D668 Elementary Literacy Curriculum
Study online at https://quizlet.com/_hw3lqm
1. Reading brain: a complex network of pathways that collaborate with different areas of the brain to decode
written language and comprehend text
2. Frontal lobe: helps us focus and remember what we're reading and is where speech is produced
3. Temporal lobe: listens to sounds and helps us understand words
4. Parietal lobe: helps us see and recognize letters and words and is where a written word is segmented into its
sounds
5. Occipital lobe: looks at the words on the page and helps us with sight recognition
6. Broca's Area: helps us articulate ideas as well as use words accurately in spoken and written language
7. Planum temporale: at the intersection of the parietal, occipital and temporal lobes, is where the phono-
logical and orthographic processors intersect after they are activated with explicit phonics instruction.
8. Literacy: the ability to read, write, and understand information, enabling effective communication and compre-
hension
9. Systematic instruction: instruction that presents concepts in order, beginning with the easiest concepts
and increasing in difficulty, with new concepts being built on prior knowledge
10. Explicit Instruction: a systematic and direct teaching approach where educators clearly and directly teach
specific concepts, skills, or strategies involving providing clear explanations, modeling, guided practice, and feedback
to facilitate understanding and mastery of the material
11. Phonology: the study of sounds in language, like how words are made up of different sounds and how those
sounds come together to form words, it helps us understand how we speak and how we hear language
12. Sound-Symbol: the understanding that letters and letter combinations (symbols) make different sounds
13. Syllables: parts of a word that contain one vowel sound, with or without surrounding consonant sounds
14. Morphology: the study of how words are put together with smaller parts called morphemes, we can be
prefixes, suffixes, or root words
15. Syntax: the grammar rules for putting words together in sentences, it helps us understand how to arrange
words in the correct order to make clear and meaningful sentences
16. Semantics: the meaning of words and how they relate to each other, it helps us understand the meaning of
sentences and how words connect to form clear and meaningful communication
17. Systematic and cumulative: instruction that presents concepts in a logical order, beginning with the
easiest concepts and increasing in difficulty, with new concepts being built on prior knowledge
18. Explicit: instruction provided by the teacher clearly and on an appropriate level
19. Diagnostic: instruction that includes ongoing formal and informal assessment and focused on a student's
individualized and specific needs
1/7
, D668 Elementary Literacy Curriculum
Study online at https://quizlet.com/_hw3lqm
20. Unpacking standards steps: identify the content, understand the skill, clarify the expectation
21. Identify the content: determine the subject matter or topic that the standard addresses
22. Understand the skill: Identify the skill or cognitive process that the standard requires. This might involve
analyzing, comparing, explaining, synthesizing, or evaluating information related to the content. This is best done by
identifying the verb in the standard.
23. Clarify the expectation: Determine what students are expected to do with the content and skill. This
could be writing an essay, creating a map, debating a topic, or solving a problem. This step will also help you determine
the depth of knowledge, which will give you an understanding of how your learners need to demonstrate learning.
24. Content Standards: outline what students should know and be able to do in a particular subject or area
of study
25. Performance Standards: describe the level of proficiency or achievement students should demonstrate
in relation to the content standards, these standards articulate what students should be able to demonstrate or produce
to show they have mastered the content
26. Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, evaluation
27. Multisensory: education that involves engaging multiple senses, such as sight, hearing, touch, and move-
ment, to enhance learning and reinforce concepts
28. Steps to a literacy rich classroom: R: Relevance- is the content in your classroom relevant to your
instructional standards and your students?
I: Inclusive- are all of your learners represented in your materials? Are they able to see new perspectives?
C: Creative- does your material spark new ideas and encourage critical thinking skills and problem solving?
H: Hands-on: are students able to access resources in different ways for a multisensory education?
