GACE testbook

8/3/2019 GACE testbook

http://slidepdf.com/reader/full/gace-testbook 1/23

Competency 1= Understand concepts of print and phonological awareness

Skill 1.1= recognizing developmental stages in learning to write and read

Big 5 Critical Areas

Phonemic Awareness- acknowledgement of sounds and words- can

be done with students eyes closed

Phonics=connection between sounds and letters

Comprehension=reader can ascribe meaning to text

Strategies for comprehension=questioning,

paraphrasing/summarizing, use graphic organizers,

visualization (focus on mental images)Strategies for promoting awareness of the relationship between spoken

and written language:

-teacher write down what students say, use classroom labels

(environmental print), Big Books, practice printconventions, word detectives (talk about length appearance, boundaries

of words, and the letters which comprise them, echo reading, blend, substitute, and delete letters to change words and

spelling patterns, work with letter cards to create messages and

respond to the messages they create.

Skill 1.2= Demonstrating knowledge of characteristics and purposes of

printed information and developmentally appropriate strategies for

promoting students’ familiarity with concepts of print.

Techniques for promoting the ability to track print in connected texts

Use pointer or finger to track while reading big book, pocket chart,or poem written out on a chart. Repeat and let children eventuallytrack too.

Copy familiar rhyme and post for children to read

Same from above- BUT post on individual word cards: children

place words in order in a pocket chart individually or in

small groups: promotes directionality, one-one matching of printto spoken words, spacing, and punctuation.

Model left to right, top to bottom reading. “RETURN SWEEP”

Use songs or repetitions

Have beginning readers go through a story to see what letters they

recognize

Strategies for promoting letter knowledge and letter formation



Letter sorts: “R as the first letter—rose, rise, ran; R as the last

letter—car, star, far; R with a t after it—start, heart, part,

smart; etch.Use children’s names.

Use Big Books- have children identify letters.

Use class labels “letter leap”= find labels that begin with a specificletter

Use of reading and writing strategies for teaching letter-soundcorrespondence

Alphabet book/single letter book

Have children find words to put in their books= encourages themto be active writers and readers

These alphabet books can be used across the curriculum.

Skill 1.3 Demonstrating knowledge of phonological awareness (i.e. awarenessthat oral language includes units such as spoken words and syllables

Phonological awareness involves studying the rules and patterns found in

language.

Age 5/6-use phonics to understand between letters, their patterns, vowel

sounds, and the collective sounds they all make

Connection between letters and sounds.

Recognition: how sounds can be blended, segmented, and manipulated

“Sound out words”

Development begins during pK-K years. Rhyming is an indication of

phonological awarenessPhonological awareness is taught through teaching students sounds made

by letters, the sounds made by various combinations of letters, and

how to recognize individual sounds in words.

Phonological-Awareness Skills:

o Rhyming and syllabication

o Blending sounds into words

o Identifying initial or final sound.

o Segmenting words

o Recognizing word parts (example: recognizing “ear” in

“hear”

Three phases of children’s phonic learning (early and emergent readers)from age 4-8.



o Logo graphic Phase-recognition of whole words that have

significance for them (names, names of stores, products

their parents by often; Strategies-labeling things in the

classroom. Explicit attention and talk on labels of foods anddrinks and items in the environment. End of the phase:

children notice initial letters in the words and the soundsthey represent

o Analytic Phase-associations are made between the spelling

pattern in the words they know and the new words theyencounter

o Orthographic Phase- words recognized almost

automatically. Know a lot about the structure of words and

how they’re spelled.

o SUPPORTING THESE 3 PHASES

o Focus on elements of phonics learning- analyze

words for their letters, spelling patterns, and

structural components.o Build on prior knowledge to intro new spelling

patterns, vowel combinations, and short and long

vowel investigations.

o Phonics learning is not linear

o Sorting Words-sort words based upon their features

Start with monosyllabic

Example word journeys

Assessment of Phonological AwarenessThe teacher says two words(non-sense/real). The child

must decide if the two words are the same or different

Skill 1.4= Demonstrating knowledge of phonemic awareness (i.e. ability to

perceive and discriminate among the component sounds in a spoken word.

