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Chapter 5

Proofreading means examining your text carefully to find and correct typographical errors and mistakes in grammar, style, and spelling. Learning to find errors in their written works reinforces spelling and grammar skills as well as introduces the proofreading and editing process to students.

-Jessica Nissen

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Categorize words according to sound, pattern, or meaning. Developmental word study activity. The activity focuses students' attention on critical features of words. Helps to develop word consciousness.

Chapter 12
-Jessica NIssen

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Children read and understand books at the instructional reading level, but not on their own. Challenging but manageable for the reader (90% word accuracy). It is he highest level at which a reader is not independent, but has adequate background knowledge for a topic, and can access text quickly and with no or few errors.

Chapter 3
-Jessica Nissen

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Children use learning logs to record and react to what they're learning. They're also known as "A place to think on paper".
Children write in these journals to discover gaps in their knowledge and to explore relationships between what they're learning and their past experiences. They can make diagrams or write notes.

Chapter 12, (page 348)
-Joelle Linstra

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running records are authentic assessment tools because children demonstrate how they read using their regular reading materials as teachers make a detailed account of their ability to read a book.
Used to assess children's word identification and reading fluency by oral reading a passage.

Chapter 3 (page 87)
-Joelle Linstra

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One example of a writing project includes class collaboration. This is when children work together to write collaborative books. Each student can write a page for the report or they can work in a small group to create a chapter. Children can create collaborative reports on almost any science or social studies topic. An example is when they write a biography where each student writes about an accomplishment or event of a subject.

Chapter 12
-Karina Cabrera

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Quickwriting is a short and easy way for students to review what they have been learning. It is not strict in the sense that there are certain guidelines the students have to follow. Students can quickly write down their thoughts into a few sentences to reflect on the topic, and they can use strategies such as summarizing and connecting to further their knowledge of the topic. Along with the quickwrite, students can also draw a picture to correlate with their writing.

Chapter 12 - Page 349

- Samantha Powell

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Evaluation and assessment are two similar ideas but have contrasting definitions. Evaluation is summative and occurs at the end of a unit. This tool looks at quality of teaching to see how the class grasped the concepts being taught. Assessment is formative and occurs throughout the unit, almost as checkpoints. Tests are the most common way to administer evaluation because its a clear way to compare students' grade level to others.

Chapter 3 - Page 74

- Samantha Powell

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Page 83

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Page 82

Grade level designations can be too broad for Kindergartners and First Graders. Fountas and Pinnell developed a classification system that arranges books from easiest to hardest to match children to books. This system is based on 10 variables . Some of the variables include: genre and format of the book, organization and use of text structures, language and literacy features, sentence length and complexity, and length of the book. Many teachers use this classification system to level books in their classrooms.

-Karina Cabrera

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These stories are lifelike and believable. The outcome is reasonable, and the story is a representation of action that seems truthful. Realistic fiction helps children discover that their problems aren't unique and that they aren't alone in experiencing certain situations or feelings. Realistic fiction also broadens children's horizons and allows them to experience new adventures. Two types are contemporary stories and historical stories.

- Jessica Nissen
can be found on page 250

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Children move beyond personal experience to relate what their reading to their "world" knowledge, learned both in and out of school. For example, children who are reading a story about a stranded whale may recall a recent TV news report about a similar situation, or children reading an informational book about insects may make a connection to an animated movie they've seen about bugs.

-Jessica Nissen
can be found on page 221

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Homographs are words that are spelled alike but pronounced differently. Examples include the noun and verb forms of wind, bow record, and present; the present and past tenses of the verb read, and the noun and adjective forms of minute.

-Jessica Nissen
can be found on page 192

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Page 190-192

Definition- Synonyms are words that have nearly the same meanings as other words.
The related words are useful because they're more precise. But each of these words has a different shade of meaning. An example is that "cool" means moderately cold while "icy" means very cold. It is important to carefully articulate the differences among synonyms. Teachers should focus on teaching concepts and related words, not just provide single-word definitions using synonyms.

-Karina Cabrera

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Homophones are words that sound alike but are spelled differently. This can be difficult for students because they have heard these words before but they may not be sure which is which because they are spelled differently and sound the same. It is important to teach about homophones early, so students are aware of the differences and can practice it for themselves.

Chapter 7 - Page 192

- Samantha Powell

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Word walls are used in many classrooms, but not always used correctly. Typically, word walls are on large sheets of paper and divided up into each section of the alphabet. It is important that word walls include words from all three tiers. Words should also be added gradually and are a great resource for students in the classroom.

