Ftce Reading K-12

Front 1

How can a teacher conduct ongoing assessment of reading development

Back 1

informal assessments (holistice observation) and Formal assessments (Yopp-Singer)

Front 2

What are the 4 characteristics that all good assessment tools have?

Back 2

1. a standard piece of work to be performed.
2. a standard way of creating the conditions for and administering the work to be performed.
3. standards of measurement so that teachers can know ow and when to make dependable meaningful comparisons.
4. a piece of work that can be found in the real world so that observations and assesments made by the teacher will have some relevance to the child's real world existance.

Front 3

What are the five categories that assessment tools can be organized?

Back 3

1.student profile-qualitative where teacher devises tests.
2. auditor discrimination and phoneme awareness tests students ability to discriminate sounds and segment words into phonemes. they test rhyming, blending, substitution of sounds and deletion of sounds as well.
3.emerging literacy assessments- includes enviromental prin assessments, name literacy, book handling assessments, language of experience assess., and stages of writing asses.
4.sight word assessments-may include Dolch sight word asses, the second language asses and BICS/CALP asses. These tests are designed to indicate the number of words a student recognizes upon sight.
5. Formal reading asses- may include basal end of unit testing and benchmark testing. Designed to measure a student's progress and done on a schoolwide or even statewide basis.

Front 4

Which of the five categories of assessment tools are best for testing kindergarteners? What are the tests used?

Back 4

auditor discrimination

Yopp-Singer and Shefelbine test

Front 5

What are the three types of reading levels that a teacher must be able to assess and what should be the accuracy rates?

Back 5

independent reading level is the level at which a student can read a text on his/her own and indicates a 95% accuracy rate.
Instructional level is leve that students can read with the assistace of a teacher and indicates an 85-95% accuracy rate.
Frustration level is the level at which students should't read and indicates an accuracy rate below 85%.

Front 6

What are some appropriate ways in which a teaher can use assessmet results appropriately if student needs some individualized instruction?

Back 6

some individualized instruction strategies, some group instruction strategies, some appeals for assistance from school personnel.

Front 7

What are the 4 major components/factors involved in a reading program when creating short and long term lesson plans?

Back 7

Reading
Oral Language-language play, group discussions, group story telling.
Writing-teachers may choose to have students trace letters, copy sentences from the board, or write stories of thier own.
Spelling-systematic spelling struction and spelling instruction in context.

Front 8

What is phonemic awareness and what should a teacher do if a student is struggling with phonemes?

Back 8

understanding that sounds (phonemes) are the building blocks of words. Students must learn to segment words into sounds and to understand word blending and rhyming.
Group and Individual learning activities are best to help struggling student.

Front 9

What are 7 tools that may be useful for assessing phonemic awareness?

Back 9

1. Letter recognition: teacher asks student to point out specific lettes or ask the child to read all the letters that he or she recognizes.
2. Letter-Sound Knowledge same as letter recog except asked the child what sound a particular letter makes or ask him/her to point o the letter that mnakes a particular sound.
3.Sound Walk : teacher may ask students to walk outside, noticing all the different sounds that they hear.
4.Yopp Singer Test of Phoneme Segmentation:assesses student's ablility to break apart a word into its sound units, separately and in order.
5. Onset-Rime Tests: whether a student can identify which word out of a set of three or four has a different onset or rime.
6.Word-Blending tests
7. Ryhming Assessment- measures he student's ability to understand whether two words rhyme...ex: "cat" hat"

Front 10

What is the most basic of phonemic awareness activities?

Back 10

rhyming assessment

Front 11

What is the order that phonemic concepts should be taught?

Back 11

words, syllables, onsets and rimes, and phonemes.

Front 12

What grades should phonemic awareness be taught? And what concepts must children recognize in order to be phonemically aware?

Back 12

from KG to at least 2nd grade.
1. Rhyming
2. Word-blending: the combinatin of separate phonemes into a word.
3.Phonemic segmentation: ability to break a word into separate phonemes.
4. Sound addition and subtraction: ability to make a new word by replacing one of its phonemes with a different phoneme.
5. Sound manipulation: the ability to make a new word by replacing one of is phonemes with a different phonome.

