This Document Contains Chapters 4 to 6 Chapter 4 EMERGENT LITERACY: TRANSITIONING FROM HOME TO SCHOOL Chapter 4 Test Bank Multiple Choice Questions for Ch. 4 1. Head Start and Even Start are examples of: a. Textbooks that are used with young children to help them learn how to read b. Reading and writing programs that parents purchase and use with children at home to promote literacy skills c. Preschool programs that provide literacy opportunities for children prior to kindergarten d. Alphabet and counting books that are used primarily with preschool children to support emerging literacy skills 2. Primary teachers know that all of the following statements are true in regard to early literacy development, except: a. Literacy is like a seed inside of each child, waiting to bloom with the proper nurturing, care, and encouragement. b. It is essential that the early primary classrooms create a home-like literacy scenario. c. Literacy growth can and does take place both at home and at school. d. Each child comes to school with a love of books and language. 3. When young children read the Pepsi symbol, the Sesame Street logo, and the Burger King crown, they are developing literacy skills through: a. Literature b. Environmental print c. Constructed spelling d. Constructed reading 4. The foremost contributor to reading success and achievement in school is: a. Reading aloud to a child b. Enrolling a child in quality preschool programs c. Teaching a child the letters and sounds of the alphabet d. Allowing a child to use constructed spelling 5. All of the following are true descriptors of language, except: a. Language represents concrete and abstract objects with specific symbols. b. Language is systematically created as needed. c. Language is stagnant and remains the same over time. d. Language facilitates communication between people. 6. What is syntax? a. The study of word meaning b. The meaningful arrangement of order of words in a sentence c. The socially acceptable use of language d. The description of new words 7. By age 5, most children have acquired a large vocabulary including: a. A listening vocabulary of 10,000 words and oral vocabulary of 5,000 words b. A listening vocabulary of 2,500 words and oral vocabulary of 5,000 words c. A listening vocabulary of 5,000 words and oral vocabulary of 2,500 words d. A listening vocabulary of 7,500 words and oral vocabulary of 5,000 words 8. Michael Halliday’s Explorations in the Functions of Language (1973) are best described as: a. The conditions children need to learn and control the oral language of the culture in which they are born b. The continuum of language development and processes that occur within the home setting c. The cognitive awareness that occurs as children enter school and participate in the literacy experience in the classroom d. The connections children make between the types of language they use and the fulfillment of their intentions 9. Children often achieve a high proficiency in this type of language as they get what they want by making “I want…” statements. a. Imaginative function b. Interactional function c. Instrumental function d. Informative function 10. The heuristic function of language is used to: a. Find things out through questioning. b. Convey information. c. Control behavior and is typically applied in social situations. d. Create and maintain social relationships. 11. Which of Brian Cambourne’s conditions of natural learning emphasize the importance of allowing children many choice opportunities and treating children as true readers and writers? a. Expectations b. Responsibility c. Approximation d. Demonstration 12. Characteristics of the condition of natural learning referred to as immersion include: a. Teacher conveys high expectations for literacy learning. b. Labels, charts, books, and morning message should be displayed so young readers can see the text. c. Adequate time and practice should be given for young readers to practice both reading and writing. d. Timely and specific feedback must be given to young readers. 13. Pop-up books are often thought of as: a. Concept books b. Wordless picture books c. Participation books d. Pattern books 14. The generative principle of early writing suggests that emergent writers recognize that: a. Variations of different characters are used when writing. b. Print is arranged on a page from left to right and from top to bottom. c. Letters have distinct features and shapes. d. Writing consists of the same move repeated over and over again. 15. According to this principle of early writing, children recognize that the letter d can be turned upside down to produce a p. a. Directionality principle b. Generative principle c. Recurring principle d. Flexibility principle Short Answer Questions for Ch. 4 1. Discuss and give examples of literacy events that influence children long before they enter school. Why is it important for primary teachers to keep such events in mind as they prepare for the upcoming school year? 2. Define and explain the terms syntax, semantics, and pragmatics as they relate to language. 3. List and briefly explain Michael Halliday’s seven Functions of Language. 4. List and provide classroom/instructional characteristics of Brian Cambourne’s eight Conditions of Natural Learning. 5. Discuss the four common principles of early writing as proposed by Marie Clay (1975). Explain why/how is it important for primary teachers to be aware of these principles? Application Questions for Ch. 4 1. Assume the role of a kindergarten teacher. As you prepare for the upcoming school year, you decide to write a letter to parents explaining your early literacy philosophy and your desire to collaborate closely with parents to help your students succeed as early literacy learners. In your letter, include suggestions for activities that parents and caretakers can do at home to promote literacy development. 2. A large portion of your primary students appears to have limited literacy skills as they enter your classroom at the beginning of the year. Provide a detailed plan for what you will do help these children catch up with their peers. How can you learn more about your students’ early literacy events (or lack of literacy exposure)? What literacy opportunities will you provide in your classroom? How will you communicate with parents to encourage them to provide a literacy-rich environment at home? 3. Consider Cambourne’s Conditions of Natural Learning in the Emergent Learner Environment (Fig. 4.3). For each condition, provide specific examples of how you will meet these conditions within your primary classroom. 