Phonemic awareness is required to begin the study of phonics.. Phonemic

awareness is the ability to break down and hear separate and/or

different sounds and distinguish between the sounds one hears.

Onset and rime

Five basic types of phonemic awareness taskso Ability to hear rhymes and alliteration

o Oddity tasks (recognize the member of a set that is different among

the group.

o Orally blend and split syllables

o Orally segment words (count sounds, say sounds)

o Do phonics manipulation (substitution/deletion)



The difference between phonological and phonemic awareness-

phonological awareness involves the recognition that spokenwords are comprise of a set of smaller units including syllables and

sounds. Phonemic awareness is a specific type of

phonological awareness which focuses on the ability to distinguish,manipulate, and blend specific sounds of phonemes within a given word.

Skill 1.5=Analyzing the significance of phonological and phonemic awareness

in reading acquisition.

The role of phonemic awareness in reading development: if trouble in

phonics, may be indication of lack of phonemic awareness

Instructional Methods: Phonemic awareness is crucial to emergent

literacy.

o

Clapping syllables in wordso Distinguishing between a word and a sound

o Using visual cues and movements to help children understand

when the speaker moves from one sound to another

o Incorporating oral segmentation activities which focus on easily

distinguished syllables rather than sounds

o Singing familiar songs, replacing key words in it with words that

have a different ending or middle sound

o Use picture cards and have them sound out the words of the

pictures or call for a picture by asking for its first and second

sound.

For ELLs

Native literacy transfers to English literacy

The role of phonological processing in the reading development of

individual students:ELLs: may have difficulty differentiating between sounds- this

may impact comprehension (duh!)

Struggling Readers:Points to Ponder

o Phonemic awareness is auditory

o It does not involve printo It must start before children have phonics instruction

o It is the basis for successful teaching of phonics and

spelling

o It can and must be taught and nurtured.



Skill 1.6= Recognizing developmentally appropriate strategies for promoting

students’ phonological and phonemic awareness (e.g. identifying rhyming

words, segmenting words, and blending phonemes)

Using phonics to decode words in connected text:

Identifying new words (PROMPTS) LOOK AT MRS. OWEN’s

STRATEGY LISTS:

o Look at the beginning letters

o Stop to think about the text or story

o Look at the book’s illustrations

o Think of which word would make sense, sound right, and

match the letters that you see. Get your mouth ready to saythe words

o Skip the word, read to the end of the sentence; come back

to the word

o Listen to whether what you are reading makes sense and

matches the letters.

o Look for spelling patterns you know from the spelling pattern wall.

o Look for smaller words you might know within the larger

word.

o Think of any place you may have seen this word before.

o Read on a little, and then return to the part that confused

you.

Use of Semantic and Syntactic CuesSEMANTIC CUES PROMPTS

o You said____________. Does that make sense to

you?

o If someone said___________, would you know

what he or she meant?

o You said___________. Would you write that?

Predicting what the text means or is about will help with

identifying correct words.

SYNTACTIC CUES PROMPTS

o You said _____________. Does that sound right?

o You said______________. Can we say it like that?

Phonics terminology- morpheme, base word, root, inflection,

and/or any other affix

Development of phonics skills in individual students:

o ELLS: using syntactic clues is difficult to attempt to self-correct.

o Highly proficient: use as a peer tutor



Blending Letter Sounds PROMPTS:

o You said_________. Does this match the letters you see?

o If it were the word you just said,_____________, what

would it have to start with?

o Have students identify how they finally correctly called the

word.

Letter-Sound Correspondence and beginning Decoding:

Procedure for letter-sound investigations that support beginning

decoding:

o CVC game

Competency 2.0= Understand word identification strategies including phonics

Skills 2.1= Recognizing how beginning writers and readers learn to apply

knowledge of the relationship between letters and letter combinations of

written words and the sounds of spoken words

Alphabetic Principle/graphophonemic awareness: written words are

composed of patterns of letters which represent the sounds of

spoken words.

o Words are made up of letters and that each of these

letters has a specific sound

o The correspondence between sounds and letters lead to

phonological reading. This consists of reading regular

and irregular words and doing advanced analysis of

words.

