teach reading

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Author:
stahlnlady
ID:
83837
Filename:
teach reading
Updated:
2011-05-04 20:53:44
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praxis
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teaching reading
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  1. Context clues
    are hints within the text about hte meaninf of a word
  2. developmentlly appropriate pract for readin instruciton
    preschool- share books, talk about letters, create literacy enviorment. schoolage students move through stages. Kinder- they read to and beign to see relationships between print and words. 1st- they retell stories, read alloud adn write stories.
  3. Fluency
    teaches stduents to read accurately and quickly , and to connect word recognition with comprehesion,. students also often connect the book to tehir world. while less fluent readers try to decode individual words at the expense of teh bigger picutre, fluent readers read with greater speed and accuracy. Fluency develops in many ways: teachers model it with effortless and expresseive reading :students rereadthe same text many times.
  4. Assess flunecy
    by listenint to oral reading. Does it have expression? are readers pausing in corrrect places and putting empahsis on teh right words? teh asses fluency, the teacher could select a passage at grade level ask kist to read it aloud for one minute, count number of words, read, keep track of errors, subtract errors form toatl words read, and then graphthis over time. the kid has a problem in fluency if he reads and makes more then 10 percent word recognition errors , cant read alound with expression , or demonstrates poor comprehension.
  5. reader readiness
    is when children show signs that they are geeting ready to read. tehy may pretend to read by hold book and turning pages. show how book works. discuss teh story and relate in own idea sn experiences or retell story. recognize letters in own name.
  6. sight word
    is a word that is easily recognized a sa whole and doesn ot require word analysis for identification or pronnciation
  7. scope and sequence skill
    is a report that the teacher follows which tells him what skills the student need sto progress to the next funtional level and what activities need to be completed in order to reach those golals.
  8. whole language
    is an approach to reading instruction focusin on readin ffor meaninf and the intergration of thr efour aspects of language: reading , writingl listening, and speaking. of ten teacher sus trade books as opposed to basal readers, and teach phonics oand other skills in the context of the reading.
  9. visual literacy
    involves teaching students skills like evaluating an advertisement, a website, or information fro the internet.
  10. writing
    when a teacher is teaching reading ther is always a connection that needs to be made to wrtiing-students wrtie to access content; to think before, during, and after the reading process.
  11. stages of literacty
    are , in sequential order, emergent devloping and transitional
  12. emergent literacy
    • describes the periods birth-5.
    • studnets show-
    • parts of book, directionality of print, voice and print match up, sight vocab, phonemic awareness, alphabet, soically inbteact, exposeure to print, motivate, fluency
    • Teacher supprot-
    • direct instruction- give kid a task, partner reading, word wall, shared reading, repeat reading, reader respones, text innovation (kids rewrite story), shared writing, language experience approach (LEA-I write or talk about what i experience, then read it.)
  13. deveolping literacy
    from mid first to late second grade, sees the student becoming more independent in reading.
  14. transitional literacy
    is the period from second grade and beyond. students workd with indepently material.

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