4. Early experiences with children’s books result in many literate behaviors that are common to more experienced readers. Prepare a plan in which you explain how children’s books will provide a vehicle for developing early literacy skills. What types of books will you provide? How will the books be used? 5. Some parents have contacted you with concerns over their children’s journal writing. They worry that allowing children to “scribble” and draw pictures will discourage them from learning the alphabet and writing real words. Prepare a letter to parents in which you explain your writing philosophy. Address the common principles in early writing and provide an outline for future instructions and expectations. Answers to Chapter 4 Test Bank Multiple Choice 1. c 2. d 3. c 4. a 5. c 6. b 7. c 8. d 9. c 10. a 11. b 12. b 13. c 14. a 15. d Short Answer 1. Literacy Events Before School Entry Literacy Events Before School: • Storybook Reading: When parents or caregivers read storybooks to children, they not only expose them to language but also introduce them to the structure of stories, vocabulary, and the relationship between spoken and written words. • Environmental Print: Recognizing logos, signs, and labels (like McDonald's or stop signs) helps children understand that print carries meaning and is a part of everyday life. • Oral Storytelling: Listening to family members tell stories or recount events builds narrative skills and a sense of language rhythm. • Singing and Rhymes: Engaging in songs, nursery rhymes, and chants introduces children to sound patterns, rhyme, and rhythm, which are foundational for phonological awareness. Importance for Teachers: • Understanding Backgrounds: Teachers need to recognize the diverse literacy experiences children bring to the classroom. These early literacy events shape children’s attitudes toward reading and writing and affect their readiness for formal instruction. • Building on Prior Knowledge: Knowing what literacy experiences children have had allows teachers to tailor their instruction, connecting new learning to what children already know and feel comfortable with. • Promoting Equity: Awareness of varied literacy backgrounds helps teachers identify and support children who may have had limited exposure to literacy, ensuring that all students have the opportunity to succeed. 2. Syntax, Semantics, and Pragmatics in Language Syntax: • Definition: Syntax refers to the rules that govern the structure of sentences—how words are organized and ordered to convey meaning. • Example: In English, the basic sentence structure is subject-verb-object (e.g., "The cat (subject) chased (verb) the mouse (object)"). Semantics: • Definition: Semantics deals with the meaning of words and sentences—how words and phrases represent ideas, objects, and actions. • Example: The word "bank" can have different meanings depending on context (a financial institution vs. the side of a river). Understanding semantics involves grasping these meanings based on context. Pragmatics: • Definition: Pragmatics refers to the use of language in social contexts—the rules for appropriate language use in different situations and understanding implied meanings. • Example: Saying "Can you pass the salt?" is a polite request, even though it is structured as a question. Pragmatics involves understanding the intent behind the words. 3. Michael Halliday’s Seven Functions of Language 1. Instrumental: • Function: Language used to express needs or desires. • Example: A child saying, "I want juice." 2. Regulatory: • Function: Language used to control the behavior of others. • Example: "Sit down" or "Don’t do that." 3. Interactional: • Function: Language used to establish social relationships and engage with others. • Example: "Can we play together?" 4. Personal: • Function: Language used to express personal preferences, thoughts, and feelings. • Example: "I love ice cream." 5. Heuristic: • Function: Language used to explore the environment and learn. • Example: "What’s that?" or "Why is the sky blue?" 6. Imaginative: • Function: Language used to tell stories and create an imaginary environment. • Example: "Let’s pretend we’re pirates." 7. Representational: • Function: Language used to convey facts and information. • Example: "The sun is a star." 4. Brian Cambourne’s Eight Conditions of Natural Learning 1. Immersion: • Description: Learners are immersed in a language-rich environment where they have constant exposure to language in various forms. • Classroom Example: A classroom with books, labels, word walls, and a print-rich environment. 2. Demonstration: • Description: Learners see language in action, with models showing how language is used. • Classroom Example: Teachers reading aloud, writing in front of the class, and modeling language use during discussions. 3. Expectation: • Description: Learners are expected to engage with and use language, with the belief that they are capable of doing so. • Classroom Example: Encouraging students to write daily and participate in conversations, with the teacher expecting and believing in their success. 4. Responsibility: • Description: Learners take responsibility for their own learning by making choices about what they read, write, and talk about. • Classroom Example: Allowing students to choose their own reading materials or topics for writing assignments. 5. Use: • Description: Learners have opportunities to use language in meaningful contexts. • Classroom Example: Daily writing journals, class discussions, and peer interactions. 6. Approximation: • Description: Learners are allowed to make mistakes as they experiment with language, understanding that these approximations are part of the learning process. • Classroom Example: Encouraging attempts at writing or speaking without immediate correction, focusing on the content rather than the accuracy. 7. Response: • Description: Learners receive feedback on their use of language, helping them refine their skills. • Classroom Example: Teachers and peers providing constructive feedback during writing conferences or reading groups. 8. Engagement: • Description: Learners need to be actively engaged and interested in the language activities they are participating in. • Classroom Example: Creating interactive and relevant lessons that capture students’ interests and motivate them to participate. 5. Marie Clay’s Four Principles of Early Writing 1. Recurring Principle: • Description: Children often repeat the same forms or patterns in their early writing. • Example: A child might write the same letter or word over and over again because it is familiar and easy for them to produce. 2. Generative Principle: • Description: Children realize that writing involves creating new combinations of letters and words. • Example: A child begins to combine known letters to form new words, even if they are not correct (e.g., "BT" for "boat"). 