Front 13

What learning activites can help the reading teacher build and reinforce phonemic awareness?

Back 13

Elkonin boxes:
Listening games:
Learning nursery rhymes:
Shared or guided reading(in later grades):

Front 14

What is the Yopp-Singer Phoneme Segmentation test and the Shefelbine Basic Phonic Skills test?

Back 14

Assess a student's ability to discriminate sounds and segment words into phonemes. They test rhyming, blending, substitution of sounds, and deletion of of sounds. Most useful in KG.

Front 15

What is definition of
1. phoneme
2. onset
3. rime
4. alphabetic principle

Back 15

1.the smalles sound unit in written or oral language. A phoneme may be a letter or a group of letters.
2. part of the word or syllable that is folowed by a vowel ex. onset of "man" is "m"
3. part of the word or syllable that inclds the vowel an any consonants that may follow the vowel.
4. systematic use of alphabet letters to represent speech sounds or ponemes in a language.

Front 16

What are key things that a teacher must do to organize and manage reading instructions?

Back 16

organizing content knowledge for student learning: creating an enviroment for student learning: teaching for student learning: teacher professionalism reflection on the extent to which learning goals were met: the role of read-alouds.

Front 17

When developing phonemic awareness, when should rhyming be mastered and sound manipulation?

Back 17

KG-rhyming
1st or 2nd-manipulation

Front 18

What must a student understand with basic concepts of print usually entering kindergarten?

Back 18

word boundaries, left to right progression and one on one word correspondence.

Front 19

What is the most useful assessment for concepts about print which gives teacher a concrete understanding of the student's current level of knowledge about books,print,and puctuation?

Back 19

Book Handling Knowlege: Can you show me the front of the book? can you open the book? can read this book for me? which way do i go?where do i go after that? What is this for(as teacher points to exclamation point)

Front 20

What are word boundaries?

Back 20

a collection of letters surrounded by spaces or punctuation is a word.

Front 21

Guided and shared writing would be best teaching strategy for teaching what concept of print?

Back 21

left to right progession, return sweep, one to one correspondence.

Front 22

What teaching technique can be used when teaching letter recognition? Give some ideas for teaching letter recognition.

Back 22

point out the uppercase and lowercase letters in children's names.
allow students to use magnetic letters to create words.
create artwork for each letter: ex: draw pic of balloons for letter "b"
read alphabet books, pointing out the uppercase and lowercase form of each letters.

Front 23

What is the systematic, explicit phonics program?

Back 23

program in which letter sound correspondences(for both letters and groups of letters) are taught in a gradual progression from basic to complex

Front 24

What are some assessment tools that prove useful in assessing a student's understanding of phonics concepts?

Back 24

Rosner test of auditory analysis skill: tests how phonemically aware a student is.
Shefelbine ; tests both phonemic and basic phonics concepts such as consonant blends, vowel digraphs
Wide range achievemtn: assesses reading and spelling ability.
Woodcock Reading Mastery: measures a student's ability to decode words.
Dolch Sight Word Test: measures the size of a student's sigh word vocab.
Running record: involves the teacher taking adetailed record of a child's errors and decoding strategies as the child reads.

Front 25

what are the most important phonics concepts for students to learn?

Back 25

alphabetic principle, letters of the alphabet, consanants, vowels, rime/rhyme, blending phics generalizations, syllabication

Front 26

what are three important characteristics that a fluent reader has?

Back 26

large sight word vocab
variety of decoding strategies
ability to read with expression and with attention to the meaning punction.

Front 27

what are some ways to increase reading fluency and effective decoding strategies?

Back 27

reading books at the independent reading level. guided and shared reading (decoding).
choral reading
echo reading
rereading
tape recorded books

Front 28

What are 7 clues that may be used to help a child decode an uknown word?

