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BF Skinner & John B. Watson; Focuses on objectively observable behaviors. Learning is defined as nothing more than the acquistion of new behavior based on environmental condition. [Emphasizes a supported learning]

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Albert Bandura; Emphasizes learning and mentoring. Kids learn better with problem solving skills. Human behavior is learned through observing other people's mistakes.

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Jean Piaget; Understanding how the human mind works while people learn. Main focus is on how information is processed by the brain and how learning occurs through internal processing of information. [Input, working memory & schema]

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John Dewey; People actively construct or make their own knowledge and it is determined by your experiences as a learner. Kids need to take responsibility, experiences are different depending on the brain.

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Urie Bronfenbrenner; Focuses on the child's environment. Nested systems that affect the person. Has many layers, kid, family, community, county/school.

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Lev Vygotsky; Learn in the culture that influences you. Pure learning and learn together. Promoting dialouge and talking/collaborating. [Zone of proximal development]

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Integration of practices that can be used to address the needs of all children in inclusive settings. The way of teaching and planning andcommunicating takes in consideration, there is different processes the children will do.

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This includes integrating effective instructional practices that address the needs of individual students so that all students can be meaningfully included in and benefit from the activities and routines of a classroom.

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Process slow or fast, hearing or visual challenges. Teacher will recognize the differences to hold instruction loosely. Making practices recognizable. Sometimes needing to make them social and emotional.

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Through improved collaboration with whole group discussions, small group time and feedback. This all helps improve blended learning and time together as a whole class.

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EDU 441 2.1 Powerpoint

Learning, P. (2017, December 12). 6 Reasons Why Blended Learning Is Becoming a Trend. Retrieved from https://www.pulselearning.com/blog/6-reasons-blended-learning-becoming-trend/

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Divided into two parts, motivation to read and motivation to write.

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1) Establish small goals (Ex. Chapter a day)
2) Introduce a variety of comprehension strategies. (Ex. Graphic organizers)
3) Allow ownership in the students. (Choice boards)
4) Give lots of feedback. Always observe the students and their work. (Praises and encouragement)

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- Reading Survey
- Decoding
- Small group
- One-on-one

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- Bringing in texts that draws interest.
- Multiple books
- Lots of time
- Small group

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Proficiency in oral language provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think.

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Develops through components of our language system.
Phonology: Basic units of language. (Phonemes)
Morphology: Units of meaning within words; the way words are formed. (Morphemes)
Syntax: Phrase and sentence structure- what makes sense. (grammar)
Semantics: The way language conveys meaning
Pragmatics: Appropriate word choice and use in context to communicate effectively.
Orthography: Spelling patterns
Vocabulary: Knowledge of the meaning and pronunciation of words. (Lexicon)

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- Informal and Formal
Informal:
Observing how the child interacts with others.
Listening to what children say to the questions asked. (response to open-ended)
Listen to children's use of language in center activities.
Listen to language children use as the discuss books.
Observe children's emerging literacy behaviors.
Review with students through stories and readers theater.
Formal: Scoring through reading assessments. Based on reading and listening assessment.

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Function, Content, Form & Sound Structure.
Function: Focused on the area of knowledge that supports the communication in different situations. Provides a framework for successful communications.
Content: Component of language that deals with meaning of words. Child's knowledge of words or past knowledge of the word. Can be known as making connections between words. (Categorizing and recognizing)
Form: Errors with irregular verb tenses and plurals. Child has difficulty understanding complex sentence structure in a multi-step format. Has difficulty understanding complex sentence structure in book language.
Sound Structure: Include all sounds used to make up words in a language and how it is spoken to them. Students will use what they know about sounds in speaking to help them with sounds.

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EDU Powerpoint 3.1 & 3.2

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Key to reading comprehension. Readers cannot understand what they are reading without knowing what the word means.

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Vocabulary is critical to a child's learning. It helps the child express themselves more and sharpens their communication skills.

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Teacher or paraprofessional works one-on-one with a student where they have the student read a passage or book depending on level. Once the student is finished reading the teacher will question the student on vocabulary from the text.

