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Chapter 2 3 Tomp

Teachers use various instructional approaches and strategies to teach language arts concepts and skills. They integrate the different language arts through thematic units to make learning meaningful. Teachers scaffold instruction by modeling skills and providing appropriate levels of support based on students' needs. They differentiate instruction to account for individual differences among students. Authentic classroom assessments provide a more complete picture of what students know compared to high-stakes tests, which judge performance against grade-level standards.

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99 views

Chapter 2 3 Tomp

Teachers use various instructional approaches and strategies to teach language arts concepts and skills. They integrate the different language arts through thematic units to make learning meaningful. Teachers scaffold instruction by modeling skills and providing appropriate levels of support based on students' needs. They differentiate instruction to account for individual differences among students. Authentic classroom assessments provide a more complete picture of what students know compared to high-stakes tests, which judge performance against grade-level standards.

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Chapter 2 & 3

1. Which pattern of practice is most important?


a. All of the patterns of practice are important. They are to be organized in many
ways. Teachers generally choose which ones they will be working on which can
be: literature focus units, literature circles, reading and writing workshop, and
thematic units.
2. How do teachers teach mini lessons?
a. They teach them on language art procedures, concepts, strategies, and skills and
connect their instruction to the featured selection.
i. Introduce the topic: the strategy, concept, or skill by naming it and
making a connection between the topic and ongoing classroom activities
ii. Share examples: demonstrate how to use the topic with examples from
students’ writing or from mentor texts
iii. Provide information: on the topic, and explain and demonstrate how to
use it
iv. Supervise practice: with partners or small groups to practice topic as
teacher supervises
v. Assess learning: monitor students progress and evaluate ability to apply
topic in oral, written, or visual activities
3. How do teachers integrate language arts and thematic units?
a. They use all of the language arts as they investigate, solve problems, and a learn
during a unit. They are integrated in reading by reading nonfiction books and
magazines, stories, and poems related to the unit as well as content-area
textbooks. In keeping learning logs where they write entries about new concepts
they’re learning, record new and interesting words, make charts and diagrams,
and reflect on learning. Making visual representations such as clusters, maps,
time lines, Venn diagrams, data charts, etc. They help with organizing
information and represent relationships they’re studying. Last, they create
projects to apply their learning and demonstrate their new knowledge.

4. How do teachers scaffold students?


a. They scaffold, or support students language arts development as they
demonstrate, guide, and teach the amount of support according to the
instructional purpose and students’ needs. They model reading and writing to
the students, shared reading and writing, interactive reading and writing, and
guided reading and writing.

5. Why do teachers differentiate instruction?


a. They know that students vary with their interests and motivation, background
knowledge and prior experience, culture and language, and intellectual
capabilities. They adapt so they can take these differences into account.
6. What are the Common Core State Standards?
a. It is what administrators and teachers worked together to build consensus on
what students should learn at each grade level to ensure that they’re prepared
for success in the increasingly competitive global economy.
7. What is the instruction–assessment cycle?
a. It is when teachers go into planning using background knowledge of students to
differentiate instruction. Then they monitor student progress to make sure
students are making progress. After, they evaluate students’ achievement with
checklists, rubrics, and other assessment tools. They then have students reflect
on what they have learned.
8. What’s the difference between authentic classroom assessments and high-stakes tests?
a. They provide different kinds of information. The authentic gives more complete
picture of what students know and the strategies they can apply. Tests judge
students’ performance against a grade-level standard. High-stakes tests include
having students know test-taking strategies, practice tests, easy-to-read
materials, variety of passages, untimed and timed tests, testing conditions, and
graphing the test results.

Chapter 3 Questions

1. Is there a particular age when children are ready to learn to read and write?
The children begin the process of becoming literate gradually during the preschool
years. They notice signs, logos, and other environmental print.
2. Which written language concepts do young children learn?
They think metalinguistics which is the ability to talk about concepts of language. They
grasp the concept of environmental print and see it and recognize it when they see it.

3. List five ways that Mrs. Schickele in the vignette at the beginning of the chapter
nurtured her students’ emergence into literacy.
1. She established a comprehension center to see what they understood from
the story
2. The listening center where they listen to other books written by the same
author and write and draw in their logs
3. Phonics center where they have a featured letter and play with concrete
objects
4. Quilt center where they can express themselves artistically
5. And pair reading after they have already read the story

4. What is the alphabetic principle?

It is the one-to-one correspondence between the phonemes and graphemes that


each letter consistently represents one sound.

5. What’s the difference between phonemic awareness and phonics?


Phonemic awareness is the children’s basic understanding that speech is
composed of a series of individual sounds, and it provides the foundation for phonics. Phonics is
a set of relationships between phonology, the sounds in speech, and orthography which is the
spelling patterns of written language.
6. What are onsets and rimes?

The onset is the consonant sound, if any, that precedes the vowel. The rime is the
vowel and any consonant sounds that follow it.

7. How do teachers use big books?

They use them in shared reading where they can read them in small or whole groups
dramatically. When they read dramatically it improves children’s reading scores on tests and
the student’s self-concepts were improved as well.

8. What are three differences between the Language Experience Approach and
interactive writing?

The language experience approach is based on children’s language and experiences. Children
will dictate words and sentences about an experience and the teacher takes down the dictation
for them and the text they develop becomes the reading material. It is an effective way to help
emergent readers. Interactive writing is used to model conventional writing. Children and
teacher collaborate on constructing the text to be written and then write it together. In doing
so the teacher has the ability to reinforce concepts about written language as they focus
children’s attention on individual words and on sounds within words.

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