3. Directional Principle: • Description: Children learn that writing goes in a specific direction (e.g., left to right in English). • Example: A child may start to write from left to right across the page, understanding the directionality of text. 4. Inventory Principle: • Description: Children begin to create an inventory of the letters and words they know and use. • Example: A child might list all the letters or words they can write, showing their growing knowledge of the alphabet and vocabulary. Importance for Primary Teachers: • Understanding Development: Awareness of these principles helps teachers recognize and support the natural progression of early writing skills in children. • Tailoring Instruction: Teachers can design activities that align with each child’s current stage of writing development, ensuring that instruction is appropriate and effective. • Supporting Literacy: Recognizing these principles allows teachers to create a supportive environment where children feel encouraged to explore writing, make mistakes, and learn from them, ultimately fostering a positive attitude toward literacy. Application Questions 1. Letter to Parents about Early Literacy Philosophy Dear Parents and Caregivers, As we begin this exciting school year, I want to share with you my philosophy on early literacy and how we can work together to support your child's development. I believe that early literacy is the foundation of a lifelong love of reading and learning. In our classroom, we will focus on creating a rich, engaging environment where children can explore language through stories, songs, play, and writing. I encourage you to participate in your child’s literacy journey by engaging in simple, enjoyable activities at home: • Read together daily: Choose books that interest your child, and make reading a cozy, shared experience. Let your child ask questions and talk about the story. • Label items in your home: Simple labels on household items can help your child connect words with objects, reinforcing the idea that words carry meaning. • Play with language: Sing songs, recite nursery rhymes, and play rhyming games. These activities build phonological awareness, which is crucial for reading development. • Encourage storytelling: Ask your child to tell you stories, whether about their day or a made-up adventure. This builds narrative skills and boosts their confidence in using language. I look forward to partnering with you to support your child's growth as a reader and writer. Together, we can create a strong foundation for their future success. Warm regards, [Your Name] 2. Plan to Support Students with Limited Literacy Skills Initial Assessment: • Screening: Begin with informal assessments, such as one-on-one reading sessions, to gauge students' current literacy levels. • Parent Communication: Send home a questionnaire to learn more about the literacy activities children have experienced at home. Classroom Literacy Opportunities: • Daily Read-Alouds: Select diverse, engaging books that cater to different interests and reading levels. • Literacy Centers: Create stations for letter recognition, word-building games, and interactive read-alouds. • Writing Journals: Provide daily opportunities for students to draw and write, encouraging them to express ideas in any form, from scribbles to words. Family Engagement: • Literacy Workshops: Hold workshops for parents on how to create a literacy-rich environment at home, providing them with resources and strategies. • Weekly Newsletters: Include tips for literacy activities, book recommendations, and progress updates to keep parents informed and involved. 3. Applying Cambourne’s Conditions of Natural Learning 1. Immersion: • Example: Fill the classroom with books, labels, and charts. Create a cozy reading corner with a variety of picture books, poetry collections, and word walls. 2. Demonstration: • Example: Model reading and writing daily. Show how to hold a book, point to words as you read, and write simple sentences on the board. 3. Expectation: • Example: Set high yet achievable expectations for all students. Encourage them to try new words and praise their efforts, building their confidence. 4. Responsibility: • Example: Allow students to choose their own books for silent reading and topics for journal writing, fostering a sense of ownership over their learning. 5. Use: • Example: Incorporate literacy into all parts of the day, such as reading instructions, labeling classroom materials, and integrating storytelling into playtime. 6. Approximation: • Example: Celebrate early writing attempts, like scribbles or invented spelling, as steps toward conventional writing. 7. Response: • Example: Give positive feedback during writing workshops, highlighting what students do well and gently guiding them toward improvement. 8. Engagement: • Example: Plan interactive activities like puppet shows or group story creation that make learning to read and write fun and meaningful. 4. Using Children’s Books to Develop Early Literacy Skills Types of Books: • Predictable and Pattern Books: These help children recognize repeated phrases and predict text. • Books with Rich Illustrations: Use picture books where images support the text, helping children understand the story even if they can’t read all the words. How Books Will Be Used: • Read-Aloud Sessions: Daily read-alouds will introduce new vocabulary and concepts, while group discussions will develop comprehension skills. • Book-Based Activities: Follow up readings with activities like drawing scenes from the book, acting out parts, or retelling the story in their own words. 5. Letter to Parents about Journal Writing Philosophy Dear Parents, I understand some of you may be concerned about your child’s journal writing, particularly if they are currently using scribbles or pictures rather than letters and words. I want to assure you that this is a natural and important stage in early writing development. My Writing Philosophy: • Encouragement: Early writing is about self-expression. Whether your child draws, scribbles, or uses invented spelling, they are learning that writing is a way to communicate ideas. • Growth: As your child gains confidence and exposure to letters and words, their writing will naturally evolve from scribbles to more recognizable forms of writing. Future Instruction: • Alphabet Knowledge: We will have daily lessons on letter recognition and sounds, which will gradually translate into more conventional writing. • Writing Workshops: I will guide your child in their journal writing, offering gentle feedback and celebrating their progress. Thank you for supporting your child’s literacy journey. If you have any concerns or questions, please don’t hesitate to reach out. Warm regards, [Your Name] Chapter 5 EMBARKING ON THE JOURNEY TOWARD LITERACY (GRADES K-2): THE LITERACY APPRENTICESHIP Chapter 5 Test Bank Multiple Choice Questions for Ch. 5 1. When the teacher reads to a class of primary students from a big book and the children actively contribute to the reading as the teacher points to the text, they participate in: a. Guided reading b. Interactive storybook reading c. Shared reading d. Independent reading 2. Before beginning a shared reading experience, all of the following take place, except: a. The teacher introduces the book’s author, illustrator, and title. b. The children predict what the story is about. c. The students note the meaning of words on the book’s cover. d. The teacher stops to think aloud or draw conclusions. 3. Which students benefit the most from participating in interactive storybook readings? a. Students who enter school as fluent readers b. Students who enter school with limited storybook reading experience c. Students who recognize common words but can’t read every word on the page d. Students who recognize letters but are not yet readers 4. Effective whole-class literature response prompts in the primary grades should include: a. What did you notice about the story? b. How did the story make you feel? c. How does this story relate to your own life? d. All of the above prompts should be included. 