WGU-C909: Elementary Reading Methods and Interventions
Study online at https://quizlet.com/_d6fq4o
-Involves the rules for combining sounds.
15. Phonological Component (Oral Language Dev.-Stages of De- -We are not aware of our knowledge of these rules, but our ability
velopment): to understand and pronounce English words demonstrates that
we do know a vast number of rules.
-Early Emergent Readers (Levels aa-C)
-Emergent Readers (D-J)
19. Stages of Reading Development (Stages of Development):
-Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
-Readers at this stage have developed an understanding of the
alphabet, phonological awareness, and early phonics.
-They have command of a significant number of high-frequency
words.
20. Emergent Readers (D-J) (Stages of Development):
-Emergent readers are developing a much better grasp of com-
prehension strategies and word-attack skills.
-They can recognize different types of text, particularly fiction and
nonfiction, and recognize that reading has a variety of purposes.
-Scribbling/Drawing
-Letter-Like Forms & Shapes
21. Stages of Writing Development (Stages of Development): -Letters
-Letters & Spaces
-Conventional Writing & Spelling
-Children spell most words correctly, with a reliance on phonics
knowledge to spell longer words.
-Writers use punctuation marks correctly and use capital and
22. Conventional Writing & Spelling (Stages of Development): lower case letters in the correct places.
-Writing for different purposes becomes more important.
-Handwriting becomes easier, as does the spelling of a majority
of words.
-A teaching approach which incorporates scaffolding so that re-
23. Gradual Release of Responsibility (Strategies for Literacy
sponsibility for the content is gradually shifted from teacher to
Development):
student.
(1.) Integration—connecting new vocabulary to prior knowledge
24. Various Strategies for Vocabulary Development (Strategies for (2.) Repetition—encountering/using the word/concept many times
Literacy Development): (3.) Meaningful use—multiple opportunities to use new words in
reading, writing and soon discussion.
(1.) shared reading
26. Reading Workshop Components (Balanced Literacy Frame-
(2.) guided reading
work):
(3.) independent reading
-During shared reading, teachers provide explicit comprehension
and instruction.
-Reading A-Z's collection of projectable Big Books supports de-
27. Shared Reading (Balanced Literacy Framework): velopmentally appropriate skills, such as concepts of print, as well
as reinforces specific reading skills and strategies.
-Using an enlarged text that all children can see, the teachers
involve children in reading together following a pointer.
-Provides a scaffolded approach to instruction.
-Reading A-Z's collection of leveled readers spanning levels of
difficulty represents a variety of text types and genres and includes
a balance of fiction and nonfiction.
28. Guided Reading (Balanced Literacy Framework): -Use Benchmark Books or Benchmark Passages to determine
where to start students within the levels and to monitor their
progress as their reading improves.
-The teacher works with a small group of students who read at all
similar levels
-Provides students the opportunity to apply reading strategies and
skills in a text of personal interest.
29. Independent Reading (Balanced Literacy Framework):
-Print Reading A-Z's leveled books for students to select for daily
independent reading.
1/8
, WGU-C909: Elementary Reading Methods and Interventions
Study online at https://quizlet.com/_d6fq4o
-A membership to Raz-Plus provides students with the opportunity
to select eBook versions of the Leveled Books to read online.
-Students read from classroom library or leveled books.
-Students read from a wide variety of materials.
(1.) shared writing
30. Writing Workshop Components (Balanced Literacy Frame-
(2.) guided writing
work):
(3.) independent writing
-As in shared writing, teacher and children compose message
31. Interactive Writing (Writing Workshops-Balanced Literacy
and stories that are written using a "shared pen" technique that
Framework):
involves children in the writing.
-Reading and talking with children plays an important role in
14. How Oral Language Supports Vocabulary Development developing their vocabulary.
(Stages of Development): -The more you read to children, the larger vocabulary they will
develop.
-Is made up of morphemes, the smallest units of meaning that
may be combined with each other to make up words (for example,
paper + s are the two morphemes that make up papers), and
16. Semantic Component (Oral Language Dev.-Stages of Devel-
sentences.
opment):
-A dictionary contains the semantic component of a language, but
also what words (and meanings) are important to the speakers of
the language.
