Morrow chapter 5

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 childs 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 childrens
  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