5. Which kind of response answers the question, What is happening in the book? a. Reader-centered response b. Text-centered response c. Evaluative response d. Emotional response 6. In what type of response do students participate when they react personally to a text and express their feelings about the text? a. Reader-centered response b. Text-centered response c. Evaluative response d. Emotional response 7. Who issued a report in 2000 in response to a congressional mandate to help parents, teachers, and policymakers identify key skills and methods essential to reading achievement? a. International Reading Association (IRA) b. National Council of Teachers of English (NCTE) c. National Reading Panel (NRP) d. National Council for Reading Achievement (NCRA) 8. The understanding that the sounds of spoken language work together to make words is referred to as: a. Comprehension b. Phonics c. Phonemic awareness d. Fluency 9. The goal of this area of reading is to help children learn the alphabetic principle—the systemic and predictable relationships between letters and spoken sounds. a. Phonics b. Phonemic awareness c. Fluency d. Vocabulary 10. Students who can read accurately and effortlessly with expression are proficient in: a. Vocabulary b. Fluency c. Comprehension d. Choral reading 11. All of the following strategies are effective ways teachers can help students improve reading comprehension, except: a. Using graphic organizers b. Activating prior knowledge c. Recognizing story structure d. Memorizing large text passages 12. Guided reading group lessons include all of the following components, except: a. Explicit instruction b. Whole-class reading c. Individual reading d. Introduction to the text 13. The goal of using a “just right” text in guided reading instruction can best be described as: a. Nudging the reader beyond their current reading level b. Encouraging fluent readers to share their skills with less proficient readers c. Finding a text which all students in the class enjoy and can read independently d. All of the above are goals of “just right” texts. 14. You will expect teachers who use the language experience approach (LEA) to: a. Record text that the students compose from authentic experiences. b. Compose text from authentic experiences for students to record. c. Demonstrate the writing process as children compose stories. d. Demonstrate sound and letter relationships during shared writing. 15. The most important component of a successful independent reading program includes: a. Providing students with 45-60 minutes of independent reading time each day b. Finding the perfect match between books and individual students c. Selecting books for the students to make sure the books are award-winning and of high quality d. Scheduling library time once a week so students can check out new silent reading books Short Answer Questions for Ch. 5 1. Explain the meaning of a “balanced language arts program” in the primary grades. What are some philosophical aspects of such an approach? What would you expect a balanced language arts classroom to look like? 2. Compare and contrast shared reading and interactive storybook reading. How are these approaches similar? How are they different? 3. Describe the five building blocks of reading as identified by the National Reading Panel? 4. Explain the essential components of guided reading. 5. Compare and contrast the three guided writing approaches explained in chapter 5: (a) language experience approach, (b) shared writing, and (c) interactive writing. How are these approaches similar? How are they different? Application Questions for Ch. 5 1. Your principal has asked you to prepare a presentation for a professional development session about the National Reading Panel and the five areas essential for reading instruction: (a) phonemic awareness, (b) phonics, (c) fluency, (d) vocabulary, and (e) comprehension. In your report, define each of the five areas, provide examples, and present suggestions for instructional strategies. 2. Prepare a guided reading lesson plan for a group of first graders. Follow the guidelines presented in chapter 5. Include your text selection and step-by-step procedures. 3. Select three ideas for literacy centers from Figure 5.3. Target a primary grade (K-2) and plan appropriate activities for the three centers. Include a list of all materials needed, time schedule, plans for assessment and/or student accountability, and management plan. 4. Create a lesson plan involving guided writing. Consider the selection of literature carefully, along with precise step-by-step procedures. Include an example of what the final product might look like. 5. Assume the role of a primary teacher. You want to implement an independent reading program in your classroom. Prepare a parent letter in which you explain the procedures, schedule, and expectations of this program. Further explain that you want your students to read at home. Include guidelines and expectations for the “home” reading. How will students (and/or parents) be kept accountable? Answers to Chapter 5 Test Bank Multiple Choice Questions 1. c 2. d 3. b 4. d 5. d 6. a 7. c 8. c 9. a 10. b 11. d 12. b 13. a 14. a 15. b Short Answer 1. Balanced Language Arts Program A balanced language arts program in the primary grades integrates various instructional approaches to ensure that students develop a comprehensive set of literacy skills. This approach combines elements of phonics and whole language instruction, emphasizing the importance of both skills-based learning (such as decoding and spelling) and meaning-based learning (such as comprehension and expression). Philosophical Aspects: • Inclusivity: Recognizing that students have diverse learning needs and preferences, a balanced program incorporates multiple methods to reach all learners. • Comprehensive Literacy: The philosophy behind a balanced approach is that reading, writing, speaking, listening, and viewing are interconnected and should be taught together rather than in isolation. • Child-Centered Learning: A balanced program values the student’s voice and choice, providing opportunities for independent reading and writing alongside structured lessons. Balanced Classroom Expectations: • Variety of Materials: A classroom rich in books of different genres, levels, and purposes, including phonics readers, picture books, and informational texts. • Diverse Instructional Strategies: A mix of whole-class, small-group, and individualized instruction, with activities ranging from guided reading and writing to independent literacy centers. • Interactive Environment: Students actively engaged in reading, writing, discussions, and collaborative projects, with the teacher facilitating and guiding their learning. 