The most important goal of beginning reading teachers is to teach students

to decode text so that they can read fluently and with understanding.

Features of alphabetic principle:

o Students need to be able to take spoken words apart and blend

different sounds together to make new words

o Students need to apply letter sounds to all their reading

o Teachers need to use a systematic effective program in order to

teach children to read

o Teaching of the alphabetic principle usually begins in K.

Skills

o Letter sound correspondence

o How to sound out words

o How to decode text to make meaning

Development of alphabetic knowledge in individual students-ELLs,Struggling Readers, highly proficient readers: Shared book reading



interactions need to include an explicit print awareness and

alphabetic principle focus.

Children with LDs need explicit instruction that centers on letters, sound,and the relationship between sounds and letters and word

recognition patterns.

For special needs children, a beginning reading program should includethe following elements of Alphabetic knowledge instruction:

o A variety of alphabetic knowledge activities in which the children

learn to identify and name both upper and lower case letters

o Games, songs, and other activities that help children to learn to

name the letters quickly.

o Writing activities that encourage children to practice the letters

which they are writing.

o A sensible sequence of letter introduction that can be adjusted to

the needs of the children

Skill 2.2= Demonstrating knowledge of phonics skills and their application todecoding unfamiliar words.

Word analysis-process readers use to figure out unfamiliar words based on

written patterns.Word recognition-the process of automatically determining the

pronunciation and some degree of meaning of an unknown word

Decode-change communication signals into messagesEncode-change a message into symbols

Skill 2.3= Applying knowledge of structural analysis as a word identification

strategy (e.g. identifying prefixes, suffixes, and roots)

Vocabulary needs to be presented in context

Identification of common morphemes, prefixes, and suffixes:

-structural elements within words help determine meaning

o Root words-word from which another word is developed

o Base words ( LOOK THIS UP IN LINGUISTIC BOOK )- a stand-

alone linguistic unit which can not be deconstructed or brokendown into smaller words

o Contractions

o Prefixes-beginning units of meaningo Suffixes-ending units of meaning

o Compound words

o Inflectional endings-suffixes that impart a new meaning (changing

run to running)

Word forms-sometimes a very familiar word can appear as a different part

of speech.



Skill 2.4= Demonstrating knowledge of the use of spelling patterns and

syllabication as techniques for decoding unfamiliar words

Morphology, Syntax and Semantics

Morphology-study of word structure (morpheme is the smallestunit of meaning)

Syntax-rules or patterned relationships that correctly create

phrases and sentences from words-how sentencesare build

Semantics-meaning expressed when words are arranged in a

specific way

These skills help emerging readers develop fluency

Use of syllabification as a word identification strategy: Clap hands

Techniques for Identifying Compound WordsSemantic Feature Analysis- enhances vocabulary skills by using

semantic cues-Students use a feature analysis grid of various subject content words

EXAMPLE:

Vegetables Green Have Peels Eat Raw Seeds

Carrots - + + -

Cabbage + - + -

Skill 2.5=Applying knowledge of developmentally appropriate instruction

and curriculum materials for promoting students’ decoding skills and wordidentification strategies

Although effective reading comprehension requires identifying words

automatically, children do not have to be able to identify everysingle word or know the exact meaning of every word in a text to

understand it.

Competency 3.0=Understand the development of vocabulary knowledge and skill

across the curriculum

Skill 3.1=Recognizing criteria for selecting appropriate words to increasestudents’ vocabulary knowledge (e.g. synonyms, antonyms, words with

multiple meanings, idioms, and classifications)

Expose vocabulary- frequent reading and writing exercises, independent

reading, emphasize that words are related and interrelated

(examples: synonyms, antonyms, and root words)’



Criteria useful for selecting appropriate new words in vocabulary

instruction:

o Provide opportunities for extensive reading

o Teach words in related clusters

o Teach vocabulary words before assigning reading from a text

o Have dictionary and glossary resources available for precisespelling of words

Connect vocab. instruction to prior knowledge

Skill 3.2=Demonstrating knowledge of developmentally appropriate

strategies for promoting and reinforcing students’ oral and written

vocabulary knowledge

Areas of Emerging Evidence

o Experiences with print (through reading and writing) help

preschool children develop an understanding of the conventions, purpose, and functions of print.

o Phonological awareness and letter recognition contribute to initial

reading acquisition by helping children develop efficient wordrecognition strategies

o Storybook reading affects children’s knowledge about, strategies

for and attitudes towards reading.

