CI 475 Final Exam 2023 with complete solution
6 Components of Language Arts
Listening, Speaking, Reading, Writing, Viewing, Visually Representing
4 Cueing Systems
Semantic, syntactic, pragmatic, graphophonemic
Semantic System
The "meaning" - how words are put together to make meaning in a sentence
Syntactic System
The "structure" system (grammar) - parts of speech, sentence structure, and rules of
grammar
Pragmatic System
The "social and cultural aspects" system - requires background knowledge of text
Graphophonemic System
The "sound" system - 26 letters, 44 phonemes in the English language
Morpheme
Smallest meaningful unit of language
Phoneme
Smallest unit of speech
Grapheme
Smallest unit in writing (one letter)
Approaches to Teaching Language Arts
Traditional basal, language experience, whole language, balanced or comprehensive
Traditional Basal Approach
Basal reading textbook and supplemental workbook/scripted curriculum. Ex: Wonders,
Treasures
Language Experience Approach
Became popular in 50s though 70s. Hard for teachers but beneficial for students.
Focuses on developing literacy through oral language and experiences
Whole Language Approach
Gained popularity in the 80s. Based on the approach "meaning" before breaking it down
into parts. Integrated reading and writing
Balanced or Comprehensive Approach
Integrates all of the approaches and it based on the premises that all students learn to
read differently Ex: Daily 5, guided reading, lit circles
Outside influences on literacy programs
National standards (NCLB), funding, resources, public vs private schools,
administration/policies
Socioculturalism
The center part of schooling should be about community and the family.
Constructivism
Jean Piaget. Students development is dependent on how they interact with their
enviornment.
Theory of cognition and social constructivism
Jean Piaget. Children actively construct their understanding of the world. Schema
(pattern of thought), equilibrium (the state where everything makes sense), assimilation
, (when previous knowledge agrees with new knowledge), accommodation (when we
adjust our old knowledge to new ways of thinking)
Sociocultural constructivism
Vygotsky - Zone of proximal development (scaffolding, can do if guided). Students learn
by group interactions and group understanding.
Holdaway's Model of Student Learning
I do. We do. You do. Demonstrated (modeling), participation (scaffolding), practice
(application), performance (assessment)
Brian Cambourne's Conditions of Language Learning
An optimal learning environment increases students' understanding of the learning
process and their role within it
8 Dynamic and Interactive Learning Processes
Immersion, demonstration, use, expectation, approximation, response, responsibility,
engagement
Person and Gallagher's Model
Gradual release of responsibility model
Balanced Literacy Programs
Guided reading, basal reading, lit focus units, lit circles, reading and writing workshops
Guided Reading
Small groups of 4-6 students, students read at the same level, teacher typically reads
1st page, students often track and follow along, usually in k-3 classrooms, about 20
minutes long
Principle 1: Effective Teachers Understand How Students Learn
student-centered theories and teacher-centered theories
Principle 2: Effective Teachers Support Students' Use of the Cueing Systems
phonological, syntactic, semantic, pragmatic
Principle 3: Effective Teachers Create a Community of Learners
High expectations, safety, risk taking, collaboration, family and community involvement,
etc
Principle 4: Effective Teachers Adopt a Balanced Approach to Instruction
Balanced approach to literacy
Principle 5: Effective Teachers Address Standards
CCSS
Principle 6: Effective Teachers Scaffold Students' Reading and Writing
Modeling reading and writing, shared R & W, interactive R & W, guided R & W,
independent R & W
Principle 7: Effective Teachers organize for instruction
Principle 8: Effective Teachers Differentiate Instruction
Principle 9: Effective Teachers Link Instruction and Assessment
Instruction-Assessment Cycle
5 stages of the Reading Process
1. Prereading, 2. Reading, 3. Responding, 4. Exploring, 5. Applying
Stage 1: Prereading
Prepares student for reading, activating background knowledge is the main goal. Setting
a purpose, make plans for reading
Stage 2: Reading
6 Components of Language Arts
Listening, Speaking, Reading, Writing, Viewing, Visually Representing
4 Cueing Systems
Semantic, syntactic, pragmatic, graphophonemic
Semantic System
The "meaning" - how words are put together to make meaning in a sentence
Syntactic System
The "structure" system (grammar) - parts of speech, sentence structure, and rules of
grammar
Pragmatic System
The "social and cultural aspects" system - requires background knowledge of text
Graphophonemic System
The "sound" system - 26 letters, 44 phonemes in the English language
Morpheme
Smallest meaningful unit of language
Phoneme
Smallest unit of speech
Grapheme
Smallest unit in writing (one letter)
Approaches to Teaching Language Arts
Traditional basal, language experience, whole language, balanced or comprehensive
Traditional Basal Approach
Basal reading textbook and supplemental workbook/scripted curriculum. Ex: Wonders,
Treasures
Language Experience Approach
Became popular in 50s though 70s. Hard for teachers but beneficial for students.