2. Shared Reading vs. Interactive Storybook Reading Shared Reading: • In shared reading, the teacher reads aloud from an enlarged text, such as a big book, while the students follow along. The focus is on demonstrating reading behaviors, such as tracking print and understanding text structure. The teacher models fluent reading, and students join in on familiar or repeated phrases. • Purpose: To build fluency, introduce reading strategies, and develop a shared literacy experience. Interactive Storybook Reading: • Interactive storybook reading involves the teacher reading a story to the class while encouraging student participation through questioning, predicting, and discussing the story’s content. The interaction focuses more on comprehension and critical thinking, with students actively engaging in the story. • Purpose: To enhance comprehension, vocabulary development, and oral language skills through dialogic interaction. Similarities: • Both approaches involve the teacher reading aloud to the class and encourage student participation. • Both methods aim to build a love for reading and develop literacy skills through exposure to rich text. Differences: • Shared reading emphasizes reading fluency and text structure, while interactive storybook reading focuses more on comprehension and student dialogue. • In shared reading, students often read along with the teacher, while in interactive storybook reading, the emphasis is on discussion rather than reading along. 3. Five Building Blocks of Reading The National Reading Panel identified five essential components of effective reading instruction: 1. Phonemic Awareness: The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. This is the foundation of learning to read, as it helps students understand the relationship between sounds and letters. 2. Phonics: The understanding of the relationship between the letters of written language and the sounds of spoken language. Phonics instruction helps students decode words by teaching them how to sound out letters and blend them together. 3. Fluency: The ability to read text accurately, quickly, and with expression. Fluency bridges word recognition and comprehension, allowing students to read with speed and understanding. 4. Vocabulary: The knowledge of words and their meanings. A strong vocabulary supports comprehension and enables students to express themselves clearly and effectively. 5. Comprehension: The ability to understand and interpret what is read. Comprehension is the ultimate goal of reading and involves skills such as predicting, summarizing, and questioning. 4. Essential Components of Guided Reading Guided Reading is a small-group instructional practice where the teacher works with students at a similar reading level to develop specific reading strategies and skills. Components: • Text Selection: Choosing books that match the instructional level of the group, providing just the right amount of challenge. • Introduction to the Text: Before reading, the teacher introduces the book, setting a purpose for reading and discussing new vocabulary or concepts. • Reading the Text: Students read the text independently or in a whisper, while the teacher listens in, providing support as needed. • Discussion: After reading, the teacher and students discuss the text, focusing on comprehension, vocabulary, and reading strategies. • Word Work: The session often ends with a brief focus on phonics, word patterns, or other skills related to the text. 5. Guided Writing Approaches (a) Language Experience Approach (LEA): • Description: This approach involves the teacher writing down a student's dictated story or experience. The text is then used as a reading and writing resource. • Focus: LEA connects spoken language to written language, making the learning process personal and meaningful. • Similarity: Like shared and interactive writing, LEA involves teacher and student collaboration in creating text. (b) Shared Writing: • Description: The teacher and students compose text together, with the teacher acting as the scribe. The teacher guides the writing process, modeling writing strategies and thinking aloud. • Focus: Shared writing emphasizes the process of writing, demonstrating how to organize thoughts, choose words, and structure sentences. • Similarity: Like interactive writing, shared writing is a collaborative process but with the teacher doing all the writing. (c) Interactive Writing: • Description: In interactive writing, the teacher and students co-write a text, with students taking turns writing letters, words, or punctuation marks on the board or chart paper. • Focus: Interactive writing actively involves students in the writing process, reinforcing their understanding of letters, sounds, and word structures. • Similarity: Like LEA and shared writing, interactive writing is collaborative and focuses on the connection between spoken and written language. Differences: • Student Involvement: LEA is student-dictated but teacher-written; shared writing involves student input but is teacher-written; interactive writing directly involves students in the act of writing. • Purpose: LEA is often used for reading and writing personal experiences; shared writing focuses on teaching writing strategies; interactive writing emphasizes hands-on learning of writing skills. Application Questions 1. National Reading Panel and the Five Areas Essential for Reading Instruction Phonemic Awareness: • Definition: The ability to recognize and manipulate individual sounds (phonemes) in spoken words. • Example: Identifying the first sound in the word "cat" (/k/). • Instructional Strategy: Use sound matching games where students match pictures of objects that start with the same sound. Phonics: • Definition: The relationship between letters and the sounds they represent. • Example: Recognizing that the letter "s" represents the /s/ sound. • Instructional Strategy: Teach letter-sound correspondences through activities like word-building with magnetic letters. Fluency: • Definition: The ability to read text accurately, quickly, and with expression. • Example: Reading a sentence smoothly without hesitation. • Instructional Strategy: Practice repeated reading of familiar texts to increase reading speed and expression. Vocabulary: • Definition: The understanding of word meanings and the use of a wide range of words. • Example: Knowing the meaning of the word "gigantic" and being able to use it in a sentence. • Instructional Strategy: Introduce new vocabulary through read-alouds and encourage students to use these words in their writing. Comprehension: • Definition: The ability to understand and interpret what is read. • Example: Summarizing the main idea of a story after reading. • Instructional Strategy: Teach comprehension strategies like predicting, questioning, and summarizing during guided reading sessions. 2. Guided Reading Lesson Plan for First Graders Text Selection: "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr. and Eric Carle. Step-by-Step Procedures: 1. Introduction: Briefly introduce the book, discussing the cover and asking students what they think the story will be about. 