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"children use learning logs to record and react to what they're learning" (348).
-Allison Robbins

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" Children use quickwriting to review what they're learning. a way to help children focus on content rather than mechanics." pg 349

Hannah Laboski

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"children make charts called graphic organizers to arrange information to highlight big ideas and relationships among them" p.350
-Stephanie Aleo

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"are used to specific words and other vocabulary concepts. They provide information about words, including both definitions and contextual information, and they engage children in activities to get them to think about and use words orally in reading and writing" P. 196
-Stephanie Aleo

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"Reports are the best known type of writing to demonstrate learning; children write many types of reports, ranging from collaborative books and individual reports." (p. 351) Kara McGloin

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"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 (Clay, 2007)" p.87
-Stephanie Aleo

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"Teachers talk with children to monitor their progress in reading and writing as well as to set goals and help them solve problems." pg. 76
Hannah Laboski

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An instructional approach in which children work in small groups to read as independently as possible text selected and introduced by the teacher. Texts are either independent level or instructional level.
-Allison Robbins

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"Teachers use rubrics, or scoring guides, to evaluate children's performance according to specific criteria and levels of achievement." Pg. 77, Kara McGloin

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"Words that sound alike or are spelled alike." Pg. 192
Hannah Laboski

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"Words that express opposite meanings are called antonyms."- 192, Kara McGloin

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"the people or personified animals in the story" (253).
-Allison Robbins

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"the sequence of events involving characters in conflict situations." pg. 251- Hannah Laboski

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"A Japenese poetic from just 17 syllables arranged in three lines of 5, 7, and 5 syllables." (263) Kara McGloin

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"a comparison incorporating the word 'like' or 'as' " (p.263)
Stephanie Aleo

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"compares two things by implying that one is the other, without using like or as" (194).
Allison Robbins

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"a person, place, or thing used to represent something else, such as a lion to imply courage" (256).
-Allison Robbins

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"The author lists one or more causes and the resulting effect or effects. Cue words include reasons why, if..., then, as a result, therefore, and because." (259) Kara McGloin

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"Teacher assess children's ability to apply comprehension strategies by having them think aloud and share their thinking as they read a passage." (238)- Hannah Laboski

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"A creative, multifaceted process in which children engage with and think about the text" (215).

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"children supply the deleted words in a passage take from a book they've read... children need to consider the content of the passage, vocabulary words, and sentence structure to choose the exact word that was deleted" (237).
Allison Robbins

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What Is a Cloze Procedure?

The cloze procedure is a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. This procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuable reading comprehension information.

Creating a Cloze Passage

There are several different methods used to create cloze passages. All of these methods entail finding a passage that is at the target student's reading level and deleting words in a pattern. The range for deleting words depends on reading ability and what kind of skills you wish to assess. You can delete every five words up to every 10-20 words or more. If you wish to assess a more specific skill, such as specific vocabulary words, you can select a passage and delete only those vocabulary words.

Let's look at an example of a cloze passage by converting the information we just discussed into text. Notice how just about every fifth word has been deleted.

There are several different (blank) used to create cloze (blank). All of these (blank) entail finding a passage (blank) is at the target (blank) reading level and deleting (blank) in a pattern. The (blank) for deleting words (blank) on reading ability and what (blank) of skills you wish to (blank). You can delete every (blank) words up to every (blank) words or more. If (blank) wish to assess a more (blank) skill, such as (blank) vocabulary words, you can (blank) a passage and delete (blank) those vocabulary words.

Assessment Using Cloze

The cloze procedure is commonly used in reading assessment because it requires students to use different reading comprehension skills to fill in the blank. For example, if a cloze procedure was used to assess vocabulary, students would need to use their knowledge of the vocabulary words as well as context clues in the passage to determine which word should be used to fill in the blank.

Assessment using the cloze procedure is less concerned with fluent student reading and more with targeting specific reading comprehension skills. Reading a cloze passage requires students to look to either side of a blank to figure out which word needs to be used to fill in the blank. This flexibility means that the cloze procedure can be used to assess a variety of skills.

The following passage is a cloze procedure that could be used to assess student understanding of articles:

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technique and definition - video & lesson transcript | study.com

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Cloze: Procedure, Technique and Definition - Video & Lesson Transcript | Study.com

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The cloze procedure is a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. This procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuable reading comprehension information.

