ORAL FINAL EXAM Curric 346 UW-Madison

Phonological Awareness (umbrella image)

ONLY PHONOLOGICAL: alliteration, rhyming, identifying syllables

BOTH PHONOLOGICAL AND PHONEMIC: manipulating, blending, segmenting

What are the key ways to support students who are not yet reading or writing conventionally?

Read Alouds, thinking aloud, scaffolds of the processes, peer work/support

Explicitly teaching phonemic awareness and foundational skills through small groups

How can you support oral language? How can you support phonemic awareness? How can you support letter knowledge?

Explicitly taught, systematically taught logically, efficiently, and effectively-routine, responsive to children's need

What are the ways that literacy instruction changes as students move from preschool to early elementary classrooms?

Move from letter instruction to blending and segmenting, to full words, to comprehension and fluency instruction.

Concepts of print:

4 components- print meaning-words=meaning, text organization=understanding how to read a book (title, directionality, cover to cover), sentence organization=punctuation, capitalization, letter/word spacing, and letter and word of knowledge=alphabet knowledge, one-to-one word correspondence

Alphabetic principle:

the idea that letters represent the sounds of spoken language and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.

Phonemic awareness:

the sounds at the word level, specifically sound-letter correspondence

Examples of phonemic awareness:

manipulating, blending, segmenting

Phonics

Instruction in sound-spelling relationships (aka phoneme-grapheme correspondence, letter-sound relationships).

Phoneme

sound the letter makes /t/, /m/

Grapheme

the letter itself t, m

Consonant digraph

two consonants that combine to make a single sound, producing one phoneme that is different from the individual letters. Examples: ch, sh, st

Consonant blend:

a group of two or three consonants in a word where each consonant retains its own sound. Example: FR

Vowel digraph

a pair of vowel letters that work together to produce a single vowel sound /ee/, /ai/, /oo/

Inductive tension:

children to simplify complex sounds in their speech as they learn to produce more complex sounds

High frequency word:

most commonly used words in English that appear frequently in written and spoken language, forming a foundation for reading and writing skills. Examples: of, there, our, you, me, I

What are some teaching moves that help students learn letter sounds?

Flashcards,

Explicitly and Systematically Address Alphabet Knowledge

Follow an Efficient and Effective Routine

Respond to the Specific Needs of Children Based on Assessment

Support Alphabet Knowledge With Other Foundational Skills and in Real Reading Contexts

Name letter clearly, model sound explicitly, connect sound to keywords, add multisensory practice, blend/segment sounds, apply to reading and writing

What are some teaching moves that help students learn phonics patterns?

Read texts to connect from one pattern to another

Practice writing

Hearing (i.e.: /m/ and /n/ are two different sounds

Generating (i.e.: Saying the sound /t/)

Isolating (i.e.: bed starts with /b/

Blending: (i.e.: The sounds /d/ /o/ /g/ make dog)

Segmenting (i.e.: Hearing the sounds /c/ /a/ /t/ in cat)

Manipulating (i.e.: Change the medial vowel changes hot to hat)

Name the patterns explicitly, model with thinking aloud while reading aloud, guiding practice with prompts, protive sorting opportunities, connect readings, reinforce through writing and oral discussions.

Use routines that incorporate reading and spelling

Focus on the highest utility sound-spelling relationships

Follow a reasonable sequence (see p. 96-97 for an example sequence)

Check your own knowledge of phonics instruction before teaching it

Encourage children to say, read, sound out, blend, and segment as much as they need to.

What are some considerations when you choose a text for a reader? How do you decide if the text is an appropriate level of challenge? What else might you take into account?

Know the student's zone of proximal development, understanding the standards for the grade and the standards for grade levels above and below

Be intentional about the skills students will learn with the chosen text

Have a variety of reading materials that students are interested in, and that background knowledge can support understanding.