2. Vocabulary Preview: Introduce key vocabulary words like "brown," "red," "yellow," and "see." 3. Reading: Students take turns reading the book aloud in whispers while the teacher listens in, offering support as needed. 4. Discussion: After reading, discuss the sequence of animals in the story and how they are described. 5. Word Work: Focus on the sight words "see" and "look," and practice writing them on whiteboards. 6. Wrap-Up: Conclude by having students draw their favorite animal from the story and write a sentence about it. 3. Literacy Centers for Primary Grade (K-2) Center 1: Word Work: • Activities: Use letter tiles to build CVC words. • Materials Needed: Letter tiles, word cards, recording sheets. • Time Schedule: 15 minutes per group. • Assessment: Students will complete a word-building sheet. • Management Plan: Rotate groups every 15 minutes; assign a helper to distribute materials. Center 2: Reading Corner: • Activities: Independent reading with a choice of leveled books. • Materials Needed: A variety of leveled books, bookmarks. • Time Schedule: 15 minutes per group. • Assessment: Students complete a reading log with the title and a short summary. • Management Plan: Ensure quiet reading by monitoring and offering guidance as needed. Center 3: Writing Station: • Activities: Write a sentence about a picture prompt. • Materials Needed: Picture prompts, lined paper, pencils. • Time Schedule: 15 minutes per group. • Assessment: Collect sentences for review. • Management Plan: Monitor for handwriting and sentence structure; provide feedback. 4. Guided Writing Lesson Plan Literature Selection: "The Very Hungry Caterpillar" by Eric Carle. Step-by-Step Procedures: 1. Read-Aloud: Read "The Very Hungry Caterpillar" aloud to the class. 2. Discussion: Discuss the sequence of events in the story, focusing on the caterpillar’s growth. 3. Shared Writing: Write a class story about another animal's transformation (e.g., a tadpole turning into a frog) with student input. 4. Guided Writing: Have students write their own short story about an animal's transformation, using the class story as a model. 5. Final Product: Students illustrate their stories and share them with the class. Example of Final Product: A student writes about a tadpole growing into a frog, including illustrations of each stage. 5. Parent Letter for Independent Reading Program Dear Parents, I am excited to inform you about our upcoming Independent Reading Program designed to foster a love of reading and build strong literacy skills in our classroom. Here’s how the program will work: Procedures: • Students will select books from our classroom library that are appropriate for their reading level. • Each day, students will have 20 minutes of independent reading time in class. • At the end of each week, students will complete a short reading response or participate in a book talk. Schedule: • Independent reading will take place daily from 9:00 to 9:20 a.m. • Students are encouraged to take their books home to continue reading. Expectations: • We expect each student to read for at least 10 minutes each night at home. • Parents, please sign your child's reading log daily to track their progress. Home Reading Guidelines: • Encourage your child to choose books they enjoy. • Discuss the books with your child to deepen their understanding. Accountability: • Reading logs will be checked weekly. • Students will share their favorite books during class discussions. Your support is crucial to the success of this program. Together, we can help your child become a confident and enthusiastic reader! Sincerely, [Your Name] [Primary Teacher] Chapter 6 LISTENING AND SPEAKING: TALK IN A COMMUNITY OF LEARNERS Chapter 6 Test Bank Multiple Choice Questions for Ch. 6 1. Which of the following statements about listening is false? a. Because listening is an integral part of instruction across the content areas, it is frequently taught and highly emphasized in elementary classrooms. b. For students to acquire effective listening strategies, teachers should model good listening, provide listening instruction, and provide students with opportunities to practice listening. c. There are different types of listening depending on the listening task or the purpose for listening. d. All of the above are false statements. 2. Which of the following is not a type or purpose of listening? a. Discriminative b. Efferent c. Therapeutic d. Cognitive 3. When a listener distinguishes among sounds while noting the nonverbal cues of the speaker, he/she is listening ____. a. Discriminatively b. Aesthetically c. Cognitively d. Therapeutically 4. Which type of listening involves listening for information and comprehension? a. Efferent b. Aesthetic c. Therapeutic d. Discriminative 5. Which of the following is a meaningful purpose to read aloud? a. To develop enjoyment for reading and writing b. To share information about other times, places, and cultures c. To model and develop new vocabulary and language structures d. All of the above 6. You would expect an effective primary teacher to take all of the following considerations into account when selecting read-aloud books, except: a. The book should be fast-paced to capture students’ listening interests as quickly as possible. b. The book should include easy-to-read dialogue. c. The book should include long, descriptive passages to build vocabulary and word choice. d. The book should be matched to the students’ age, personalities, and interests. 7. When reading aloud, effective teachers do all of the following, except: a. Slow the reading down to allow students time to visualize characters and scenes. b. Read rather quickly to limit the read-aloud to 5-10 minutes to hold students’ interest and avoid boredom. c. Begin a read-aloud with a brief introduction of the author and illustrator. d. Allow students time to share their personal experiences and comments after finishing the book. 8. Which of the following questions would not invite oral response to a piece of literature? a. What did you notice in the story? b. How did the story make you feel? c. What was the main character’s name? d. What does the story remind you of from your own life? 9. To assist readers in selecting quality literature for reading, teachers and students may engage in brief discussions about the prospective reading choice called: a. Grand conversations b. Book talks c. Book reviews d. Story retelling 10. To engage students during read-alouds, teachers often ask questions to elicit oral responses and predictions from students. This instructional approach is called: a. Book talks b. Interactive storybook reading c. Story retelling d. Grand conversations 11. Choral reading can be delivered in several formats, including: a. Small group presentations b. Partner presentations c. Whole class presentations d. All of the above 12. Which choral reading format is used when the leader reads each line and the group repeats it? a. Paired reading b. Small group reading c. Echo reading d. Cumulative reading 13. You would expect an effective teacher to take all of the following considerations into account when preparing for readers theatre, except: a. The primary purpose of readers theatre is reading aloud. b. The students should memorize their lines and practice those lines with expression. c. One student should introduce the title and author before the performance begins. d. The students should share the emotion of the text through voice projection, inflection, and accurate pronunciation. 