191 Test

Front 1

Thematic

Back 1

Organizing curriculum content based on a theme or topic

Hint 1

//fce-study.netdna-ssl.com/2/images/upload-flashcards/89/00/81/9890081_m.jpeg

Front 2

Semantic mapping

Back 2

Technique used to assess comprehension
Visual representation of interconnected characteristics or features of a given concept

Hint 2

//fce-study.netdna-ssl.com/2/images/upload-flashcards/89/00/84/9890084_m.jpeg

Front 3

Semantics

Back 3

How meaning is conveyed through vocabulary

Front 4

phonological Awareness

Back 4

awareness and ability to manipulate the sounds of spoken words

Front 5

Alphabetic Principle

Back 5

understanding that letters represent sounds
effective instruction:
teacher directed, manipulation of letters to change words

Front 6

onset/rime

Back 6

onset: initial consonant's sound
Rime:
remaining syllable sound
eg. S(onset) at(rime)= sat

Front 7

sequence for introducing Phonemes

Back 7

1)comparison–beginning, middle, end
2) blending
3) linking letters to sounds
4)manipulating phonemes– deleting, substituting, adding letters

Front 8

stretch out vs. sound out

Back 8

children should begin by stretching words rather that sounding each letter–
eg. ssssaaaattt vs. s––a––t

Front 9

best predictors of future reading success

Back 9

phonemic awareness and alphabetic knowledge

Front 10

Direct reading thinking activity (DRTA)

Back 10

guided reading activity– teacher breaks text into shorter segments, facilitates discussion, predictions

Front 11

phonemic awareness

Back 11

ability to work with individual sounds– focuses on sounds not meanings

Front 12

beginning readers

Back 12

read 90% of words in a story easily and after practice should be able to do so fluently

Front 13

balanced reading program

Back 13

five main areas:
phonemic awareness, phonics, fluency, vocabulary, and text comprehension.

Front 14

morpheme

Back 14

smallest unit of meaning

Front 15

open word sorts

Back 15

students explore how to categorize a set of words

Front 16

closed word sorts

Back 16

the teacher tells the students the criteria for sorting a set of words
eg. sorting based on tense

Front 17

consonant diagraph

Back 17

two consonants that make one sound
eg. ph=f, or th

Front 18

consonant blend

Back 18

blending of two consonants where each letter is still heard
eg. b and l in the word "blend"

Front 19

vowel diagraph

Back 19

two vowels that make one sound
eg. ee in week or oa in boat

Front 20

dipthong

Back 20

vowel pair that blends one vowel sound with another
eg. oi in foil and oy in toy,
also ou in out and ow in cow

Front 21

cloze procedure

Back 21

assessment method use to determine readability of a text. words are deleted and the learner uses clues from surrounding text to fill in the blank

Front 22

structural analysis

Back 22

word identification skill that focuses on word parts like prefixes and suffixes

Front 23

semantic analysis

Back 23

using word order and knowledge of language patterns to identify words and word meanings

Front 24

reading fluency

Back 24

rate and accuracy

Front 25

spelling development stages

Back 25

1)prephonemic– begins experimenting with sounds and letters but no match between letters and sounds in words
2)phonemic– sound way through words, eg. tak= take
3)transitional– shows understanding that do not need one–to–one matching with sounds and letters
4) conventional uses correct spelling

Front 26

frustrational reading level

Back 26

less than 90% of words read correctly

Front 27

instructional reading level

Back 27

90%–95% of text
this provides the learner with the opportunity to practice sounding out and decoding text

Front 28

independent reading level

Back 28

reads and understands 95%–100% of the text

Front 29

steps in writing process

Back 29

1)prewriting– graphic organizers, determining purpose and audience
2) develop draft
3) revise for coherence
4) edit
5) use available tech to finalize and publish

Front 30

expressive and receptive language skills

Back 30

expressive: speaking and writing
receptive: listening and reading

Front 31

KWL Chart

Back 31

graphic organizer– three columns
1) what I know
2) what I want to know
3) what I learned

Front 32

ballad

Back 32

narrative poem that tells a story

Front 33

sonnet

Back 33

14 lines with a rhyming scheme

Front 34

lyric poem

Back 34

rhythmic and melodic, easy to memorize– usually personal or descriptive

Front 35

Acostic poem

Back 35

first letter of each line spells a word (usually the title of the poem)

Front 36

Diamante

Back 36

seven lined poem in a diamond shape

Front 37

quantrain

Back 37

poem consisting of four lines of verse

Front 38

cinquain

Back 38

short, un–rhymed poem consisting of 22 syllables
(2,4,6,8,2) in five lines

Front 39

limerick

Back 39

rhymed, humorous, nonsense poem of five lines with the last line ending with a surprise twist
(AABBA)

Front 40

Haiku

Back 40

unrhymed Japanese, three lines
5,7,5 syllables

Front 41

expository writing

Back 41

writing used to explain, describe, and/or give information

Front 42

alliteration

Back 42

repeated consonant sounds at the beginning of the words
eg. big, blue bear bounded the brown ball.

Front 43

onomatopoeia

Back 43

words that mimic sounds
eg. pop, bang

Front 44

Sustained silent reading
ssr

Back 44

15–30 minutes of silent independent reading time
not to be used in place of instructional reading

Front 45

syntactic clues

Back 45

word's placement in a sentence to determine meaning of the word

Front 46

how long should phonics be taught?

Back 46

The National Reading Panel has determined that two years is sufficient. If phonics is taught at the beginning of first grade than it should be taught till the end of second grade.

Front 47

Graphophonemic Knowledge

Back 47

Letter recognition and letter–sound correspondence

Front 48

free verse

Back 48

poetry that lacks rhyme and meter. good choice for a student that wants to write a poem but doesn't know much about poetry