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"teachers often have children retell stories they've read or listened to read aloud or assess their literal comprehension (Morrow, 2002). Children's story retelling should be coherent and well organized and should include the big ideas and the important details." (p. 237)
Stephanie Aleo

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"an alphabetized chart posted in the classroom listing words children are learning" (p. 163)
-Stephanie Aleo

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"The spelling system. The words they spell correctly show which phonics concepts, spelling patterns, and other language features they've learned to apply, and the words they invent spellings for and misspell show what they're still learning to use and those features of spelling they haven;t noticed or learned about" (p. 138)
Stephanie Aleo

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Explanation of Reading Mastery Orthography

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Uploaded by adivideoaccount on 2009-05-26.

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"Children practice reading a script develop reading speed and expressiveness." -pg. 168

Hannah Laboski

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"the ability to read sentences expressively, with appropriate phrasing and intonation" (160).
Allison Robbins

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"children's attempts to spell words that reflect their developing knowledge about the spelling system".
-Allison Robbins

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Spelling Development

Cita is worried about her son Rom. He's not good with spelling. Sometimes he spells words oddly like writing 'l-u-v' for the word 'love.' Cita wants to know if there's something wrong with Rom. Should she be worried?

Spelling, like other skills, develops over time. Spelling development is the relatively orderly series of stages that children go through on their way to good spelling. To help Cita figure out whether to be worried about Rom or not, let's look at early spelling including scribbling and invented spelling.

Scribbling Stages

Rom spells things oddly now, but he used to not even be able to write at all. He would just scribble on a page. Before writing, children begin by scribbling or making non-letter and non-picture marks on paper. Many people might think that all scribbling is the same, but the truth is that there is actually more than one scribbling stage in the development of spelling skills.

The first stage is the random scribbling stage wherein children make random marks on paper. In this stage, kids learn that moving an instrument like a pen or a crayon on paper makes marks, but they have very little control over the writing utensil and so there is no pattern to their scribbles.

Cita remembers this stage. Rom was about two or three when he was in the random scribbling stage which is very common. Because he didn't have the motor control to be able to manipulate the writing instrument, he moved it with his whole body making large random marks on the paper.

Eventually though, like other children, Rom moved on to the controlled scribbling stage during which children's scribbles are more controlled. They have better control over their muscle movements and can draw with just their arm, wrist, or hand.

Rom was in the second half of his third year when he began to have more control over his scribbles, again a pretty typical age. He figured out that how he moved the pen dictated what the scribbles on the paper looked like. For example, he realized that moving the pen in a circle made a circle on the page and moving it in one direction or another produced lines that went in that direction.

By about age four, most children have moved on to the mock writing stage which is the last of the scribbling phases. During this phase, the child's scribbles begin to look like letters, though they aren't. For example, when he was about four, Rom drew a circle with a line along its bottom, kind of like a sideways lowercase 'a.' Rom, like other kids in this stage, had seen enough text to realize that there are letters, but he hadn't learned to write them yet.

Invented Spelling

Eventually though, Rom did learn to write his letters. This happened when he was about four or five, like most children. At that point though, he was just writing strings of letters, sometimes with numbers and other symbols thrown in.

This is very typical of the pre-communication stage which is the first of the invented spelling stages. During pre-communication, the child is putting together letters without meaning and usually without any spaces either. Even if children include a real word, like their name, they do not put any spaces between that word and the other letters around it so that it looks like one big line of letters.

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the processes of scribbling & invented spelling - video & lesson transcript | study.com

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The Processes of Scribbling & Invented Spelling - Video & Lesson Transcript | Study.com

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Cita is worried about her son Rom. He's not good with spelling. Sometimes he spells words oddly like writing 'l-u-v' for the word 'love.' Cita wants to know if there's something wrong with Rom. Should she be worried? Spelling, like other skills, develops over time.

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"The ability to read quickly, accurately, and with expression; to read fluently, children must recognize most words automatically and be able to identify unfamiliar words easily." -pg. 160
Kara McGloin

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"Letter Name-Alphabetic speller learn these concepts: the alphabetic principle, consonant sounds, short vowel sounds, and constant blends and digraphs." pg. 136

Hannah Laboski

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"is the children's basic understanding that speech is composed of a series of individual sounds, and it provides the foundation for phonics and spelling" (p.104)
Stephanie Aleo

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What Is Phonemic Awareness? | Reading Lessons

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Is the origin of words and language and "influences pronunciation" (115)
Allison Robbins

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What Is Etymology?

When early societies tried to communicate, the difference in language was a major obstacle. But as societies evolved, words also evolved. Over time this had a great impact on communication between languages. Over years and years, words continued to grow and change. When society entered the medieval times, people began to try to determine the etymology of words.

So what is etymology? Etymology is the study of the origin of words and how their meanings have changed throughout history. Words change every day. You can probably think of some words right now that have only come into existence recently. For instance, twenty years ago, if someone told you to 'Google it' when you needed information, you would be completely confused. On the same note, a hundred years ago if you started talking about what you watched on television last night, no one would have the slightest idea what object you were watching.