14. When reading buddies read a story, discuss it with their partners, and share elements of the story with the rest of the class, they participate in the following cooperative learning strategy? a. Jigsaw b. Think-pair-share c. Pair interviews d. Cooperative projects 15. Which of the following is often referred to as the “neglected” language arts? a. Writing b. Speaking c. Listening d. Reading Short Answer Questions for Ch. 6 1. Define each of the five types or purposes of listening: (a) discriminative, (b) efferent, (c) aesthetic, (d) critical, and (e) therapeutic. 2. Beyond the act of pure listening, explain the deeper purposes for reading aloud in the classroom? 3. Discuss three listening and speaking activities that teachers do to encourage talk in the classroom. What does each activity require in terms of organization, materials, planning, and implementation? 4. When selecting the best books for reading aloud, what considerations should be kept in mind? 5. In teaching the language arts, opportunities exist for working and sharing in small groups. Discuss two cooperative strategies with strong language arts connections. Define each strategy and give specific examples of how teachers use these strategies in the language arts classroom. Application Questions for Ch. 6 1. Assume the role of a primary teacher. Your students have a difficult time “paying attention” when you are reading aloud to the class. They appear to be disinterested in the book and often talk or walk around while you’re reading. Reflect on the situation and discuss why you think the students are not engaged in the read-aloud experience. What are you going to do to improve the situation? How can you plan differently for future read-aloud events? 2. Consider each of the five purposes of listening: (a) discriminative, (b) efferent, (c) aesthetic, (d) critical, and (e) therapeutic. Keeping a particular grade level in mind (K-6), discuss specific ways that you can provide your students opportunities to practice each of the five types of listening through the use of children’s literature. 3. Design an integrated, literature-based language arts lesson plan that primarily focuses on listening and speaking. Include appropriate standards (state and local), clear objectives, step-by-step procedures, and appropriate means for assessment. 4. Arrange to observe a classroom teacher (or preservice teacher) read a book aloud to primary students. Closely observe how the children interact with and respond to the literature before, during, and after the read-aloud event. Record and categorize your observations according to Sipe’s three basic literary impulses: (a) hermeneutic impulse, (b) personalizing impulse, and (c) aesthetic impulse. (See pages 164-165.) 5. Your principal would like to see more teachers reading aloud and has asked you to prepare a presentation about your read-aloud program and share it with other teachers during a professional development session. How will you convince other teachers that reading aloud is worthwhile in all K-8 classrooms? Prepare a handout with facts, instructional strategies, and literature suggestions to help you get the message across. Answers to Chapter 6 Test Bank Multiple Choice Questions 1. a 2. d 3. a 4. a 5. d 6. c 7. b 8. c 9. b 10. b 11. d 12. c 13. b 14. b 15. c Short Answer 1. Five Types or Purposes of Listening (a) Discriminative Listening: • Definition: The ability to differentiate between different sounds, tones, and pitches in spoken language. • Purpose: Helps in recognizing and interpreting subtle differences in speech, such as distinguishing between similar-sounding words. • Example: Identifying the difference between the sounds of “bat” and “pat” in a phonics lesson. (b) Efferent Listening: • Definition: Listening to acquire information or understanding from a text or spoken message. • Purpose: Focuses on gathering and retaining information for future use. • Example: Listening to a teacher’s explanation of a math problem to understand how to solve it. (c) Aesthetic Listening: • Definition: Listening for enjoyment and appreciation, often involving artistic or literary qualities. • Purpose: Engages with the emotional and artistic aspects of the spoken or written word. • Example: Listening to a dramatic reading of a poem or story to appreciate its rhythm and emotional impact. (d) Critical Listening: • Definition: Evaluating and analyzing the content of spoken information to make judgments or decisions. • Purpose: Involves questioning the validity and reliability of information presented. • Example: Critically listening to a persuasive speech to assess the strength of the arguments and evidence. (e) Therapeutic Listening: • Definition: Listening to provide support, empathy, and understanding to someone in emotional need. • Purpose: Aims to help the speaker feel heard and validated, often in a counseling or supportive context. • Example: Listening to a student express their concerns about a personal issue and offering empathetic support. 2. Deeper Purposes for Reading Aloud in the Classroom Building Vocabulary and Language Skills: • Reading aloud exposes students to rich language and varied vocabulary, which enhances their language development and comprehension skills. Modeling Fluent Reading: • Demonstrates how to read with appropriate expression, intonation, and pacing, providing a model for students to emulate in their own reading. Stimulating Interest and Engagement: • Engages students with interesting and age-appropriate texts, fostering a love for reading and encouraging them to explore new genres and topics. Promoting Listening and Comprehension Skills: • Enhances students' ability to listen actively and comprehend texts, laying the foundation for their reading and critical thinking skills. Facilitating Discussions and Critical Thinking: • Provides a basis for class discussions about themes, characters, and plot, helping students develop analytical and critical thinking skills. 3. Listening and Speaking Activities Activity 1: Think-Pair-Share • Organization: Students think individually about a question or topic, pair up to discuss their thoughts, and then share with the class. • Materials: No specific materials needed, but questions or prompts can be provided. • Planning: Prepare thought-provoking questions related to the lesson. • Implementation: Ask a question, give students time to think, then pair up, and finally, have pairs share their insights with the class. Activity 2: Storytelling Circle • Organization: Students sit in a circle and take turns adding to a collaborative story. • Materials: No specific materials required; can use a story prompt if desired. • Planning: Set a theme or starting sentence for the story. • Implementation: Begin with a sentence, and each student adds a sentence to build the story. Encourage creativity and listening to others' contributions. Activity 3: Role-Playing • Organization: Students act out scenarios or characters from a book or lesson. • Materials: Costumes, props, or scripts (if needed). • Planning: Select scenarios or characters that align with the lesson objectives. • Implementation: Assign roles, provide time for practice, and have students perform their role-plays, encouraging peer feedback and discussion. 