-A look at Literacy Programs for Beginners-
Alliteration rimes- Producing groups of words that begin with the same initial sound like; two tall trees.
Assessing concept of Print-Through tests and examining the children’s knowledge of the print as well as their understanding of the print.
Concept of print– Front of book, difference between a picture and a page of print, return sweep, word pointing, line order, letter order, word order. (Page 159 of text.)
Elkonin boxes-Are an instructional method used in the early elementary grades to build phonological awareness by segmenting words into individual sounds.
Interactive writing- Shared writing activity in which children are invited to volunteer to write parts of a story.
Linguistic awareness-Understanding the technical terms and labels needed to talk and think about reading.
- The art of writing words with the proper letters, according to accepted usage; correct spelling.
- The part of language study concerned with letters and spelling.
- A method of spelling, as by the use of an alphabet or other system of symbols; spelling.
Phoneme categorization-This task requires children to recognize a word in a set that doesn’t fit or has an odd sound. A teacher might ask, “What word doesn’t sound like the others– dot, big, doll”.
Phoneme deletion addition and substitution-These phoneme manipulations tasks require children to take away or add something to make new words. For example, stack without the /s/s is tack. If you have rain and add a /t/ to it you have train. These activities require the children to manipulate sounds in spoken words.
Phoneme identity- This is the recognition of the same sounds in different words, such as six, sun, and say. The first sound is /s/.
Phoneme isolation-Children recognize individual sounds in a word. For example, the first sound in dog is /d/. This is a simple task in phonemic awareness.
Phonological awareness continuum- Refers to the general advancement of instruction and learning in the sounds of language, moving from alliteration and rhyming through segmenting sentences, syllables, onset and rime.
Segmenting beginning and ending sounds- Children who have developed the capacity to hear sounds in words are able to perform phonemic awareness tasks that require them to isolate and identify the sound at the beginning or end of a word. A teacher might ask, “What sound do you hear at the beginning of the word pig?” or “What sound do you hear at the end of the word hit?”
Schema-Mental framework that humans use to organize an construct meaning.
Story book experiences- Read-alouds, readalongs, interactive writing, rereading of favorite texts, and independent reading and writing.
UW-Superior Lesson Plan Template Overview- Notes
- Expectations for students learning is specifically related to measuring the learning objectives. NOT the students behavior or participation.
- The big idea or concept can be repeated for multiple lessons if they are series of lessons in a unit.
- The “Lesson ___ Of___. Is for numbers. Like Lesson 3 of 5.
- You can have a couple of the structures for a lesson.
Practical Implications that could be added to a Classroom
- Create story book experiences for your classroom. Encourage read-alouds, readalongs, interactive writing, rereading of favorite texts, and independent reading and writing
- Encourage interactive writing by having a classroom journal that allows the children to write stories together.