Instructional Strategies

o Teacher-guided activities that require students to organize and to

summarize information based on the author’s explicit intent

(middle grades)o (Reading for meaning) Reading of fiction introduces and reinforces

skills in inferring meaning from narration and description.

o Development of critical interpretation

o Reading aloud before the entire class as a formal means of teacher

evaluation should be phased out in favor of one-one tutoring or peer-assisted reading.

Skill 3.3= Applying knowledge of how context is used to determine the

meaning of unfamiliar words

Skill 3.4=Recognizing ways to help students identify and use references suchas dictionaries and thesaurus for various purposes (e.g. determining word

meanings and pronunciations, finding alternative word choices)

Strategies:

o Teach how to identify meaning in contexts

o Dictionary skills



o Connect words to words, ideas, and experiences that students are

already familiar with.

o Repeated exposure is needed

o Use a thesaurus

Competency 4.0= Understand reading fluency and comprehension across thecurriculum

Skill 4.1=Demonstrating knowledge of the concepts of rate, accuracy,

expression, and phrasing in reading fluency and recognizing factors that

affect fluency

Fluency is a good predictor of comprehension

Three interacting elements of fluency: rate, automaticity with accuracy, and

prosody.

Accuracy: this includes insertions, omissions, substitutions, requests for help

95%-100% accuracy-independent

92-97%- guided.>92%- read aloud/shared reading

Automaticity- word recognition that is automatic and done with little effortAutomatic reading involves the development of strong orthographic

representation, which allows fast and accurate identification of whole words made

up of specific letter patterns.Useful for developing automaticity: visual pattern of syllable types

EXAMPLE:o CLOSED- cat (CVC)-short sound

o OPEN- no- ends in a vowel- long vowel sound

o SILENT E- note/hose/rise-ends in VCe-long sound

o VOWEL DIGRAPH- nail-????

o R CONTROLLED- bird/flirt/park- vowel sound is changed

o CONSONT “L”-“E”- table- applied at the end of a word

Four Basic Word Types:

o Regular, for reading and spelling (cat, print)

o Regular, for reading but not for spelling (float, brain-cannot be spelled

phonetically)o Rule based (canning, faking)

o Irregular (beauty_

True automaticity must be linked with prosody (reading with expression) and

anticipation to acquire full fluency.



For students who have acquired some proficiency in decoding skill but whose

levels of skill are lower than their oral language abilities:

o Students listen to text as they follow along with the book

o Students follow the print using their fingers as guides

o Reading materials are used that students would be unable to read

independently.

For beginning readers:

o Partner reading

o Practice reading difficult words prior to reading the text

o Timings for accuracy and rate

o Opportunities to hear books read

o Opportunities to read to others

Practice phrasing and prosody with the alphabet.

Rate-a word count was obtained for each episode, the mean speed of words per second were computed within each episode and entire text. Participant miscue

and accuracy rates were examined.

Skill 4.2=Analyzing the relationship between reading fluency and

comprehension

Fluency affects comprehension when more cognitive energy is spent on

word recognition rather than comprehending.

Strategies to improve fluency:o Repeated oral reading with guidance

o Graph reading rate over repeated readings

o Buddy reading

o Instructor modeling of fluent reading followed by student re-

reading

Reading Comprehension Skills

o Using prior knowledge and making connections

o Determining the main idea, summarizing, and drawing conclusions

o Analyzing, evaluating, and predicting

o Distinguishing facts and opinions

o Determining the author’s purpose

Skill 4.3=Recognizing the effects of various factors (e.g. prior knowledge,

context, vocabulary knowledge, graphic cues) on reading comprehension

o Activate prior knowledge



o Build background knowledge

o Repeated readings

o Link oral and written language by using readings that simulate

speech by language

o Go through BLOOM’s taxonomy in questioning

o Link old and new learningo Use background knowledge to build on

Skill 4.4=Distinguishing among literal, inferential, and evaluative

comprehension

Literal comprehension-understanding of basic facts of a given passage, is

priority for the reader so that he or she can maintain coherence andgeneral understanding of what is being read.

