Morrow chapter 5 Martens 5 6

1. Morrow chapter 5 & Martens 5 & 6 Oral & written Language development Dr. Nganga

2. Word Strategies What is reading readiness? How do the following enhance a child’s knowledge of print- Environmental print Very own words Language experience approach Context & picture clues High frequency words

3. Phonological awareness Individually answer the following question Define following the following; Phonemic awareness Phonological awareness Alphabetical principle Phonics Phoneme-grapheme correspondence Diagraphs Consonants blends Long & short vowel sounds Inflectional endings What are the characteristics of commercially prepared materials designed for literacy instruction?

4. Developmental trends “Becoming literate is a process that begins at birth and continues through out life” Morrow- p. 110 Is the rate of literacy achievement the same for all children? Why or why not? Morrow states that children show interest in function, form and conventions of print. What does this mean to you as you prepare to become a teacher?

5. Real life experiences “Children are likely to become involved in literacy activities if they view reading and writing as functional, purposeful, & useful” (Morrow, p.112). How can you provide for opportunities for “functional uses” of language?

6. Reading readiness What is reading readiness? Strategies for reading readiness depend on areas of child development which are; Social development emotional development Physical development Cognitive development What do you know about each area?

7. Psycholinguistic Cuing Systems & literacy acquisition of language & literacy “According to the Psycholinguistic theory, language & literacy are acquired as a result of children having the ability to use three cuing stems to figure out new and unknown words to grasp meaning” (Morrow. P 116) 1. Syntactic cues 2. Semantic cues 3. Graphonic Cues

8. Continued Syntactic cues- using grammatical structure or language Semantic cues- using the meaning of words & sentences Graphonic Cues- using the cues of letters & print & associating them with letters, letter clusters, & corresponding sounds Why is it important to capitalize on children’s strengths & prior knowledge when guiding reading?

9. Theory & research on helping children figure out words Define the following Word study skills Phonemic awareness Phonological awareness Describe what research in early literacy has found in a paragraph? What are the concerns?

10. Skills & objectives for word study List 8 objectives for word study ( page 117-118 Morrow) Based on standards outlined by the National Center on Education(1999), what should children k-3rd grade be able to do?

11. Teaching strategies for figuring out words These should involve a wide variety of learning experiences. Describe 5 examples of such experiences Explicit instruction can help children acquire the skill of figuring out words. P. 120- Morrow provides examples of such a lesson

12. Using environment print & Developing sight vocabularies At what age do children begin reading environmental print? List three ways how you can expose children to environmental print. Describe 3 ways how you can help children “develop sight vocabularies”?

13. High frequency words & Language experience approach What are they? How can you help child learn these words? What is the language experience approach? How can you use it?

14. Continued Exposing children to literature can lead to contextual clues & illustrations to recognize that words have meaning. List 4 ways how you can provide for these experiences. What is the importance of phonological & Phonemic awareness? Instruction in these areas should be playful as teachers read stories, tell stories, play game boards, use rhymes, & riddles. What type of activities would you do? ( see Morrow p. 132-133)

15. Learning about the alphabet How can you guide children? What do you need to do?

16. Strategies for teaching phonics According to Morrow- Phonics is the most well known word strategy. Phonics is the connection of sounds and symbols. The use of phonics require children to ….. ( Page 137 Morrow) What can teachers do? What are consonants,& vowels

17. Meaning based strategies, & oral reading How can we help children recognize sounds, symbols etc? Why should we ask children to read orally? How can we assess reading?

18. Reflective writing, practicing what we learned Finally- practicing understanding- reflective writing ( 10 points) (Individual work) Create one lesson to teach high-frequency words using a word wall ( see example on p. 126) Create one lesson to teach phonic using your morning message words ( see # 8 p. 155) for guidance. From Martens chapter 5 & 6- what was important for you & why? Turn in next week