The five stages of reading development

Emergent (K-1): repetitive, decodable, visuals

Early (K-2): 1-3 syllable words, more complex information, visuals

Transitional (1-3): Variety of genres and series, longer, more complex sentences, new vocabulary

Early fluent (2-5): Variety of themes, complex characters/information, complex sentences, and vocabulary

Fluent (3-5): complex characters, themes, multiple main ideas

What are some ways of assessing students' literacy needs?

Formative assessment makes up the largest portion of what teachers are gathering

Running records (allows teachers to monitor fluency)

Word sorts

Informal writing AND Formal writing

These can be looked at for formulation of ideas, grammar understanding,etc.

Some students incorporate advanced vocabulary.

Listening to student conversations around books or texts read in class

Provide sentence starters and see how children can talk about literacy.

How do you support students' reading comprehension?

Allow students to discuss texts and make meaning together.

Learning is social and allows students to be engaged

Intentionally select texts that students are interested in and have knowledge about to build on.

What is fluency and what can teachers do to support it?

Fluency is accuracy, prosody, and rate.

Prosody is expression so teachers can model this within read alouds

Teachers should provide ample time for students to read out loud and with peers

What might you teach in whole group vs. small group vs. one on one?

For the whole group it is good to teach vocabulary because this provides students access to the text.

Small group explicit instruction for older students who are still working on foundational skills

Small group instruction for blends that students are still working on. Phonics instruction constructing and deconstructing words with syllables and blends.

Meet with students in small groups to work on comprehension of texts.

Gradual release of responsibility: I do, We do, you do

Can move from explicit instruction to independent practice

How can teachers build on students' funds of knowledge and family literacy practices during literacy teaching?

Getting to know your students and their families at the beginning of the year, and finding a way to communicate with them that works best for them (not going to be the same for all families)

Conducting informal interviews, surveys, or "getting to know you" literacy maps

Inviting students to share how they use reading/writing at home

Observe patterns/take notes (multilingual practices, oral storytelling, etc)

Incorporate culturally relevant texts

Connect literacy to real-life practices

Design tasks like writing letters, making instructions, or creating flyers

Value multilingualism as an asset

Allow translanguaging

Encourage writing or brainstorming in home languages

Use bilingual texts or labels

Partnering with families

Invite family members to share stories, traditions, or literary practices

Use students experiences as curriculum content

Use personal narratives or identity projects

Build units around community issues or experiences

What should literacy teachers know about students who speak multiple languages and dialects?

Students' variety of linguistic representations is a valuable linguistic asset and should be seen as a positive, not a burden or deficit to the classroom.

Good instruction requires teachers to leverage students' native/home language and cultural knowledge. Teachers should understand and learn their students' backgrounds in order to make connections with content and prior knowledge.

Biliteracy from the Start: Reading. Teachers should learn what literacy practices students already know in their home language and how to integrate them into learning English. Skills learned in one language can often be transferred to a second language, such as phonological awareness and decoding. Phonemes that are similar in English and students' home language also help students make connections.

In my practicum in a bilingual classroom, a major support is pointing out cognates, especially for important vocabulary.

Features in dialects such as the African American English have consistent grammatical patterns.

Teaching key vocabulary and using visuals are helpful for emergent bilingual students as well.

What are some things literacy teachers can do to address or prevent inequitable outcomes in the classroom?

Critical literacy- teach students how to question wha they are reading

Example is the peter pan lesson that the teacher adapted

Representation- Windows, mirrors, and sliding glass doors.

SELF REFLECTION: What have you learned this semester that you see yourself drawing on in your classroom? Which ideas/strategies/topics/readings helped you envision the kind of teacher you want to be? What are you still learning about/puzzling over?

Possible Ideas: Literacy is both social and cognitive!

Making literacy social brings joy into learning and helps students build on each other's knowledge.

Get to know each student on an individual level where they are at in their literacy learning.

Example is: Focal learners allowed us to create lessons that were targeted to what our students need.