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Teachers should teach vocabulary by modeling the skills and understanding the words themselves.
- Say the word slowly and carefully
- Write the word
- Show how to recognize words
- Reinforce to remember words

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Knowledge of print awareness and book handling skills.
Ex.
- Label objects and centers
- Read to students
- Oraganization of books

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Develops from the student is taught from automaticity to do things. Ex: reading left to right and reading proper pronunciation.

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Managing and observing the students daily when the students read or write. This will give you, the teacher a better understanding of what the children know overtime.

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Proper teaching, the teacher can show concepts by pointing at words, symbols and sight words. The teacher can model and show different concepts like pictures and graphophonic to identify words.

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EDU Powerpoint 4.1

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The ability to identify, think about and manipulate units of spoken language for processing written language symbols.

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Mastery
Intervention
Instruction
Foundation
Taught Explicitly

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- Watching and listening to students daily as they respond to reading and writing.
- Diagnostic Testing

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- Recognizing which words in a set of words begin with the same sound.
- Combining or blending the separate sound in a word.
- Breaking the word down into separate sounds.

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EDU Powerpoint 4.2

Phonological and Phonemic Awareness. (2020, October 16). Retrieved from https://www.readingrockets.org/teaching/reading-basics/phonemic

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A constructive, interactive process involving the reader, text and context.
"Process of simultaneously extracting and constructing meaning through interaction and involvement with written language."

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Readers ability to engage with, understand and respond to a text.
- Pull the meaning out and interacting with it.
- Ability to find the meaning from the text.
- Using prior knowledge

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Asking the child to read a passage that is in their reading level and then having the child answer questions about the text.

At the end of it is for students to become independent and self regulating readers.

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- Instruction should be balanced with explicit instruction and with actual reading, writing and discussion of text.
- Instruction should be rigor, student engagement dialogue and direct teaching for a purposeful talk.
- Videos, read aloud, shared reading.

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EDU Powerpoint 11.1

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Knowledge of indiviual letter names, sounds and shapes. Three sub-points of alphabet knowledge; pre-alphabet, early alphabet, later alphabetic.

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Pre-alphabetic:
- Using visual cues & general concepts of print.
Early alphabetic:
- Letter names & same letter sounds
- Early phonological/phonemic awareness; syllable, onset-rime, initial phoneme matching.
Later alphabetic:
- Start of automatic sight word recognition
- initial set of phoneme-gxraphme correspondence
- Basic phonemic awareness: segmentation and blending of 3-4 phoneme words.

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Children's familiarity with letter forms, names and corresponding sounds as measured by recognition, production and writing tasks. Teachers score by a + or -. A + is used for the correct letter sound and a - for an incorrect letter sound.

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A child's knowledge of letter names is a strong predictor of their success in learning to read. There is multiple ways to teach alphabet knowledge,
- Teach uppercase letters first and then lowercase
Teach letter names and then letter sounds
- Do hands-on or multi-sensory activities
- Use memory devices like pictures, rhymes or songs

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Teaching what a word is. This is introduced in PreK and used throughout school. Students are to understand what a word is in a collection of letters that represent meaningful unit. (Sound-letter relationships used in reading & writing)

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Start with using whiteboards in a small group. Slowly add in more and use magnet letters for building words and take them apart. Then end with mashing the word together and pronouncing it.

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Using a list of words and assessing with the list of stops, nasals, Fricatives, affricatives, glides and liquids.

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Should be deliberately planned, involving a set of phonics elements and a large set of letter-sound correspondence. Teachers are to introduce and stress the phonic element at any appropriate time of the day.

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A rapid recognition of high-frequency or "sight" words form a foundation for fluid reading. Where readers are recognizing a majority of words in texts to become proficient readers as their ability to focus more readily on the meaning of the text.

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- Memorizing words visually
- Sounding out the words
- Recognize words automatically

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- Word Walls
- Word Charts
- A MLPP Assesment
- Sight word decodable list
All above used in shared or guided reading or writing activity and read/write independently.

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(Teach directly)
- Whole class
- Ability Grouping
- Individual Goals
Make sure to have plenty of posters in the classroom and to do lots of review to drill it into the Childs brain. Always model the sight words and explain it. Do loads of informative games with sight words, can be used when waiting for specials or in line for lunch/recess.

