NYSTCE Childhood Literacy 221 With Complete Solution

NYSTCE Childhood Literacy 221 Second language acquisition - Make all instruction as easy to understand as possible; Relate instruction to culture of ESL children; Increase interactive activities use gestures when modeling Vocabulary - The more vocab a student knows the higher their comprehension Print and book awareness - See connection between words and meaning Learn that reading/writing are ways to obtain info and communicate ideas Learn the features of text ie read left to right space etc etc Print rich environment - Display a variety of print in classroom use graphic organizers (and display) use big books (to point out print) Oral and written language development - Develop at same time acquision of skills support each other Oral - develops in context of social setting Written - doesn't need formal teaching if exposed to print rich environment Letters - Before learning to read/write know that letters have distinct appearance sound name Language skill development - Learn through interacting with others and experiencing language in context Promote language development by modeling enriched vocab Use questions and examples to extend descriptive language skills Promote ample response time Ask for clarification Promote conversations Provide feedback so they know they've been heard Fluency - Read accurately and quickly increase fluency by providing many reading opportunities Phonics - Learning to read by learning how spoken language is represented by letters. Learn to read phonetically - sound out phonemes Decoding - Method/strategy to make sense of printed words and correctly pronounce them Alphabetic principle - Use of letters and combos of letters to represent speech sounds Teaching phonological awareness - - clapping to sounds of words names all words in sentences - practice saying blended phonemes - singing songs that involve phoneme replacement - reading variety of texts (includes patterned and predictable alliterative) out loud - listening to enviornmental sounds/following directions - games with rhyming chants fingerplays - group objects by beginning sound Onset sounds - Sounds at beginning of words Phonemes - Sounds represented by letters in alphabet Phonological awareness - Ability to perceive sound structures in spoken word syllables and individual phonemes within syllables Literacy - Ability to read and write Paragraph coherence - Link sentences by: - repetition of key words - substitution of pronouns - substitution of synonyms (don't want to sound too redundant) Journal writing - Give student practice with writing shouldn't be graded offer encouraging comments Beginning stages of learning how to write - - drawing pictures - scribble stage - children have most interest in own name - learn alphabet and associating a sound with each letter still reversing letters - correct beginning/ending letters/sounds - phonetic spelling Order of interest - Dependent on level of interest audience has in subject Order of importance - Relies on ranking determined by priorities Order defined by genre - Predetermined by professional guidelines ie order of research/lab report Chronological order - Order follows a sequence Hierarchical order - Ranking of material from most to least important or vice versa Logical order - Coherent pattern in presentation of info Purposes of writing - 1. To tell a story 2. To express oneself (ie blog or diary) 3. Convey info (ie reports) 4. Make an argument 5. Explore ideas Charting - Prewriting technique Works well for comparison/contrast purposes pros/cons advantages/disadvantages Listing - Prewriting technique Writing down as many descriptive words and phrases as possible that relates to subject Clustering/mapping - Prewriting technique Writing general word or phrase related to topic in middle of paper and circling it quickly jotting down related words or phrases Freewriting - Choose item from brainstorm list and write about it nonstop for designated amount of time no editing uncensored Brainstorming - Prewriting technique - letting thoughts make every connection possible and spinning off ideas as they're generated Prewriting techniques - Help writer find explore and organize topic/writing Transitional words and phrases - Link thoughts and sentences Malapropism - Confusing one work with another similar sounding word Irony - Difference between what is and what ought to be or difference between what is said and what is meant Oxymoron - Two terms used together for contradictory effect Bathos - An attempt to evoke pity sorrow or nobility that goes overboard and becomes ridiculous Climax - Process of building up to dramatic high point through series of phrases or sentences High point/most intense event in a story Hyperbole - Example or phrase that exaggerates for effect Euphemism - Using a cover up word that avoids the explicit meaning of an unpleasant or offensive term substitutes with a vaguer image Parallelism - Subjects objects verbs modifiers etc structured in sentences to balance one another out with similar grammatical patterns Imperative sentence - Gives direction or command can have period or exclamation mark for punctuation. Exclamatory sentence - Shows strong emotion and is punctuated by exclamation mark Interrogative sentence - Asks a question punctuated by question mark Declarative sentence - Makes a statement punctuated by period at the end Introduction - Contains thesis statement also catches reader's interest through variety of ways ie definition quote etc Conclusion - Flows logically from body of essay ties back to intro provides summary/final thought on subject Title - Suggests subject of paper and catches readers interest Proofreading - Final check for correcting errors Editing , - Minor changes