Space to Fill in Key Points Under

¶ … space to fill in key points under each heading. You should fill in 1-2 sentences in the lines provided in red to summarize main points in each section where space is provided. When you complete the study guide, submit it through the unit's study guide dropbox. Each study guide is worth 10 points.

Reading 1: Stages of Literacy Development

Reading Readiness/Pre-Reading (Birth -- age 6)

Initial Reading (Age 6-7, Grades 1-2)

Fluency (Age 7-8, Grades 2-3)

Reading to Learn (Age 9-13, Grades 4-8)

Reading Readiness/Pre-Reading (Birth -- age 6)

_Children should get exposed to reading and writing, and see that it is a form of communication that interests them. They should also attempt to mimic reading and writing on some level.

Initial Reading (Age 6-7, Grades 1-2)

_At this age children begin to read on their own and learn simple monosyllable words that rhyme. They learn typical spelling rules and begin to develop phonemic awareness.

Fluency (Age 7-8, Grades 2-3)

__At this stage children can recognize sounds that occur at the end, beginning and in the middle of words, and build up their vocabularies sufficiently.

Reading to Learn (Age 9-13, Grades 4-8)

Children progress into reading whole books on their own and develop an affinity for subjects. They also learn to think for themselves and may challenge authority.

Reading-Writing Connection

_The reading-writing connection is integral to the development of the child in both of these fields. The more experience children have in one, the more they will have in the other.

Chapter 3 (p. 76-93) Home Literacy Experiences

Access to print and books

Adult demonstrations of literacy behavior

Supportive adults

Independent engagements with literacy (Storybook reading)

Family Focus: Parent Workshops

__At home, it is important to have books available and to surround children with print so they get accustomed to it, as well as expose them to adults engaging with reading and the written word. Adults can support literacy at home by reading to children while independent engagements with literacy enables children to pretend to read pages and to make up their own stories about books.

Case Studies

Tiffany (native English speaker)

Alicia (Second Language Learner)

Early Literacy Development in Spanish

Alicia's Literacy Development in Kindergarten

Writing

Reading

_Tiffany modeled many of the concepts pointed out in the home literacy section of the book before attempting to read and write on her own. Alicia's literary development involved a bilingual classroom and her ability to serve as translator for some of her friends.

Summary

Write a brief (1-2 sentence) summary of what you believe the main point of this chapter is:

The chapter's main point is that children imitate what they see. If they see friends and family engaging in literacy then they will choose to willingly do so on their own.

The purpose of the study guide is to help you outline the readings for the unit and to give you a place to note the key points of each section. Each study guide outlines the chapter/reading for you and gives you a space to fill in key points under each heading. You should fill in 1-2 sentences in the lines provided in red to summarize main points in each section where space is provided. When you complete the study guide, submit it through the unit's study guide dropbox. Each study guide is worth 10 points.

Chapter 6 Teaching Early Reading and Writing

Early Reading Instruction

Phonological Awareness

Rhyme

Alliteration

Word and Syllable Segmenting

Onset and Rime Substitution

Phonemic Awareness

Phoneme isolation (Sound matching/isolation)

Phoneme Blending

Phoneme Segmenting

Phoneme Manipulation (addition, deletion, substitution)

Alphabet Knowledge

Environmental print

Reading and writing children's names

Songs

Letter Charts

Alphabet Word Walls

Games

Phonics Instruction

Print Awareness

Teaching Concepts about Print

Key Words

__From a didactic viewpoint, explicit literary instruction predominantly pertains to phonological and phonemic awareness, phonetic instruction, print awareness, and alphabet knowledge. Mastering the various components of these skills can result in increased literacy.

Early Writing Instruction

Context for Writing: The Writing Center

Writing in Other Centers

The Writing Workshop

Focus Lesson

Writing Time

Group Share

Publishing Children's Writing

_The teacher plays a crucial role in early writing instructor -- that as a co-writer with his or her students. Getting children to share their writing and even to publish it can provide that critical element of fun that makes learning rewarding and desirable for children.