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Recognizing words automatically, accurately and quickly.
Three sub-points of fluency include:
Word Identification accuracy, reading rate and expressions of prosody.

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Accuracy: Readers identify familiar and unfamiliar words accurately. They are matching letter and sound patterns & pronouncing new words with little-no effort.
Rate: Students build automaticity with word recognition skills and understand the importance by communicating the authors message with the listener.
Prosody: Develop knowledge and skills for developing the patterns rhythms of reading a text orally. Has 2 skills of meaning and technical. Technical skills of phrasing and punctuation cues in text. As meaning is using vocal cues to communicate meaning. (Stress, volume, intonation and dramatic pauses)

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Fluency is assessed through observation and recorded through anecdotal records. It can also be done through a curriculum assessment or a individuated reading assesment by Fountas & Pinnell.

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Fluency is taught through readers theater or reading skits. Making an emphasis on the quality of reading to carry a performance. Readers theaters are great for motivation and gives practice working through decoding and for learning sight words/high frequency words. Also is practice for attending to punctation and reading in phrases and practice to communicate the authors message to listeners with vocal cues.

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Helps pull new concepts to allow students to describe items in their own words. Encourages logical thinking by forcing students to organize their thoughts. Teaches students to tell a story or communicate ideas and record memorable moments.

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Include a clear benchmark in writing. Have a well-defined idea of what writing looks like by the end of each grade level. Benchmarks are to be split up by traits of ideas, content, organization, voice, word choice, sentence fluency, conventions and presentation.

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- Alephabet knowledge/letter recognition
- Phonological awareness
- Letter-sound correspondence
- Concepts of print
- Oral comprehension and vocabulary
Along with literacy benchmarks; Children will be expected to do many writing skills depending on the grade level. They are to comprehend the purpose and function of writing, identify where stories come from, generate stories through pictures and words, use spaces, try different genres and identify at least eighteen sight words.

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Planning for instruction, be sure to include alphabet knowledge/letter recognition, phonological awareness, letter-sound correspondence, concepts of print and oral comprehension & vocabulary.
Writing can help children think and organize thoughts, understand what/why writing is, develop comprehension strategies and a skill in writing using the traits effectively across the genres.

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EDU powerpoint 7.1

Alphabet & phonological awareness: Literacy Instruction for Students with Significant Disabilities. (n.d.). Retrieved from http://literacyforallinstruction.ca/alphabet-phonological-awareness/

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EDU Powerpoint 7.2 & 10.2

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EDU Powerpoint 10.2

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EDU Powerpoint 8.2

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EDU Powerpoint 6.1

Teaching Literacy in Your K-12 Classrooms. (June 26). Retrieved from https://educationonline.ku.edu/community/teaching-reading-and-writing-skills

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Dunsmore, L. (2020, January 17). Why is Teaching Vocabulary so Important? Retrieved from https://www.teflcourse.net/blog/why-is-teaching-vocabulary-so-important-ittt-tefl-blog/

How To Assess Vocabulary. (n.d.). Retrieved from https://education.yourdictionary.com/for-teachers/how-to-assess-vocabulary.html

How To Teach Vocabulary: Effective Strategies and Lesson Ideas. (2020, July 23). Retrieved from https://www.3plearning.com/blog/how-to-teach-vocabulary/

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Behaviorism. (2011, April 14). Retrieved from https://www.funderstanding.com/theory/behaviorism/

Cognitive Learning Theory. (n.d.). Retrieved from https://thepeakperformancecenter.com/educational-learning/learning/theories/cognitive-learning-theory/

EDU 441 2.1 Powerpoint

Paquette, D., & Ryan, J. (n.d.). Bronfenbrenner's Ecological Systems Theory. Retrieved from https://dropoutprevention.org/wp-content/uploads/2015/07/paquetteryanwebquest_20091110.pdf

Western Governors University. (2020, October 21). What Is Constructivism? Retrieved from https://www.wgu.edu/blog/what-constructivism2005.html

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Mallory, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013). Assessing Motivation to Read. Retrieved from http://www.booktrust.org/files/2016/08/Motivation-to-Read-Profile-Revised.pdf