Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
40 Cards in this Set
- Front
- Back
|
frustational reading level
|
the level at which a reader reads at less than 90% accuracy
|
|
|
generalization
|
the ability to use a learned skill in novel situations
|
|
|
grapheme
|
a letter or letter combination that spells a phoneme in English (e.g. e, ei, igh, eigh)
can be 1,2,3,or 4 letters |
|
|
graphic organizer
|
a visual framework for capturing the main points of what is being read
|
|
|
graphophonemic
|
the relationship between letters and phonemes
|
|
|
high frequency words
|
a small group of words (300-500) that account for a large % of the owrds in print
can be regular or irregular |
|
|
immediate corrective feedback
|
when an error occurs, the teacher immediately attends to it by scaffolding instruction
|
|
|
immediate intensive intervention
|
program that is implemented as soon as assessment indicates that students are not making adequate progress
|
|
|
implicit instruction
|
students discover skills and concepts instead of being explicitly taught
|
|
|
independent reading level
|
the level at which a reader can read text with 95% accuracy
(no more than one error in 20 words read) |
|
|
independent-instructional reading level range
|
range that spans instructional and independent reading levels that student can read with 90 - 95% accuracy
|
|
|
indirect vocabulary instruction
|
words learned through independent reading and conversation
|
|
|
inflectional suffix
|
inflections added to words do not change the part of speech of the base words
|
|
|
informational assessment
|
does not follow prescribed rules for administration and scoring has not undergone technical scrutiny for reliability and validity
|
|
|
initial instruction
|
first line of defense to prevent reading failure
can be provided to the whole group (class) or small group (differentiated) |
|
|
instuctional design
|
process of translating key learning objectives and goals into a delivery system that meets those goals
|
|
|
Instructional Reading Level
|
the level at which a reader can read text with 90% accuracy
(i.e. no more than one error per 10 words read |
|
|
instructional routines
|
include the following sequence of steps: explicit instruction, modeling, guided practice, student practice and generalization
|
|
|
intensity
|
focused instruction where students are academically engaged with the content and the teacher and gets more feedback
|
|
|
intervention instruction
|
provided only to students who are lagging behind
|
|
|
invented spelling
|
an attempt to spell a word based on a student's knowledge of the spelling system
|
|
|
K-W-L
|
3 step process
What I Know What I Want to Know What I Learned |
|
|
learning communities
|
a group in which educators commit to ongoing learning experiences with a deliberate intent to tranform teaching and learning
|
|
|
literal comprehension
|
understanding of the basic facts that the student has read
|
|
|
metacognition
|
an awareness of one's thinking processes and how they work
|
|
|
modeling
|
a teacher overtly demonstrates a strategy, skill or concept that students will be learning
|
|
|
morpheme
|
the smallest meaningful unit of language
|
|
|
morphemic analysis
|
an analysis of words formed by adding prefixes, suffixes and other meaningful word units to a base word
|
|
|
objectives
|
measurable statements detailing the desired accomplishments of a program
|
|
|
oral language
|
spoken language 5 components: phonology, morphology, syntax, semantics and pragmatics
p.m.s.s.p |
|
|
orthography
|
a writing system for representing language
|
|
|
outcome assessment
|
evaluate the overall effectiveness; required in Reading First schools; must show regular progress-funds
|
|
|
pacing
|
the pace of a lesson should move briskly, but not rush students beyond their ability to answer correctly
|
|
|
partner/peer reading
|
students take turns reading aloud with a partner and giving feedback and help
|
|
|
pedagogy
|
how instruction is carried out or the method and practice of teaching
|
|
|
phases of word reading
|
pre-alphabetic; partial alphabetic; full alphabetic; consolidated alphabetic
|
|
|
phoneme
|
the smallest unit of sound within our language system
|
|
|
phoneme isolation
|
recognizing individual sounds in a word (i.e. the first sound in pan)
|
|
|
phoneme manipulation
|
adding deleting and substituting sounds in words(i.e. add /b/ to oat to make boat; delete /p/ in pat to make at)
|
|
|
phonics analysis
|
attention to various phonetic elements of words
|