Inferential comprehension-the ability to create or infer a hypothesis for a

given statement based on collected facts and information.Understandings of syntax, morphology, discourse and pragmatics

are all needed for this level of comprehension.

Evaluative comprehension- the ability to understand/sort facts, opinions,

assumptions, persuasive elements, and validity of a passage

Skill 4.5= Identifying strategies for promoting students’ literal, inferential,

and evaluative comprehension

Strategies for child reading information/expository texts

o Inferring- read aloud an expository text and demonstrate bythinking aloud how to look for clues, reflect on what the reader

already knows about the topic, and use the clues in the expository

text to figure out what the author means/intends

o Identifying main ideas- Read through the passage so that the topic

is readily identifiable to the students. The main idea will be what

most of the information is about.

o Looking for sentences that summarize the key information in the

paragraph or in the lengthier excerpt.

o Monitor or self-clarify-as the reader reads, he or she can determine

what they are reading does not make sense. Stop and think

strategy-re read, read ahead, look up unknown words, ask for helpfrom teacher.

o Summarizing engages the reader in pulling together a cohesive

whole, the important information. GIST strategy

o Generating questions SQP2RS.

Skill 4.6=Applying knowledge of strategies (e.g. predicting, rereading,

retelling) that facilitate comprehension before, during, and after reading



Making predictions:

Prior Knowledge: individual’s prior experiences, learning, anddevelopment which precede his/her entering a specific learning

situation or attempting to comprehend a specific text.

Misconceptions can be identified when teachers activate prior knowledge. Literary response skills are dependent on prior

knowledge, schemata, and background. Effective comprehenders of

text use both their schemata and prior knowledge PLUS theideas from the printed text for reading comprehension, and

graphic organizers help organize this information

Graphic organizers facilitate comprehension

Notetaking

Connecting Texts (text-text, text-self, text-world)

Discussing the Text (DRTA)

Competency 5.0=Understand comprehension strategies for literary and

informational texts across the curriculum

Skill 5.1=Recognizing types and characteristics of literary and informational

texts

Fiction v. Nonfiction (know the distinction between the two)

Skill 5.2=Identifying characteristics and functions of literary elements and

devices (e.g. plot, point of view, setting)

Plot-the series of events in a story



Exposition-where characters and situations are introduced

Rising action-the point at which conflict starts to occur

Climax-the highest point of conflict, turning pointFalling action- the result of the climax

Denouement-the final resolution of the plot

Character-heroes, villains, comedic character, dark characters

Setting-the place, mood, and time of the story’s occurrence

Themes-the underlying messages, a lesson, message, or ideal

common themes-jealousy, money, love, human against

corporation/government.Themes are never explicitly stated; they are the result of the portrayal of

characters, settings, and plots.

Mood- the atmosphere or attitude the writer conveys through descriptivelanguage

Skill 5.3= Applying strategies for developing students’ literary responses

skills (e.g. making connections between texts and personal experiences)

Respond with additional work or artAnalytic writing

Drama

Skill 5.4= Demonstrating knowledge of genres, themes, authors, and works of

literature written for children

Major literary genres: allegory, ballad, drama, epic, epistle, essay, fable,

novel, poem, romance, and short story

Allegory-story in verse or prose with characters representing virtues and

vices, two meanings, symbolic/literal- example John Bunyan’s The

Pilgrim’s Progress

Ballad-story told or sung, usually in verse, includes refrain, incremental

repetition (anaphora) “the Rime of the Ancient Mariner

Drama: plays- comedy, modern, tragedy, five acts. Traditionalists and

neoclassicist (time, place, action) aides, soliloquies, chorus

representing public opinion (Shakespeare, Ibsen, William,s Miller,Shaw, Racine, Moliere, Sophocles, Aeschylus, Euripides, and

Aristophanes)



Epic: long poem usually of book length reflecting values inherent in the

generative society; devices- Muse for inspiration, purpose for

writing, universal setting, protagonist and antagonist withsupernatural strength and acumen, interventions of Gods/gods. Examples:

