

level of material that a student can read with 99% word recognition and 90 %

comprehension

Frustration level

level at which the student's word recognition is 90% or less and comprehension is 50% or less

Informal Reading Inventory (IRI)

placement test to identify instructional and independent reading level

Brainstorming

process in which members of a group attempt to accomplish a task by submitting ideas Ex. What

comes to mind when you think of "The brain"?

Semantic Map

graphic organizer that uses lines and circles to organize ideas according to categories

Concept Map

a graphic device that uses lines and circles to organize information according to categories but

also uses words and phrases to show interrelationships among concepts

Syllabic Analysis

dividing words into syllables

Morphemic Analysis-

the study of meaningful word parts, such as the root, prefixes, suffixes

Morpheme

the smallest unit of meaning in a word

Prefix

-a type of affix that appears at the beginning of a word and modifies its meaning, such as the re– in redo

root

the base part of a word

Suffix

affix occurring at the end of a word, base, or phrase

Graphic Organizer

a diagram used to show the interrelationships among words or ideas

Venn Diagram

a graphic organizer that uses overlapping circle to how relationships between words or other items

Semantic Feature Analysis (SFA)

a graphic organizer that uses a grid to compare a series of words of other

items on a number of characteristics

Word sort

a categorization device used to help students discover common elements in words and make

discoveries about words

Etymology

the history of the origin and development of words

Schema Theory

A schema is a unit of organized knowledge one has about people, places, things, and idea.

Schema theory states that our background knowledge is organized into units known as schemata.

Mental Models theory-

view comprehension as a "process of building and maintaining a model of situations

events described in text

Metacognition

being conscious of one's mental process

Preparational Strategies:

Using text structure, determining essential information, Summarizing

Elaboration Strategies:

Making inferences, generating questions, evaluating

Metacognition

Knowing oneself as a learner, regulating, checking, repairing

Previewing

Brief activity to read summary, skim through headings and pictures > Turns a passive reader into an active reader.

Activating prior knowledge

Guide students in eliciting what they already know about the topic

Predicting

deliberate attempt to foretell the content of a segment of text

Imaging

creating sensory representations of items in text "Paint a picture in your mind"

Dual coding-

concept that text can be processed verbally and nonverbally. Nonverbal coding focuses on imaging

Paivios theory

words that can be converted to concrete mental images can be encoded into one's memory twice

Conceptual Understanding

Gaining conceptual knowledge is a main purpose for both reading and inquiry science. Reading is a set of processes that individuals apply to text for the purpose of gaining meaning, knowledge, or experience.

Pre-reading: strategies

-KWL Charts

-Anticipation Guides

-PreP: Prereading Plan

-Drawing before reading

-Writing before reading

During reading: strategies

-Strategy Guides

-Pattern Guides

-Concept Guides

-Process Guide

-Information Map

-Split-Page Notetaking

Post reading: strategies

-Constructing Analogies

-Graphic Organizers

-Writing After

-Reading/Response Writing

-Extending and Applying

-Debate

-Socratic Seminar

-Extending and Applying

Collaborative Learning

A form of learning in which students are active participants in the learning process and work with the teacher to construct meaning or solve problems.

Collaborative Strategic Reading

an approach to cooperative learning that incorporates effective learning strategies. It is designed for students with disabilities in the mainstream classroom.

Reciprocal Teaching

a form of collaborative learning in which students learn to use four key reading strategies

to achieve improved comprehension: predicting, questioning, clarifying and summarizing

Questioning the Author

Encouraging the students to continuously pause and asks, "What is the author trying to

say here?" (Metacognitively and openly)ju

Quality Talk

Teacher selects a text, the text is read, and the class engages in a deep discussion revolving a set of questions prepared by the teacher. This requires a trustful environment.

Shared Inquiry Discussion

Students work in a group, a leader ask 3 types of questions: Factual, Interpretive, and Evaluative. Students should provide evidence from the text and explore disagreements due to different interpretations.

Scaffolding Prompts

Guided questioning to have student acquire answer on their own

Cognitive Empathy

collaborative approach through which teachers use reading problems faced by students to help students resolve difficulties in their reading

Responsive Elaboration

Teacher directed. Teacher asks, "What thought process led you to this response?" Or "How can that thought process be redirected?"

Wait Time

Waiting 5 seconds or so after asking a question to request a student's response to give students time to construct a thoughtful response

Think-Pair-Share-

Give students a moment to think on their own, chat with a friend to further develop response and then share with the class.

Cooperative Learning-

format in which students work together to complete a learning task

Jigsaw

cooperative group is one which students divide up a task and then share what they have learned with the other members of their group

Study Groups-

students work in groups to help students learn/study information on a specific topic

Discussion Groups

-All members explore the same topic but have different roles

Literacy Circles-

Cooperative learning groups set up for the purpose of reading a work of literature. They may be adapted to discuss content area books.

Inquiry Circles-

Variation of Lit circle... rather than focusing on a specific text, student focus on a specific

question and they can bring any text or research to answer this question

Discussion Web

To avoid 1 person dominating the discussion, it incorporates think-pair-share and every member of the group shares ideas with the group