Morrow
Casbergue
Richardson
Terms
Miscellaneous
100
Multiple literacies in a world of multimodal communication
What is "New Literacies"
100
One way talk can encourage print knowledge.
Dramatic play, authoring informational text, writing center, technology
100
Richardson's framework for guided reading
Assess-Decide Guide
100
difference between phonological awareness and phonemic awareness
Phonemic awareness is the ability to hear, identify and manipulate the individual sounds.  Phonological awareness is the general understanding that words consist of sounds.
100
3 steps in a think aloud
1. involve the child

2. verbalize your thoughts

3. model how to think through a task

200
The most important thing we can do to promote literacy development.
Read to children
200
Refers to the process whereby a child's learning occurs in the context of full performance of a task as adults gradually relinquish support.
scaffolding
200
3 characteristic of a pre A reader
knows less than 40 upper and lower case letters, may not have learned concepts of print, may not have left to right tracking, may not know the difference between a letter and a word.
200
definition of guided reading
small group differentiated instruction that supports students in developing reading proficiency..
200
Technique for ESL learners that values the child's own experiences, ideas and language.
Language Experience Approach
300
A form of talk adults can use to engage children in long and rich dialogues about important topics.
What are substantive conversations?
300
refers to knowledge of the functions of print and how print language works
concepts of print
300
Pre A lesson procedure
Working with names and letters, working with sounds, working with books, Interactive Writing
300
difference between read aloud, shared reading and SSR
shared reading - conducted with the whole class and the teacher scaffolds a specific instruction objective

read aloud - teacher models fluency, vocabulary and reflective thinking;   SSR - students are independently reading self selected books

300
a form of talk adults can use to engage children in long and rich dialogues about important topics
substantive conversations
400
3 conversation strategies recommended by Morrow
What is Clarify-Extend, Question-Tell, and Think Aloud
400
2 strategies that support children's development of concepts about print
Shared Reading, Sorting picture cards, name games, alphabet books
400
2 activities to develop sound
clapping syllables, hearing rhymes, sorting pictures
400
difference between a PreA student and an Emergent reader
Pre A knows less than 40 letters and sounds

Emergent knows all letters and sounds, have one-to one match, control left to right directionality, can read and write about 30 sight words

400
technique for reading with children that involves using a set of prompts
dialogic reading
500
3 techniques to develop children's listening comprehension.
DLTA,   Dialogic Reading Techniques, Repeated Readings,  Storybook Reading,  Shared Book Reading, Storytelling, graphic organizers
500
the ability to hear, identify, and manipulate the individual sounds
phonemic awareness
500
assessment needed for preA students
Letter sound assessment
500
understanding the social uses of language and basic social rules
pragmatics
500
framework for becoming a storyteller
1. model storytelling

2. guide the development of storytelling skills, and

3. support children as storytellers

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