Your midterm exam in ELED 323 will cover Tompkins Chapters 1,11,2,3,4,5

handouts and class activities...

20 questions--Multiple Choice, T/F, Short answer (Fill in the Blank)
Be sure you are familiar with the following:
Phonemic awareness strategies (page 143)
Phonemic awareness: the ability to manipulate the sounds in words orally
Identifying sounds in words: Children learn to identify a word that begins
or ends with a particular sound. For example, when shown a brush, a car,
and a doll, they can identify doll as the words that ends with /l/.
Categorizing sounds in words: Children learn to recognize the odd word
in the set of three words; for example, when the teacher says ring, rabbit,
and sun, they can recognize that sun doesnt belong.
Substituting sounds to make new words: Children learn to remove a
sound from a word and a substitute a different sound. Sometimes they
substitute the beginning sounds, changing bar to car, for example. Or, they
change the middle sounds, making tip from top, or substitute the ending
sounds, changing gate to game.
Blending sounds to form words: Children to blend two, three, or four
individual sounds to form a word; the teacher says /b/ // /g/, for example,
and the children repeat the sounds, blending them to form the word big.
Segmenting a word into sounds: Children learn to break a word into its
beginning, middle, and ending sounds. For example, they segment the word
feet into /f/ // /t/ and go into /g/ //
Phonics (page 12-14, 20, 151-158, 161)
Phonics is the set of relationships between phonology (the sound of speech)
and orthography (the spelling patterns of written language).
Phonics explains the relationships between phonemes and graphemes. There
are 44 phonemes in the English language.
Constants, vowels, blending into words, and phonograms- one syllable words
and syllables in longer words can be divided into two parts: the onset and
the rime.
Alphabetic Code (page 139, 141, 177)

Effective teachers teach their students to use phonemic awareness, phonics,

and spelling to decode and spell words. They ensure that their students are
successful in cracking the code when they use guidelines presented in this
chapter, these particular:
Teachers teach students to crack the code
Build on students phonemics awareness to teach phonics and spelling
Develop phonemic awareness, phonics, and spelling strategies
Shared Reading (page 24, 36, 42-44)
The teacher reads a book aloud with a group of students as they follow along
in the text, often using a big book.
Shared Writing (page 24)
Suggest the words and sentences that the teacher writes.
Primary grade teachers often use the language experiences approach to
write childrens dictation on paintings and brainstorm lists of words on the
whiteboard.
Emergent, Fluent, and Struggling Readers

Behaviorism vs. Constructivism

Behaviorism is the theory that describes learning is due to an observable
change in behavior. The behaviors are sometimes learned in the process. In
this theory, the learners observe the information, practice the information
and then receive reinforcement through praise.
Constructivism is the theory that describes learning to due to the
construction of knowledge. The theory focuses on the understanding the
information. A big component of Constructivism is socializing. The learners
are posed with guiding questions and the learners work together to acquire
the new information.
Types of cueing systems
Differentiation
Comprehension

The process of constructing meaning using both the authors text and the
readers background knowledge for a specific purpose.
Fluency
Reading smoothly, quickly and with expression
Vocabulary
Students knowledge of words plays a tremendous role in comprehension
because its difficult to comprehend a text thats loaded with unknown
words.
Determining a child's reading level

Concepts about Print

Language Experience Approach