Homer’s Iliad and Odyssey, Paradise Lost, The Fairie

Queene

Fable: tale offering a moral

Legend: traditional narrative or collection of related narratives, popularly

regarded as historically factual but actually a mixture of fact and

fiction

Myth: Stories that are more or less universally shared w/in a culture toexplain history or tradition

Novel: fiction (long), complex plots, variety of characterizations and

settings, very detailed

Poem: has rhythm; sub-genres include:sonnet, elegy, ode, pastoral, andvillanelle

Romance- highly imaginative- deals with conflicts between heroes,

villains, and/or monsters

Short story: terse narrative, less development of background for

characters, author’s point of view, tone

Children’s Literature: emerged in second half of 18th century.

o Traditional Literature-themes of good prevails over evil, hard work

and perseverance are rewarded, and helpless victims findvindication

o Folktales/Fairy Tales- The Three Bears, Little Red Riding Hood,

Snow White, Sleeping Beauty. . . Contain adventures of animals

and humans and stories are supernatural. The hero is on a quest.

Story focuses on good vs. evil.

o Fables- animals act like humans; a truth or moral is revealed

o Myths: stories about events from the earliest times (origin,

histories)

o Legends: similar to myths, but deal with events that happenedmore recently

o Tall tales- purposely exaggerated accounts of individuals with

superhuman strength

o Modern Fantasy- stories start out based in reality then moves into

unreality; ideals of justice, good and evil

o Science Fiction:

o Modern Realistic Fiction: about real problems



o Historical Fiction-

o Biography

o Informational Books

Skill 5.5= Recognizing common patterns of organization in informational

texts (e.g. chronological, cause-and-effect)o Main Idea

o Topic sentence

o Supporting details

o Organization- the order in which the writer has chosen to present the

different parts of the discussion or argument AND the relationships he or she constructs between the parts

o Sequence of events

o Statement support- main idea is stated then the rest of the

paragraph explains or proves it (organization: most to least, least to

most, most-least-most, and least-most-least)

o Compare/Contrast

o Classification-the paragraph presents grouped information about a

topic

o Cause and Effect

o P.I.E Sequence: P (the point, or main idea of the paragraph); I (the

information (details, data, facts) that supports the main idea); E (the

explanation or analysis of the information and how it proves, is related to

or connected to the main idea)

o Transitions- words that signal relationships between ideas

Skill 5.6= Applying knowledge of strategies for promoting comprehension of

informational texts (e.g.) identifying the main idea and explicit and

implicit supporting details, using a glossary, using a graphic organizer

Strategies for Comprehension:

o Summarization (GIST)

o Question Answering (SQ5R, SQP2RS)

o Question Generating (SQ5r, SQP2RS)

o Graphic Organizers (Venn diagrams, semantic maps, flow-charts,

t-chartso Text structure: teach them how to interpret structure of the text:

headings, text features (bold print)

o Monitoring comprehension: teach them to think if something is

making sense, if not re-read, or ask

o Textual marking-students interact with text as they read

o Discussion-stimulates thoughts about texts and gives students a

larger picture of the impact of those texts



Competency 6.0= Understand skills and strategies involved in writing for various

purposes across the curriculum

Skill 6.1= Recognizing developmental stages of writing, including the use of

pictures and developmental spelling

Developmental Spelling:

o Pre-phonemic-children know that letters stand for a message, but

they do not know the relationship between spelling and

pronunciation

o Early phonemic spelling- children are beginning to understand

spelling. They usually write the beginning letter correctly, with the

rest of the consonants or long vowels

o Letter-name spelling- some words are consistently spelled

correctly, developing sight vocabulary, stable understanding of

letters as representing sounds, long vowels are usually usedaccurately, silent vowels omitted, unknown words are spelled by

the child attempting to match the name of the letter to the sound

o Transitional spelling- late elementary school, short vowel sounds

are mastered and some spelling rules known, developing a sense of which spellings are correct and which are not

o Derivational spelling- high school to adulthood, spelling rules are

mastered

Skill 6.2= Analyzing factors to consider in writing for various audiences and

purposes and in writing materials in various genres, formats (e.g. essay,

poem), and modes (e.g. descriptive, persuasive, evaluative)