Strategies for Teaching English Language Learners

Vocabulary

Phonological Awareness

_Vocabulary and phonological awareness is difficult for English Language Learners. However, the usage of visuals can significantly help these students who know the definition of what many words are -- in another language.

Strategies for Children with Special Needs: Writing Instruction

_Children with special needs need writing instruction that is differentiated and based on their particular needs. Once these are accounted for, many of the same facets of the writing process for other students work with the former.

Summary

Which early reading skills should early childhood teachers provide in order to give their children an opportunity to learn?

What is the difference between phonological awareness, phonemic awareness, and phonics? In what sequence do young children typically acquire these skills? What does this sequence suggest about classroom instructional strategies?

How might early childhood teachers introduce young children to the letters of the alphabet?

Why is a writing center an important area in the preschool classroom? How might an adult teach in the writing center?

How does a teacher teach during a writing workshop?

Why is it important to publish children's writing?

Write a brief (1-2 sentence) summary of what you believe the main point of this chapter is:

_This chapter provides the nuts and bolts for how to actually teach the explicit skills necessary for young students to read and write effectively.

The purpose of the study guide is to help you outline the readings for the unit and to give you a place to note the key points of each section. Each study guide outlines the chapter/reading for you and gives you a space to fill in key points under each heading. You should fill in 1-2 sentences in the lines provided in red to summarize main points in each section where space is provided. When you complete the study guide, submit it through the unit's study guide dropbox. Each study guide is worth 10 points.

Chapter 8 Elementary Reading: Expanding the Foundation for Ongoing Literacy Learning

Understanding the Reading Process

____The reading process in contemporary times is based upon comprehension of the subject matter that an individual is reading. Decoding is a key part of understanding what one is reading.

Psychological Contributors to Reading

Word Identification

Word Meaning

Connected Text

_This part of the text is about the various comprehension strategies students can use to read. They include identifying a word's meaning from their vocabulary as well as from contextual clues around it.

Classroom Events

Determining a Schedule

Selecting and Using Materials

Considering Reading Options

Providing Instruction

Assessing

_Teachers have to set up their classrooms and the time spent in it to address the student's interest in terms of curriculum as well as the curriculum pertaining to state and national standards.

Attributes of a Successful Reading Teacher

__Good reading teachers comprehend the reading process and the psychological factors that contribute to understanding reading for students. They also set up their classrooms and schedule the time in there to maximize reading with a prudent selection of materials used in conjunction with different ways of reading.

Strategies for Teaching English Language Learners

__ELL students have to learn to read and to read to learn simultaneously, and will need more work on the mechanics of reading than other students. Literature-based reading instruction can assist in this process.

Strategies for Children with Special Needs

_Strategies for these learners include copious amounts of repetition, utilizing books without words for young students, and various aspects of modeling the text that a student is to read.

Summary

What are the components of the reading process?

Beyond a reader's proficiency in the specific features of this process, what else contributes to reading achievement?

What classroom events should occur during the time assigned for reading?

What attributes define a successful reading teacher?

Write a brief (1-2 sentence) summary of what you believe the main point of this chapter is:

__Teachers must understand the reading process and use that as a basis for their classroom scheduling and structure. Employing a variety of class events and ways in which students read assists in this endeavor.

The purpose of the study guide is to help you outline the readings for the unit and to give you a place to note the key points of each section. Each study guide outlines the chapter/reading for you and gives you a space to fill in key points under each heading. You should fill in 1-2 sentences in the lines provided in red to summarize main points in each section where space is provided. When you complete the study guide, submit it through the unit's study guide dropbox. Each study guide is worth 10 points.

Chapter 5 Emergent Literacy Strategies

Functional Literacy Activities

Bringing Environmental Print into the Classroom

EP alphabet chart

EP folders

EP walks

Literacy-enriched dramatic play

_Teachers should bring in environmental print to their classrooms to assist with reading. Students can bring in items with environmental print and codify them with charts, in folders, and take walks in which they identify environmental print and use them for classroom activities.