29. Literacy-rich environment: a setting that immerses students in a variety of reading, writing, speaking,
and listening activities and materials, promoting the development of strong literacy skills
30. Auditory (sound): the sense of hearing or learning through sound
31. Visual (sight): the sense of sight or learning through images, graphics, and spatial representations
32. Kinesthetic/tactile (touch): learning through physical movement and touch, respectively, engaging the
senses of body movement and physical sensation
33. Science of learning: how we learn new ideas, build upon prior knowledge and transfer knowledge to new
situations
34. Phonemic Awareness: a subset of phonological awareness and specifically refers to the ability to
recognize and manipulate individual phonemes (speech sounds) in spoken words
2/7
Study online at https://quizlet.com/_hw3lqm
1. Reading brain: a complex network of pathways that collaborate with different areas of the brain to decode
written language and comprehend text
2. Frontal lobe: helps us focus and remember what we're reading and is where speech is produced
3. Temporal lobe: listens to sounds and helps us understand words
4. Parietal lobe: helps us see and recognize letters and words and is where a written word is segmented into its
sounds
5. Occipital lobe: looks at the words on the page and helps us with sight recognition
6. Broca's Area: helps us articulate ideas as well as use words accurately in spoken and written language
7. Planum temporale: at the intersection of the parietal, occipital and temporal lobes, is where the phono-
logical and orthographic processors intersect after they are activated with explicit phonics instruction.
8. Literacy: the ability to read, write, and understand information, enabling effective communication and compre-
hension
9. Systematic instruction: instruction that presents concepts in order, beginning with the easiest concepts
and increasing in difficulty, with new concepts being built on prior knowledge
10. Explicit Instruction: a systematic and direct teaching approach where educators clearly and directly teach
specific concepts, skills, or strategies involving providing clear explanations, modeling, guided practice, and feedback
to facilitate understanding and mastery of the material
11. Phonology: the study of sounds in language, like how words are made up of different sounds and how those
sounds come together to form words, it helps us understand how we speak and how we hear language
12. Sound-Symbol: the understanding that letters and letter combinations (symbols) make different sounds
13. Syllables: parts of a word that contain one vowel sound, with or without surrounding consonant sounds
14. Morphology: the study of how words are put together with smaller parts called morphemes, we can be
prefixes, suffixes, or root words
15. Syntax: the grammar rules for putting words together in sentences, it helps us understand how to arrange
words in the correct order to make clear and meaningful sentences
16. Semantics: the meaning of words and how they relate to each other, it helps us understand the meaning of
sentences and how words connect to form clear and meaningful communication
17. Systematic and cumulative: instruction that presents concepts in a logical order, beginning with the
easiest concepts and increasing in difficulty, with new concepts being built on prior knowledge
18. Explicit: instruction provided by the teacher clearly and on an appropriate level
19. Diagnostic: instruction that includes ongoing formal and informal assessment and focused on a student's
individualized and specific needs
1/7
, D668 Elementary Literacy Curriculum
Study online at https://quizlet.com/_hw3lqm
20. Unpacking standards steps: identify the content, understand the skill, clarify the expectation
21. Identify the content: determine the subject matter or topic that the standard addresses
22. Understand the skill: Identify the skill or cognitive process that the standard requires. This might involve
analyzing, comparing, explaining, synthesizing, or evaluating information related to the content. This is best done by
identifying the verb in the standard.
23. Clarify the expectation: Determine what students are expected to do with the content and skill. This
could be writing an essay, creating a map, debating a topic, or solving a problem. This step will also help you determine
the depth of knowledge, which will give you an understanding of how your learners need to demonstrate learning.
24. Content Standards: outline what students should know and be able to do in a particular subject or area
of study
25. Performance Standards: describe the level of proficiency or achievement students should demonstrate
in relation to the content standards, these standards articulate what students should be able to demonstrate or produce
to show they have mastered the content
26. Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, evaluation
27. Multisensory: education that involves engaging multiple senses, such as sight, hearing, touch, and move-
ment, to enhance learning and reinforce concepts
28. Steps to a literacy rich classroom: R: Relevance- is the content in your classroom relevant to your
instructional standards and your students?
I: Inclusive- are all of your learners represented in your materials? Are they able to see new perspectives?
C: Creative- does your material spark new ideas and encourage critical thinking skills and problem solving?
H: Hands-on: are students able to access resources in different ways for a multisensory education?
29. Literacy-rich environment: a setting that immerses students in a variety of reading, writing, speaking,
and listening activities and materials, promoting the development of strong literacy skills
30. Auditory (sound): the sense of hearing or learning through sound
31. Visual (sight): the sense of sight or learning through images, graphics, and spatial representations
32. Kinesthetic/tactile (touch): learning through physical movement and touch, respectively, engaging the
senses of body movement and physical sensation
33. Science of learning: how we learn new ideas, build upon prior knowledge and transfer knowledge to new
situations
34. Phonemic Awareness: a subset of phonological awareness and specifically refers to the ability to
recognize and manipulate individual phonemes (speech sounds) in spoken words
2/7