Four formats of discourse: narrative, descriptive, expository, and

persuasive

Persuasive-persuade

Expository- inform

o Letters

o Research reports

Narrative- something that happened to someone else of the person

speaking

Descriptive-make an experience available through one of five senses

Skill 6.3= Demonstrating knowledge of the writing process (e.g. prewriting,

drafting, revising, editing) and strategies for promoting students’ writing

skills

Writing is a recursive process

o Prewriting- gather ideas before writing (clustering, listing, brainstorming,

mapping, free writing, and charting)



o Writing-compose first draft

o Revising-examine work and make changes in sentences, wording, details,

and ideas

o Editing- proofread for punctuation and mechanical errors

o Publishing- student work displayed, read aloud, printed in literary

magazine, news paper, class book

Teaching the composing process

o Prewriting Activities

o Class discussion of topic

o Map out ideas, questions, and graphic organizers

o Small groups to discuss different ways of approaching the topic

and create thesis statement

o Research topic if necessary

o Drafting/Revising

o Students write a first draft

o Peer response/class discussion

o Checklists or rubrics to evaluate writing

o Make revisions

o Editing and Proofreading

o Students, working in pairs, analyze sentences for variety

o Students work in groups to read papers for punctuation and

mechanics

o Students perform final edit

Skill 6.4= Demonstrating knowledge of the use of writing strategies and

language to achieve various effects (e.g. creating a point of view, showingauthor’s voice, persuading, establishing setting, describing sensory details)

o Fact/Opinion

o Author’s Purpose (entertain, persuade, inform, describe, or narrate)

o Author’s Tone/Point of View (his or her attitude as reflected in the

statement or passage-choice of words)

o Inferences and Conclusions (in order for a reader to inference and

conclude, he/she must use prior knowledge and apply it to the current

situation

o Figurative language

o Present in fiction and nonfictiono Hyperbole-exaggeration (often used as irony to over-emphasize a

point)

o Metaphor- no “like” or “as”

o Personification

o Simile- “like” or “as”

o Idiom



Skill 6.5= Applying revision strategies to improve the unity, organization,

clarity, precision, and effectiveness of written materials

o Revision- most important step

o Students examine work and make changes in wording, details, andideas

o Students move back and forth between revising and editing

o Methods for revision:

Students, working in pairs, analyze sentences for variety

Students work in pairs or groups to ask questions aboutunclear areas in the writing or to help students add details,

information, etc.

Students perform final edit

Teachers can use Writer’s Workshop

Skill 6.6= Demonstrating knowledge of the use of research skills and

computer technology to support writing

o Research skill

o Learn to generate questions about a topic

o Form a research plan using a variety of strategies

o Restate factual information in their own words

o Collect and organize information on various topics

o Write grade level appropriate research drafts

o Vital aspect of the research process is to analyze the applicability

and validity of informationo Research skills have to be taught

Competency 7.0= Understand the conventions of standard English grammar, usage,

and mechanics

Skill 7.1= Demonstrating knowledge of parts of speech

o Verb

o Noun

o Pronoun

o Adjective

o Adverbo Preposition

o Conjunction

o Interjection

Skill 7.2= Demonstrating knowledge of elements of appropriate grammar

and usage (e.g. subject verb agreement, noun-pronoun agreement, verb

tense, correct pronoun usage in prepositional phrases)



Subject/verb agreement tricky rules:

o If one singular subject and one plural subject are connected by or

or nor, the verb agrees with the subject nearest to the verb

o If the subject is a collective noun, its sense of number in the

sentence determines the verb: singular if the noun represents agroup or unit and plural if the noun represents individuals

Verb tenses:

o Past- action that occurred in a past time

o Future- expresses action or a condition of future time

o Present perfect- used to express action or a condition that started in

the past and is continued to or completed in the present (Randy has

practiced piano every day for the last ten years.)

o Past perfect- expresses action or a condition that occurred as a

precedent to some other action or condition (Randy had considered

playing clarinet before he discovered the piano.)o Future perfect- expresses action that started in the past or the

present and will conclude at some time in the future

Use of verbs (mood)

o Indicative mood- make unconditional statements

o Subjunctive mood- for conditional clauses or wish statements that

pose conditions that are untrue (verbs are plural with both singular and plural subjects)

Skill 7.3= Demonstrating knowledge of appropriate mechanics in writing

(e.g. capitalization, punctuation)

Tricky Punctuation:In sentences that are interrogatory or exclamatory, the question mark or

exclamation point should be positioned outside the closing quotation marks if the quote itself is a statement or command or cited

title.