4. Considerations for Selecting Books for Reading Aloud Age Appropriateness: • Ensure the content, language, and themes are suitable for the students' age and developmental level. Interest and Engagement: • Choose books that will capture students’ interest and spark their curiosity, making reading an enjoyable experience. Diversity and Inclusion: • Select books that reflect diverse cultures, experiences, and perspectives to promote inclusivity and broaden students’ worldviews. Language and Vocabulary: • Consider books with rich language and vocabulary that will challenge students and support language development. Illustrations and Visuals: • Choose books with engaging illustrations that complement and enhance the text, especially for younger readers. 5. Cooperative Strategies in the Language Arts Classroom Strategy 1: Literature Circles • Definition: Small groups of students read and discuss a book or text together, each assuming different roles (e.g., discussion leader, summarizer, connector). • Examples: Students read a chapter book and meet to discuss character development and plot, with each student contributing insights from their assigned role. Strategy 2: Jigsaw Reading • Definition: Students are divided into groups, each group reads a different section of a text, and then comes together to share their section with the rest of the class. • Examples: In a social studies unit, one group reads about historical events, another about key figures, and another about cultural impacts, then each group shares their findings to create a comprehensive understanding of the topic. Application Questions 1. Improving Read-Aloud Engagement Reasons for Disengagement: • Book Selection: The book may not be age-appropriate or interesting for the students. • Presentation Style: The reading style might not be engaging or dynamic. • Classroom Environment: Lack of structure or routine during read-alouds could contribute to distractions. Improvement Strategies: • Choose Engaging Books: Select books that are age-appropriate, interactive, and relevant to students' interests. • Interactive Reading: Use expressive voice, gestures, and involve students by asking questions and encouraging predictions. • Structured Environment: Establish clear expectations for behavior during read-alouds and create a comfortable, distraction-free area for listening. • Shorter Sessions: Start with shorter read-aloud sessions and gradually increase the length as students' attention spans improve. Future Planning: • Pre-Read the Book: Familiarize yourself with the book and plan interactive elements in advance. • Incorporate Activities: Include related activities like drawing or acting out scenes to reinforce the book’s content. • Student Choice: Allow students to have a say in the book selection to increase their investment in the read-aloud. 2. Providing Opportunities for Different Types of Listening (a) Discriminative Listening: • Activity: Listen to and differentiate between various sounds or characters in a story. • Example: Play sound effects or voices of characters from a book and have students identify them. (b) Efferent Listening: • Activity: Listen to informational texts or instructions for gathering specific information. • Example: Read a non-fiction book about animals and have students list facts they learn. (c) Aesthetic Listening: • Activity: Listen to a story or poem for enjoyment and emotional response. • Example: Read a poem with expressive language and ask students how it makes them feel. (d) Critical Listening: • Activity: Evaluate and discuss the author’s choices or story elements. • Example: Read a story and have students debate whether the main character’s decisions were wise. (e) Therapeutic Listening: • Activity: Listen to a story that addresses emotional or social issues. • Example: Read a story about friendship and have a discussion about feelings and empathy. 3. Integrated Literature-Based Language Arts Lesson Plan Grade Level: 2nd Grade Standards: [Include state/local standards related to listening and speaking] Objective: Students will practice listening and speaking skills by participating in a group discussion about a read-aloud book. Materials: • Selected book: “The Bear Books” by Karma Wilson • Discussion prompts • Chart paper and markers Procedures: 1. Introduction (5 min): Introduce the book and discuss its title and cover. 2. Read-Aloud (15 min): Read the book aloud with expression and pauses for student reactions. 3. Discussion (10 min): Use prompts to guide a discussion about the book’s characters, plot, and moral. 4. Group Activity (10 min): In small groups, students discuss their favorite part of the book and why. 5. Sharing (10 min): Groups share their thoughts with the class. Record key points on chart paper. Assessment: • Observation: Monitor student participation and engagement during discussions. • Checklist: Assess students' ability to articulate their thoughts and listen to others during group discussions. 4. Observing a Read-Aloud Event Observations: • Hermeneutic Impulse: Note how students interpret and understand the story’s content. • Personalizing Impulse: Observe how students relate the story to their personal experiences. • Aesthetic Impulse: Watch for students’ reactions to the story’s language, illustrations, and overall enjoyment. Categorization: • Hermeneutic Impulse: Look for students asking questions or seeking clarification about the story. • Personalizing Impulse: Record instances where students share personal connections to the story. • Aesthetic Impulse: Note students’ emotional responses, such as laughter or sadness. 5. Presentation on Read-Aloud Program Handout Content: 1. Importance of Reading Aloud: • Enhances vocabulary and language skills • Models fluent reading • Stimulates interest in reading • Promotes listening and comprehension 2. Instructional Strategies: • Choose engaging and diverse books • Use expressive reading techniques • Incorporate interactive elements • Establish clear listening expectations 3. Literature Suggestions: • “Where the Wild Things Are” by Maurice Sendak • “The Very Hungry Caterpillar” by Eric Carle • “Charlotte’s Web” by E.B. White 4. Professional Resources: • “The Read-Aloud Handbook” by Jim Trelease • “The Power of Reading” by Stephen D. Krashen 5. Tips for Successful Read-Alouds: • Create a cozy, distraction-free reading area • Engage students with questions and activities related to the book • Use read-aloud time to build community and foster a love of literature Test Bank for Language Arts: Extending the Possibilities Marjorie R. Hancock 9780130189905, 9780132388719
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