-Consists of the rules that enable us to combine morphemes into
sentences.
17. Syntactic Component (Oral Language Dev.-Stages of Devel-
-Ex. As soon as a child uses two morphemes together, as in "more
opment):
cracker," she is using a syntactic rule about how morphemes are
combined to convey meaning.
-Some language experts would add a fourth component: which
deals with rules of language use.
-Pragmatic rules are part of our communicative competence, our
18. Pragmatics (Oral Language Dev.-Stages of Development):
ability to speak appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at
a job interview.
-Begin with teacher-directed lessons followed by time for students
to write.
-Teachers confer with students and guide their writing develop-
ment.
32. Process (Guided) Writing (Writing Workshops-Balanced Liter-
-Children engage in writing a variety of texts. Teacher guides
acy Framework):
the process and provides instruction through mini-lessons and
conferences.
-Members of Writing A-Z gain access to complete process writing
lessons for a variety of text types or genres.
-Day 4 in each Shared Reading Book's 5-Day Lesson Plan con-
tains a shared writing activity, allowing students structured prac-
tice with specific skills. Find the 5-Day Shared Reading Lesson on
each book's homepage.
-Selected Leveled Books provide a Writer's Response activity for
independent practice. Simply click on "With Writer's Response" in
33. Shared & Independent Writing (Balanced Literacy Frame-
the filter options.
work):
-Poetry Writing Lessons provide a lesson plan, examples, and
scaffolded writing worksheets for 11 types of poetry.
-Shared: Teacher and children work together to compose mes-
sages and stories; teacher supports process as scribe.
-Independent: Children write their own pieces, including narrative
and informational texts
-Has a goal of working with words to guide students to become
more fluent readers and writers.
34. Word Work (Balanced Literacy Framework):
-Components: (1.) Phonemic Awareness & Phonics, (2.)
High-Frequency Words & Vocabulary
35. Phonemic Awareness & Phonics (Balanced Literacy Frame-
work): 2/8
Study online at https://quizlet.com/_d6fq4o
-Involves the rules for combining sounds.
15. Phonological Component (Oral Language Dev.-Stages of De- -We are not aware of our knowledge of these rules, but our ability
velopment): to understand and pronounce English words demonstrates that
we do know a vast number of rules.
-Early Emergent Readers (Levels aa-C)
-Emergent Readers (D-J)
19. Stages of Reading Development (Stages of Development):
-Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
-Readers at this stage have developed an understanding of the
alphabet, phonological awareness, and early phonics.
-They have command of a significant number of high-frequency
words.
20. Emergent Readers (D-J) (Stages of Development):
-Emergent readers are developing a much better grasp of com-
prehension strategies and word-attack skills.
-They can recognize different types of text, particularly fiction and
nonfiction, and recognize that reading has a variety of purposes.
-Scribbling/Drawing
-Letter-Like Forms & Shapes
21. Stages of Writing Development (Stages of Development): -Letters
-Letters & Spaces
-Conventional Writing & Spelling
-Children spell most words correctly, with a reliance on phonics
knowledge to spell longer words.
-Writers use punctuation marks correctly and use capital and
22. Conventional Writing & Spelling (Stages of Development): lower case letters in the correct places.
-Writing for different purposes becomes more important.
-Handwriting becomes easier, as does the spelling of a majority
of words.
-A teaching approach which incorporates scaffolding so that re-
23. Gradual Release of Responsibility (Strategies for Literacy
sponsibility for the content is gradually shifted from teacher to
Development):
student.
(1.) Integration—connecting new vocabulary to prior knowledge
24. Various Strategies for Vocabulary Development (Strategies for (2.) Repetition—encountering/using the word/concept many times
Literacy Development): (3.) Meaningful use—multiple opportunities to use new words in
reading, writing and soon discussion.
(1.) shared reading
26. Reading Workshop Components (Balanced Literacy Frame-
(2.) guided reading
work):
(3.) independent reading
-During shared reading, teachers provide explicit comprehension
and instruction.