This portion of a word wall is good because it has the written word as well as the picture. This is great for differentiation in the classroom.

Chapter 7 (page 190)
-Joelle Linstra

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Open-mind portraits are when the child wants to explore a character's appearance and thoughts. This is a multipage project that includes a portrait page for the character's appearance and thinking pages for the characters thoughts throughout the story. This activity helps students critically think about characters and plots of stories. I think this would also be an enjoyable activity for children because its like they are bringing the character to life and thinking like the character as they are filling out the pages.

Chapter 9 - Page 268

- Samantha Powell

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Karina Cabrera
Chapter 9 Page 248-251

Stories can be categorized in many different ways. Folklore is one of the 3 basic categories. In the folklore category, some of the genres include fables, folktales, myths, and legends. Fables are brief tales that have the purpose of explaining a moral. Folktales are stories in which heroes demonstrate virtues to triumph over adversity. Myths are stories created by ancient people to explain natural phenomenon. Lastly, legends are stories, including hero tales and tall tales, that recount the courageous deeds.

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Definition: Words that imitate sounds.

An onomatopoeia is an example of a poetic device. Poetic devices are especially important tools because poets express their ideas very concisely. Allows a poet to write a sound down in one word.

Chapter 9 (page 263)

-Joelle Linstra

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Teachers use running records as a way to monitor and examine a student's reading level and comprehension skills. Teachers will use prompting techniques and ask questions to get students to recall details in order to get a sense of how well the student comprehended the story. By having students use their own thoughts and vocabulary, it is helping them develop stronger comprehension.

Chapter 8 - Page 238

- Samantha Powell

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Defintion: Teachers read aloud books using the interactive read-aloud procedure, happens every day.

The book should be high quality, grade appropriate, interesting to children, and something that encourages them to think. A grand conversation could occur after reading the book.

Chapter 8, page 233
-Joelle Linstra

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Teacher Read-Aloud That Models Reading for Deep Understanding

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Readers monitor their understanding as they read, although they may be aware that they're using this strategy only when their comprehension breaks down and they have to take action to solve their problem. Monitoring involves regulating reader and text factors at the same time. It can also be thought of as the "inner conversations that students have in their head while reading," while asking themselves questions about various things in the text.

Pg 224

-Jess Nissen

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By: Karina Cabrera
(Page 217)

Background knowledge is one of the prerequisites for comprehension. To build background knowledge, teachers must determine whether readers lack world or literary knowledge and then provide experiences, visual representations, and talk to build the concepts they need for a specific book. Hands-on experiences (like field trips or activities) also work well but talk is the least effective way especially for English Language Learners. Children's world and literary knowledge provides a bridge to a new text.

An example of creating background knowledge would be when a class takes a field trip to a farm before reading the book "Charlotte's Web".

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By: Karina Cabrera
(Page 173)

This occurs when students write more words automatically . They don't really have to stop and think about how to spell the words. They must be able to spell high frequency words and use strategies to spell out other words. If this is not done, they can most likely forget what they were going to write.

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Chapter 5- Letter-name Alphabetic Spelling (Pg. 136)

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Chapter 5- Letter-name Alphabetic Spelling (Pg. 136)

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By:Karina Cabrera
These spellers are typically 5 to 7 years old. They learn to represent phonemes in words with letters. In the beginning, the spellings are abbreviated and represent only prominent features in a word. They pronounce the word they want to spell and listen to familiar letter names and sounds. They mostly use beginning and ending consonants.

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Definition: The ability to read sentences expressively, with appropriate phrasing and intonation.

Beginning and emergent readers struggle with this, but as a reader become more fluent they become much better, showing more expression and intonations.

This video shows a beginning reader trying to read with expression and intonation after reading the sentence with a monotone voice.

Chapter 6, page 160
-Joelle Linstra

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When we use voice and read the punctuation it's called reading with prosody

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Children practice reading a story script to help develop a better sense of speed and expressiveness while reading.
They can read and practice their script before they perform it in front of their classmates. This activity helps children improve their reading fluency.

Teachers should offer opportunities such as this and other guided and independent reading practices to improve fluency.
(Page 168 - Chapter 6)

- Samantha Powell

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Definition: Children's attempts to spell words that reflect their developing knowledge about the spelling system.

