1. Constructivism (Learning Philosophies):
-Constructivism emphasizes the idea that comprehending a text is very much an active process. -Constructivism
... [Show More] holds that the meaning one constructs from a text is subjective—the result of one particular person's processing of the text.
2. Cognitive-Constructivist View of Reading-Teaching Methods (Learning Philosophies):
-Aim to assist students in assimilating new information to existing knowledge, as well as enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information.
-Jean Piaget and William Perry
3. Cognitive-Constructivist View of Reading (Learning Philosophies):
-Emphasizes that reading is a process in which the reader actively searches for meaning in what she reads.
-The reader makes connections between ideas and then integrates these understandings with prior knowledge
-Ex: Because of Winn-Dixie,-the inference comes from her knowledge that people who have things in common often become friends and from her active processing of the text.
4. Sociocultural Theory (Learning Philosophies):
-Extends the influence on the cognitive-constructivist view out from the reader and the text into the larger social realm.
-Learning is viewed as primarily a social rather than an individual matter.
-Lev Vygotsky
5. Steps of Sociocultural Theory (Learning Philosophies):
-First, the social and cultural backgrounds of students have a huge and undeniable effect on their learning.
-Second, because learning is quintessentially social, much learning—particularly the best and most lasting learning—will take place as groups of learners work together.
-Third, the classroom, the school, and the various communities of students in a classroom are social contexts that have strong influences on what is or is not learned in the classroom, and each of them must be carefully considered in planning and carrying out instruction.
6. Schema (Learning Philosophies):
-Theory that is concerned with knowledge, particularly with the way knowledge is represented in our minds, how we use that knowledge, and how it expands.
7. Reader Response Theory (Learning Philosophies):
-Puts a good deal of emphasis on the reader, stressing that the meaning one gains from text is the result of a transaction between the reader and the text and that readers will have a range of responses to literary works.
-Many literary texts simply do not have a single correct interpretation, and readers should be allowed and encouraged to construct a variety of interpretations—if they can support them.
-Louise Rosenblatt
8. The three phases of the construction-integration process (Learning Philosophies):
(1.) Construction
(2.) Integration
(3.) Metacognition
9. Construction (Construction-Integration Process-Learning Philosophies): Phase 1:
-In the construction phase, a reader uses knowledge of vocabulary and syntax to make meaning.
10. Integration (Construction-Integration Process-Learning Philosophies): Phase 2:
-Integrates words and sentences by linking previous information using cohesive ties to create a textbase.
11. Metacognition (Construction-Integration Process-Learning Philosophies): Phase 3:
-A reader employs metacognition to monitor his processes to ensure the meaning makes sense. If it doesn't, the reader employs strategies to fix comprehension.
12. Define Metacognition as it Applies to Reading (Learning Philosophies):
-Metacognition is the process of reflecting on one's reading strategies while reading to monitor comprehension.
-A metacognitive reader is able to articulate the strategies he uses to comprehend. He is also able to recognize when meaning breaks down and employ strategies to fix comprehension.
13. Oral Language Development (Stages of Development):
-The complex system that relates sounds to meanings, is made up of three components: the phonological, semantic, and syntactic.
14. How Oral Language Supports Vocabulary Development (Stages of Development):
-Reading and talking with children plays an important role in developing their vocabulary.
-The more you read to children, the larger vocabulary they will develop.
15. Phonological Component (Oral Language Dev.-Stages of Development):
-Involves the rules for combining sounds.
-We are not aware of our knowledge of these rules, but our ability to understand and pronounce English words demonstrates that we do know a vast number of rules.
16. Semantic Component (Oral Language Dev.-Stages of Development):
-Is made up of morphemes, the smallest units of meaning that may be combined with each other to make up words (for example, paper + s are the two morphemes that make up papers), and sentences.
-A dictionary contains the semantic component of a language, but also what words (and meanings) are important to the speakers of the language.