-Reading A-Z's collection of projectable Big Books supports de-
27. Shared Reading (Balanced Literacy Framework): velopmentally appropriate skills, such as concepts of print, as well
as reinforces specific reading skills and strategies.
-Using an enlarged text that all children can see, the teachers
involve children in reading together following a pointer.
-Provides a scaffolded approach to instruction.
-Reading A-Z's collection of leveled readers spanning levels of
difficulty represents a variety of text types and genres and includes
a balance of fiction and nonfiction.
28. Guided Reading (Balanced Literacy Framework): -Use Benchmark Books or Benchmark Passages to determine
where to start students within the levels and to monitor their
progress as their reading improves.
-The teacher works with a small group of students who read at all
similar levels
-Provides students the opportunity to apply reading strategies and
skills in a text of personal interest.
29. Independent Reading (Balanced Literacy Framework):
-Print Reading A-Z's leveled books for students to select for daily
independent reading.
1/8
, WGU-C909: Elementary Reading Methods and Interventions
Study online at https://quizlet.com/_d6fq4o
-A membership to Raz-Plus provides students with the opportunity
to select eBook versions of the Leveled Books to read online.
-Students read from classroom library or leveled books.
-Students read from a wide variety of materials.
(1.) shared writing
30. Writing Workshop Components (Balanced Literacy Frame-
(2.) guided writing
work):
(3.) independent writing
-As in shared writing, teacher and children compose message
31. Interactive Writing (Writing Workshops-Balanced Literacy
and stories that are written using a "shared pen" technique that
Framework):
involves children in the writing.
-Reading and talking with children plays an important role in
14. How Oral Language Supports Vocabulary Development developing their vocabulary.
(Stages of Development): -The more you read to children, the larger vocabulary they will
develop.
-Is made up of morphemes, the smallest units of meaning that
may be combined with each other to make up words (for example,
paper + s are the two morphemes that make up papers), and
16. Semantic Component (Oral Language Dev.-Stages of Devel-
sentences.
opment):
-A dictionary contains the semantic component of a language, but
also what words (and meanings) are important to the speakers of
the language.
-Consists of the rules that enable us to combine morphemes into
sentences.
17. Syntactic Component (Oral Language Dev.-Stages of Devel-
-Ex. As soon as a child uses two morphemes together, as in "more
opment):
cracker," she is using a syntactic rule about how morphemes are
combined to convey meaning.
-Some language experts would add a fourth component: which
deals with rules of language use.
-Pragmatic rules are part of our communicative competence, our
18. Pragmatics (Oral Language Dev.-Stages of Development):
ability to speak appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at
a job interview.
-Begin with teacher-directed lessons followed by time for students
to write.
-Teachers confer with students and guide their writing develop-
ment.
32. Process (Guided) Writing (Writing Workshops-Balanced Liter-
-Children engage in writing a variety of texts. Teacher guides
acy Framework):
the process and provides instruction through mini-lessons and
conferences.
-Members of Writing A-Z gain access to complete process writing
lessons for a variety of text types or genres.
-Day 4 in each Shared Reading Book's 5-Day Lesson Plan con-
tains a shared writing activity, allowing students structured prac-
tice with specific skills. Find the 5-Day Shared Reading Lesson on
each book's homepage.
-Selected Leveled Books provide a Writer's Response activity for
independent practice. Simply click on "With Writer's Response" in
33. Shared & Independent Writing (Balanced Literacy Frame-
the filter options.
work):
-Poetry Writing Lessons provide a lesson plan, examples, and
scaffolded writing worksheets for 11 types of poetry.
-Shared: Teacher and children work together to compose mes-
sages and stories; teacher supports process as scribe.
-Independent: Children write their own pieces, including narrative
and informational texts
-Has a goal of working with words to guide students to become
more fluent readers and writers.
34. Word Work (Balanced Literacy Framework):
-Components: (1.) Phonemic Awareness & Phonics, (2.)
High-Frequency Words & Vocabulary
35. Phonemic Awareness & Phonics (Balanced Literacy Frame-
work): 2/8