In sentences that are declarative but the quotation is a question or an

exclamation, place the question mark or exclamation point insidethe quotation marks.

Dashes: denote sudden breaks in thought

Skill 7.4= Identifying appropriate corrections of errors in sentence structure

(e.g. run-on sentences, misplaced modifiers, sentence fragments)

Sentence Structure:

o Simple: Joyce wrote a letter



o Compound: Joyce wrote a letter, and Dot drew a picture.

o Complex: While Joyce wrote a letter, Dot drew a picture.

o Compound/Complex: When Mother asked the girls to demonstrate

their new-found skills, Joyce wrote a letter, and Dot drew a picture.

Parallelismo Prepositional Phrase/single modifier

o Incorrect: Coleen ate the ice cream with enthusiasm and

hurriedly.

o Correct: Coleen ate the ice cream with enthusiasm and in a

hurry.

o Correct: Coleen ate the ice cream enthusiastically and

hurriedly.

o Participal phrase/infinitive phrase

o Incorrect: After hiking for hours and to sweat profusely,

Joe sat down to rest and drinking water.

o Correct: After hiking for hours and sweating profusely,

Joe sat down to rest and drink water.

Recognition of dangling modifiers- dangling phrases are

attached to sentence parts in such a way they create ambiguity

and incorrectness of meaning

Skill 7.5= Demonstrating knowledge of various types of sentence

structures

o Declarative- makes a statement (.)

o Interrogative- asks a question (?)

o Imperative- command or request (.)

o Exclamatory- emphasizes a statement that shows strong feeling (!)

Students can be taught to utilize each of these sentences into their writing

in order to create and combine diverse sentences for writing

effective paragraphs, and consequently longer writing texts.

Competency 8.0= Understand skills and strategies involved in speaking, listening,

and viewing across the curriculum

Skill 8.1= Applying knowledge of conventions of one-on-one and group

verbal interactions (e.g. turn taking, responding to questions with

appropriate information)

Students need to learn how listening carefully to others in discussions

actually promotes better responses on the part of subsequentspeakers. One way teachers can encourage this in both large and

small group discussions is to expect students to respond directly to the



previous student’s comments before moving ahead with their new

comments. This will encourage them to pose their new comments in

light of the comments that came just before them

Skill 8.2= Analyzing ways in which verbal cures (e.g. word choice, tone, and

volume) and nonverbal cues (e.g. body language, eye contact) affectcommunication in various situations

Things to pay attention to in public speaking situations:

o Volume

o Pace (rate of speech)

o Pronunciation

o Body language

o Word choice

o Visual aids

Skill 8.3= Demonstrating knowledge of strategies for promoting effective

listening skills\o Tap into our prior knowledge

o Listen for transitions between ideas

o Notice nonverbal cues

o Take notes and outline major points

o Give students practice in following complex directions

o Have students orally retell stories

Skill 8.4= Recognizing types, characteristics, and roles of visual and oral

media (e.g. television, radio, film, electronic media)

Media literacy- an informed, critical understanding in which to create

personal meaning from verbal and visual symbols that we

experience in every day through television, radio, computers, and other

electronic sources.

The key component to media literacy is understanding the symbols,

information, ideas, values, and messages that emanate from themedia.

Skill 8.5= Demonstrating knowledge of the structures and elements of oral,

visual, and multimedia presentations for diverse audiences and for various

purposes

Tips for using print media and visual aids

o Use pictures over words whenever possible

o Present one key point per visual

o Use no more than 3-4 colors per visual to avoid clutter

o Use contrasting colors



o Use a maximum of 25-35 numbers per visual aid

o Use bullets

o Make sure it is student-centered, not media-centered

Interactive homework (good for parental-involvement)

School support of parental homework help:

Documents

GACE testbook