Language Arts and Reading: Study Topics

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Language Arts and Reading Study Topics

• Topics Covered in
• Reading Methods
• In Preparation for the
• Praxis Test

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Understanding Literature Narratives

• Characterization (through a characters words,
  thoughts, actions, appearance, etc.)
• Setting established through description of
  scenes, colors, smells, etc.)
• Tone (manner of expression in speech or writing)
• tongue in cheek, edgy, soft
• Theme
• Point of view (first person, third-person
  objective, third person omniscient)
• Perspective (attitude of the narrator of the
  story)

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Text Structures and Organization in Reading and
Writing

• Organizational patterns in text

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Patterns of expository writing

• Compare and contrast
• Chronological sequence
• Spatial sequence
• Cause and effect
• Problem and solution

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Structural elements in text

• Thesis statement
• Conclusion statement
• Transition words and phrases
• Supporting the thesis with the use of
• Examples
• Quotations
• Paraphrases of excerpts statements
• Summaries of information found in research
  sources
• Analogies

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• The only real innovation during the Renaissance
  period in terms of transport was seen in the
  Americans. By the fifteenth century, the Incas
  had constructed a network of fine roads for
  couriers. Rivers were crossed by monkey bridges
  of cable of plaited agave fibre, or floating
  bridges, or pontoons of reeds. In addition, the
  Incas used caravans of llamas, bred as beasts of
  burden even though they could only carry a
  hundredweight, and could only travel fifteen
  miles a day. These were the only important
  domestic animals of the Americas before 1492, and
  they were quite inadequate.

Structural elements in text?
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• Approaching ones topic
• with the purpose of
• Criticizing
• Analyzing
• Evaluating pros and cons

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Orthography and MorphologySpelling Study of
Word Formation

• Affixes prefix, suffix
• Roots
• Inflectional endings -indicate tense, number,
  possession or comparison
• Most words-walks, walked, walking
• Words ending in e-come, coming
• Words ending in y-carry carried carrying
• Words ending in a single vowel a consonant-hop,
  hopping, hopped
• Clusters (combining clusters to make compound
  words)

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Semantics

• Homonyms
• Antonyms
• Synonyms
• Multiple-meaning words
• Words used figuratively or idiomatically (e.g.,
  he wolfed down his food)
• Meaning-shifts due to alternative word order or
  punctuation

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Literacy Acquisition and Reading Instruction

• Theories and concepts concerning
• reading development
• Major elements of the emergent literacy theory
  and major conclusions of recent research

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Major elements of the emergent literacy theory
and major conclusions of recent research

• Acting like a reader is part of becoming a reader
• Reading writing are closely related process-not
  taught in isolation
• Social process
• Preschoolers know a great deal about printed
  language
• Becoming literate is a continuous, developmental
  process
• Need to read authentic natural texts
• Need to write for personal reasons

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Literacy Acquisition and Reading Instruction

• Factors influencing the development of emergent
  reading
• Concepts about print
• Sight vocabulary
• Phonemic awareness
• Alphabetic principle
• Social interaction (support by adults and peers)

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Literacy Acquisition and Reading Instruction

• Frequent experiences with print
• Prior knowledge (schema)
• Motivation
• Fluency

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Literacy Acquisition and Reading Instruction

• Experiences that support emergent readers
• Direct instruction
• Social interaction
• Shared reading
• Repeated readings
• Reader response
• Word walls
• Text innovation (rewrites)
• Shared writing

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Concepts to Think About

• What are some of the major relationships between
  and among reading, writing, speaking, listening,
  and viewing, and why are these relationships
  important for teacher of emergent readers to
  understand?

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Strategies for Word study/solving

• Cues and how students use them
• Semantic (refers to the meaning of language-the
  words and parts of words that convey meaning as
  well as the way sentences, paragraphs, whole
  texts are interpreted by listeners and readers.)
• Syntactic systems (refers to the patterns of
  rules by which words are put together in
  meaningful phrases sentences)
• Mary ran of to see her friends.

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Strategies for Word study/solving

• Phonological system (the way listeners construct
  meaning from streams of sounds)
• Visual information (what you see when you read)
• -Relationship to print
• -Recognizing whole words
• -Word patterns
• -Syllables
• -Letters in sequence

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• Samuel and his cousin John Adams felt the
• indenture
• same way about Americans independence.
• operations racing
• Yet they had different opinions about riding
• agreed
• horses like other men did. Samuel argued
• cannon
• that walking or riding in a carriage suited
• him better.

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Children's Literature Strategies for
Comprehension

• Use of prior knowledge
• Retelling
• Guided reading
• Fluency
• Reader response

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Children's Literature

• Strategies for comprehension
• Solving words
• Adjusting reading according to purpose and
  context
• Metacognition
• Maintaining fluency
• Making connections (personal, world, text)

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• A class is reading a book that has chapter
  numbers but no chapter titles. The teacher asks
  the students to think of an appropriate title for
  each chapter. What is the main purpose in
  choosing this activity? Why is it a useful
  activity?

Concepts to Think About
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Children's Literature

• Study skills and tools
• SQ3R
• KWL
• Note taking
• Marking and coding
• Graphic organizers
• Finding information in charts, tables, graphs

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• What are some effective ways to use graphic
  organizers if students understand most of the
  details in a unit, but not the central idea of
  the unit?
• What are some effective ways of guiding students
  to understand articles that feature text and
  variety of graphics?

Concepts to Think About
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Communication SkillsStages of writing development

• Phase
• Picture writing
• Scribble writing
• Random letter
• Invented spelling
• Conventional writing
• Concurrent development with reading

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Communication Skills

• Stages of the writing process
• Recursive nature of the process
• Explore/Prewrite
• Draft
• Edit
• Publish

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Communication Skills

• Spelling development Constructive nature of the
  development stages
• -Scribble
• -Prephonemic
• -Early phonics
• -Letter name
• -Transitional
• -Derivational
• -Conventional

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