17. Syntactic Component (Oral Language Dev.-Stages of Development):
-Consists of the rules that enable us to combine morphemes into sentences.
-Ex. As soon as a child uses two morphemes together, as in "more cracker," she is using a syntactic rule about how morphemes are combined to convey meaning.
18. Pragmatics (Oral Language Dev.-Stages of Development):
-Some language experts would add a fourth component: which deals with rules of language use.
-Pragmatic rules are part of our communicative competence, our ability to speak appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at a job interview.
19. Stages of Reading Development (Stages of Development):
-Early Emergent Readers (Levels aa-C)
-Emergent Readers (D-J)
-Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
20. Emergent Readers (D-J) (Stages of Development):
-Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics.
-They have command of a significant number of high-frequency words.
-Emergent readers are developing a much better grasp of comprehension strategies and word-attack skills.
-They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes.
21. Stages of Writing Development (Stages of Development):
Scribbling/Drawing
-Letter-Like Forms & Shapes
-Letters
-Letters & Spaces
-Conventional Writing & Spelling
22. Conventional Writing & Spelling (Stages of Development):
-Children spell most words correctly, with a reliance on phonics knowledge to spell longer words.
-Writers use punctuation marks correctly and use capital and lower case letters in the correct places.
-Writing for different purposes becomes more important.
-Handwriting becomes easier, as does the spelling of a majority of words.
23. Gradual Release of Responsibility (Strategies for Literacy Development):
-A teaching approach which incorporates scaffolding so that responsibility for the content is gradually shifted from teacher to student.
24. Various Strategies for Vocabulary Development (Strategies for Literacy Development):
(1.) Integration—connecting new vocabulary to prior knowledge
(2.) Repetition—encountering/using the word/concept many times
(3.) Meaningful use—multiple opportunities to use new words in reading, writing and soon discussion.
25. Balanced Literacy Models are Composed of Three Major Components (Balanced Literacy Framework):
1.) reading workshop
(2.) writing workshop
(3.) word work
26. Reading Workshop Components (Balanced Literacy Framework):
1.) shared reading
(2.) guided reading
(3.) independent reading
27. Shared Reading (Balanced Literacy Framework):
-During shared reading, teachers provide explicit comprehension and instruction.
-Reading A-Z's collection of projectable Big Books supports developmentally appropriate skills, such as concepts of print, as well as reinforces specific reading skills and strategies.
-Using an enlarged text that all children can see, the tea-chers involve children in reading together following a pointer.
28. Guided Reading (Balanced Literacy Framework):
-Provides a scaffolded approach to instruction.
-Reading A-Z's collection of leveled readers spanning levels of difficulty represents a variety of text types and genres and includes a balance of fiction and nonfiction.
-Use Benchmark Books or Benchmark Passages to determine where to start students within the levels and to monitor their progress as their reading improves.
-The teacher works with a small group of students who read at all similar levels
29. Independent Reading (Balanced Literacy Framework):
-Provides students the opportunity to apply reading strategies and skills in a text of personal interest.
-Print Reading A-Z's leveled books for students to select for daily independent reading.
-A membership to Raz-Plus provides students with the opportunity to select eBook versions of the Leveled Books to read online.
-Students read from classroom library or leveled books.
-Students read from a wide variety of materials.
30. Writing Workshop Components (Balanced Literacy Framework):
1.) shared writing
(2.) guided writing
(3.) independent writing
31. Interactive Writing (Writing Workshops-Balanced Literacy Framework):
-As in shared writing, teacher and children compose message and stories that are written using a "shared pen" technique that involves children in the writing.
32. Process (Guided) Writing (Writing Workshops-Balanced Literacy Framework):
-Begin with teacher-directed lessons followed by time for students to write.
-Teachers confer with students and guide their writing development.
-Children engage in writing a variety of texts. Teacher guides the process and provides instruction through mini-lessons and conferences.
-Members of Writing A-Z gain access to complete process writing lessons for a variety of text types or genres. [Show Less]