Since the first interest in discovering the evolution of words, etymology has become a true field of study. Finding how words change often relies on the societal changes and historical events of the world. Words can change meaning through time just like societies and people change. Let's look at some examples of the etymologies of words.

Examples

Now that you know that etymology refers to the origin of words, it is important to note that words in a language belong to certain language families. These are the groups of words that are in the same language and share similar characteristics. Some controversy exists on the true number of language families and which languages belong to which family. There are also some that believe all languages come from some ancient, extinct language. However, there are some common language families most agree on when discussing the etymology of any one word.

For example, Latin is a family that contains several different branching languages. French and Spanish are two of the languages in that family. Even many of our current day English words can be traced back to Latin. For instance, the word science originated from the Latin term scientia, which means to know. In fact, many of our scientific terms relate back to Latin language. This is mostly because the Latin society was the first to really focus on scientific principles and put names to those concepts. You can see this in the names of many of the elements on the periodic table. Most of the words used to name the elements have an etymology dating back to the Latin language.

Going beyond scientific terms, many of our everyday words also have an etymology traced back to Latin. For instance, the word school can be traced to the Middle English word scole, the Old English word scol and finally the Latin word schola meaning employed in learning.

Another language family contains the Germanic languages. Dutch, Swedish and English are all a part of the Germanic family. For example, the word heat comes from the Middle English word hete, which in turn came from the German word hitze, meaning hot. The word cat is another common English word that has a Germanic etymology. It comes from the old word catt, the Middle Dutch word katte and the Old German word kazza.

These are just two of the prevalent language families in the world today. Throughout history, several other families of languages have developed and are continuing to develop. Learning of various language families is very important when discussing etymology of words.

Function in Literature and Language

By now you should have a firm grasp of what etymology means and how words belong to certain families. Learning how a word has changed through time might seem like a moot point to you, but it can actually be a great help in literature and society in general.

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the etymology of words - video & lesson transcript | study.com

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The Etymology of Words - Video & Lesson Transcript | Study.com

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When early societies tried to communicate, the difference in language was a major obstacle. But as societies evolved, words also evolved. Over time this had a great impact on communication between languages. Over years and years, words continued to grow and change. When society entered the medieval times, people began to try to determine the etymology of words.

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"There should be one-to-one correspondence between phonemes and graphemes, so that each sound is consistently represented by one letter." (Chapter 4, p. 116)
Kara McGloin

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"Children blend two, three, or four individual sounds to form a word."- pg. 105
Hannah Laboski

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3 Letter Blending Short Vowel Words U - Beginning Readers Pre-Reader Phonics Lesson

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"children write and draw their thoughts and feelings about what they've read in reading logs. As they write about what they've read, they unravel their thinking and elaborate on and clarify their responses." (p.284)
Stephanie Aleo

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"These teachers created three categories- "too easy" books, "too hard books", and "just right" books- using "The Three Bears" folktale as their model" (280). Allison Robbins

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"Teachers use shared reading to read aloud texts that are appropriate fro children's interest level but may be too difficult fro them to read on their own." (Chapter 10 pg. 282)- Hannah Laboski

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"Two children take turns as they read a text together. Children collaborate and assist each other, children become more fluent readers, and children talk to develop comprehension. Contrarily, one child may simply read to the other and teacher has little involvement or control (284)."
Kara McGloin

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Language Experience Approach (LEA) (Chapter 2)

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Language Experience Approach (LEA) (Chapter 2)

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This approach is when "children dictate sentences about an experience, and the teacher records their dictation on chart paper... Then the completed text becomes the reading material... Because the language comes from the children and because the content is based on shared experiences, the text can usually be read easily" .(p.52)
Stephanie Aleo

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The Language Experience Approach for ESL Reading: Part 1 (Individual Learner)

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In this video, the instructor talks about her own family using a picture she brought to class. When her adult ESOL learner begins talking about one of his family members, the instructor uses the Language Experience Approach (LEA) to write exactly what he says.

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literary play centers are when "teachers add literacy materials to play centers to enhance their value for literacy learning" (p. 47) Allison Robbins

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"Probably the most valuable activity is the instructional procedure teachers use to read stories aloud that''s known as interactive read aloud. As they listen, children learn new vocabulary and acquire more sophisticated sentence structure." (p. 41)
Kara McGloin

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Teacher cadet activity: Interactive Read Aloud with 2nd grade class

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"Children and the teacher create a text together using interactive writing.  The children compose the message together and then the teacher guides them as they write it word by word on chart paper." (pg. 52)
Hannah Laboski