Non-Negotiable Learning for RDG 3320

Philosophies -constructivism -cognitivism -behaviorism Know what these are and how each supports certain types of learning.

Theories top-down bottom-up integrated

Piaget Remember “ages and stages” and that cognitive development supports linguistic development His theories support Reading Readiness: This notion presupposes that learning can only take place if the child is “ready”. Mentally, physically, emotionally, and in any way that can be benchmarked as being the same for all learners.

Vygotsky Remember zone of proximal development and that linguistic development is social supports cognitive development His theories support Emergent Literacy: this notion follows Piaget’s stages, but believes that kids can be in more then one stage at a time and that all kids develop differently.

Rosenblatt Reader Response. Efferent and Aesthetic Stance. Transactional Reading Model.

Elements of Language read write speak listen Mutually supportive.

Systems of Language grapho/phonic syntactic semantic pragmatic Should be able to define each of these and discuss how they work together as well as know strategies used by readers in each system.

Reading cycle: Reading Cycle Reader Predict Author Text Confirm / Discomfirm Integrate if disconfirmed

Schema Theory How things are organized and accessed in your head. a system of “files” which are interrelated. When you think “head”, files open - “head” of a pin, the foam on beer, the round thing on top of your neck, the front of the line, etc. As you get more information, the choices narrow until we know which “head”. Not only do the “head” files open, but sub files within each file open. ((Foam on beer >>bars >>saloons >>football games >>Kegs))

Language Difference vs Language Deficit

“Deficit” implies that not having speaking English is problematic to the extent that non-speakers are “less able” speakers. Standard English is thus defined as a superior version of English when it comes to thinking and learning. “Difference” suggests that all dialects of English are valued and are equally capable of supporting intelligent thought. Standard English is just one variant of English, albeit the one primarily used in academics and the economic world which makes it desirable for all children to learn as one of their language abilities.

Using Language to learn Language helps learners make sense of the world. Gives the learner a label for ideas and objects. It is easier to think about something if you have a label for it and a place to put it in your schema. Allows us to think and be thoughtful.

Reading is a constructive process - Negotiation between reader and author. Influenced by worldview, experience, linguistic skills, and situation.

Scaffolding Use what students know to support what they don’t know.

Learned Helplessness When how, or what, we teach moves children toward being dependent on us, or someone else, for their learning.

Trade Books What are they? What uses?

Norm-Referenced Tests How much knowledge you have in a given area and how does your “amount” compare to others. How much of this can you do and how do you compare to others doing the same stuff?

Criterion Referenced Tests Your understandings in a given area compared to a set criteria Usually a pass / fail on required knowledge base in a content area at a grade level. Can you do this? yes or no

Normed Scores Percentiles Grade Equivalency Scores Stanines

Non-traditional Assessment Portfolios Checklists Anecdotal records These look at observational data or progress over time. They are more PROCESS oriented that PRODUCT oriented.

Basals Good points Bad points Contents of

Linguistic Elements Phoneme Grapheme Morpheme