Focuses on developing literacy through oral language and experiences
Whole Language Approach
Gained popularity in the 80s. Based on the approach "meaning" before breaking it down
into parts. Integrated reading and writing
Balanced or Comprehensive Approach
Integrates all of the approaches and it based on the premises that all students learn to
read differently Ex: Daily 5, guided reading, lit circles
Outside influences on literacy programs
National standards (NCLB), funding, resources, public vs private schools,
administration/policies
Socioculturalism
The center part of schooling should be about community and the family.
Constructivism
Jean Piaget. Students development is dependent on how they interact with their
enviornment.
Theory of cognition and social constructivism
Jean Piaget. Children actively construct their understanding of the world. Schema
(pattern of thought), equilibrium (the state where everything makes sense), assimilation
, (when previous knowledge agrees with new knowledge), accommodation (when we
adjust our old knowledge to new ways of thinking)
Sociocultural constructivism
Vygotsky - Zone of proximal development (scaffolding, can do if guided). Students learn
by group interactions and group understanding.
Holdaway's Model of Student Learning
I do. We do. You do. Demonstrated (modeling), participation (scaffolding), practice
(application), performance (assessment)
Brian Cambourne's Conditions of Language Learning
An optimal learning environment increases students' understanding of the learning
process and their role within it
8 Dynamic and Interactive Learning Processes
Immersion, demonstration, use, expectation, approximation, response, responsibility,
engagement
Person and Gallagher's Model
Gradual release of responsibility model
Balanced Literacy Programs
Guided reading, basal reading, lit focus units, lit circles, reading and writing workshops
Guided Reading
Small groups of 4-6 students, students read at the same level, teacher typically reads
1st page, students often track and follow along, usually in k-3 classrooms, about 20
minutes long
Principle 1: Effective Teachers Understand How Students Learn
student-centered theories and teacher-centered theories
Principle 2: Effective Teachers Support Students' Use of the Cueing Systems
phonological, syntactic, semantic, pragmatic
Principle 3: Effective Teachers Create a Community of Learners
High expectations, safety, risk taking, collaboration, family and community involvement,
etc
Principle 4: Effective Teachers Adopt a Balanced Approach to Instruction
Balanced approach to literacy
Principle 5: Effective Teachers Address Standards
CCSS
Principle 6: Effective Teachers Scaffold Students' Reading and Writing
Modeling reading and writing, shared R & W, interactive R & W, guided R & W,
independent R & W
Principle 7: Effective Teachers organize for instruction
Principle 8: Effective Teachers Differentiate Instruction
Principle 9: Effective Teachers Link Instruction and Assessment
Instruction-Assessment Cycle
5 stages of the Reading Process
1. Prereading, 2. Reading, 3. Responding, 4. Exploring, 5. Applying
Stage 1: Prereading
Prepares student for reading, activating background knowledge is the main goal. Setting
a purpose, make plans for reading
Stage 2: Reading