Children developing throughout the stages of spelling will spell words incorrectly. Invented spelling is often encouraged because it allows students to practice spelling and attempt new features of spelling they have yet to completely understand. Through invented spelling they can reach a better understanding of more words.
(Page 138 - Chapter 5)

- Samantha Powell

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Definition: children string scribbles, letters, and laetrile forms together, but they don't associate the marks they make with any specific phonemes.

Typically PreK-K children. First sign of children attempting to spell.

Chapter 5, Page 135-136

-Joelle Linstra

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Definition: The spelling system.

Used when students learn to spell and knowing how/when to use specific letters. this can also include punctuation and capitalization.

Page 115, Chapter 4

-Joelle Linstra

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Definition: A phonics term that refers to the sound-symbol relationships.

Children can learn about graphophonemic relationships by matching letters and letter combinations to sounds, blend sounds to form words, and decode and spell vowel patterns.
(Page 103 - Chapter 4)

- Samantha Powell

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Definiton: children's basic understanding that speech is composed of a series of individual sounds, and it provides the foundation for phonics and spelling.

Phonemic awareness can be described as children's ability to break words apart and reassemble them, and make other changes as well. The emphasis on the sounds of spoken words, not on reading letters or pronouncing letter names. Developing phonemic awareness enables children to use sound-symbol correspondences to read and spell words.
(Can be found on page 104)
-Jessica Nissen

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Definition: Predictable relationships between phonemes and graphemes.

Phonics is when children learn to convert letters into sounds and blend them in order to recognize words.
When children are ready to learn phonics skills, they will be able to understand that there are predictable sound-symbol correspondences in English. They can use decoding strategies to figure out unfamiliar written words.
(Page 104)
-Karina Cabrera

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Definition: The plot os organized so that the end leads back to the beginning.
An example of this is the book "If You Give a Moose a Muffin" by L Numeroff. In this book the moose is reminded of a muffin in the beginning and each new item presented to him makes him think of new things which leads him back to the muffin in the end of the story.

Found on page 283
Chapter 10

-Joelle Linstra

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Definition: The first stage of the reading process where students are preparing to read.
The teacher might do a small activity to catch the reader's attention. The teacher can introduce new vocabulary or background knowledge to get the reader ready for the book. Sharing the purpose for the reading and creating reading logs where they write their own predictions can also be a part of pre-reading. Lastly, the teacher can skim through the pages of the book to show pictures or key words.

Found on Page 279-280

-Karina Cabrera

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Definition: A couple teachers developed this of splitting books into three different categories-- "too easy" books, "too hard" books, and "just right" books, using "The Three Bears" folktale as their model.

The "too easy" category involves the books that children have read before, or books without any unknown words. The "too hard" category is for the unknown and confusing. And the "just right" category are books that are interesting, but just a few new words.

Found on page 280-281
(Chapter 10)

-Jess Nissen

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Definition: A cooperative event in which text is jointly composed and written. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text.

Teachers can have students use whiteboards to write and practice creating sentences. They will be working on phonics, spelling, vocabulary, and writing activities.

Can be found on page 276 (Chapter 10)

- Samantha Powell

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By: Karina Cabrera

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Definition: Reading print from the world around us. (pg.46)
Young children learn to" read" through familiar logos that are found all around them. This is called environmental print. At first they recognize the word when the symbol or logo is attached to it.  But when the word is written in print, they many times do not  recognize it. After a while, they will develop relationships linking form and meaning and this is how they will gain more reading and writing experience.

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Definition: letters represent sounds
Children learn about phoneme -- grapheme correspondences, phonics rules in various words and word families. They also apply their developing phonics knowledge to spell words. They sound out the words in order to spell them. (Ex: night=NIT, train=TRANE)
Can be found on page 62.

- Jessica Nissen

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Definition: Children's interest in and awareness of words and their meanings.
There are four levels of word consciousness. Children work their way up from not being able to differentiate between words and things to eventually realizing words all have their own meaning and can be spoken, read, listened to, or written. Children become conscious of words through everyday interactions and learning in school.

This can be found on page 46 - Chapter 2

- Samantha Powell

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Definition: Children use objects in a paper bag to create a story. They draw pictures or write sentences to tell the story they've created.
The objects in the bag could be from the classroom, outdoors, home, or anything the teacher has access too. It could be fun for students to choose objects for their classmates and then share those stories to one another.
Discussed on page 39.
-Joelle L.