Back 28

1. Sematic: refers to subject matter of a text. ex: when reading a story abut dinasaurs, good readers develop expectations that it will contain words associated with dinosaurs, such as "tail" "teeth".
2.syntactic clues: word order clues, ex: my dog likes to___(the order of the words suggests missing word will be verb)
3. Picture clues: illustrations in a picture book can help a child identify unknown word.
4. word structure clues: there are many letter lusters that occur freq. in words, such as prefix and suffixes.
5. Analogy clues: words that they know can be used to procounce words that they don't kow ex: child who can pronounce "rat" will probably be able to identify "pat"(with lnowledge of onset and rime and phoneme substitution).
6. Graphophonic clues:sounding out and use word blending(must understand alphabetic principle).
7. Syllable division: dividing of words into syllables(best with higher level texts)

Front 29

What is a morpheme
A phoneme
A grapheme

Back 29

smallest meaningful unit in the grammer of language.
one of the sound units that make up a word-a letter or a group of letters.
unit of writing that represents a single phoneme-can be a letter or group of letters.

Front 30

What is orthography
And morphology

Back 30

study of spelling and standard spelling patterns.
study of word structure. encompasses the derivation of words, the use of inflections, and the creation of compound words.

Front 31

what is a vowel digraph
And Schwa

Back 31

pair of letters with the first letter making a long vowel sound and the second letter being silent ex: coat,rea,bead
the vowel sound in many lightly pronounced unaccented syllables in words of more than one syllable.

Front 32

What are some ways sight words should be taught?

Back 32

word walls, drills, magnetic letters, concentration games, word tracing, air writing, closed eye visualization

Front 33

When completing a running record, what are the marks for accurate word reading?
substitution?
omission?
insertion?
repetition of phrase?
self-correction?
intervention/stdent confused?
intervention/unable to read?
beginning sound?

Back 33

check mark above each read word.
write each word attempted above actual word.
___ long dash
upside down "v" where word inserted.
R above repeated word. R2, R3, etc if repeated.
R with line and arrow to point of where the reader returned to repeat.
SC after incorrect written word if self corrected.
TA with brackets around part of the text that the child had to try again.
T above word if you tell child word after a 5-10 second wait.
Mark the beginning sound above the word if the child says it first, then check if follows with correct word.

Front 34

What are the most important phonics concepts for students to learn?

Back 34

alphabetic principle
letters of the alphabet
consonants
rime/rhyme
blending
phonics generalizations
syllabication

Front 35

What are some learning activities that may be useful in instruction in phonics?

Back 35

word sorts(for children who have a functional sight word vocab)
picture sorts(for children who cannot read yet)
tracing letters of words
blind sorts
word hunts
speed sorts

Front 36

What type of teaching strategies are effective phonics programs?

Back 36

high utility phonics
developmental continuum
whole part whole instruction
mini lessons
applications of phonics skills
phonics review
phonemic awareness

Front 37

What are three characteristics that a fluent reader has?

Back 37

large sight word vocabvariety of decoding strategies
ability to read with expression and with attention to the meaning of punctuation.

Front 38

What are best strategies for increasing reading fluency?

Back 38

students should be given opportunity to read and reread.
texts chosen should be decodable.
independent reading books should be suitable to the students' independent reading levels.
guided and shared reading
also: choral reading,echo reading, tape recorded books.
reading to younger children.

Front 39

What are some techniques for for teaching explicit word-identification ?

Back 39

semantic clues=refer to t he subject matter of the text. ex: story about dinasoar will contain words such as "teeth" or "roar"
syntactic clues: fill in the blank with missing word.
picture clues:pictures can help student identigy an unknown word.
word structure clues(morphology): letter clusters such as refixes, "re", "non" and "dis" and suffixes such as "er" "less" or "ly"
analogy clues: a child who cn pr
graphophonic clues(sounding out)
syllable division

Front 40

What should a teacher use to assess students' spelling strenghts and weaknesses?

Back 40

morphology:study of word structure. the use of inflections, and the creation of compound words.
etymology

Front 41

What are the five stages of spelling development that a teacher should be able to determine applies to each of his her student?

Back 41

1.precommunicative spelling(prephonemic): student scribbles, letterlike forms, write wrong way, upper and lower case mixed up.
2.semiphonetic spelling(early phonemic): aware o fthe alphabetic principle. spelling will be abbreviated with one, two or three letter comobinations to represent a longer word.
3 phonetic spelling: selecting letters based solely on sound.
4 transitional spelling:follows ththe essential conventions of spelling. they may use multiple spellings for same sound.
5 conventional spelling:understand prefixes and suffixes,plurals,verbs, etc.

Front 42

What are some other assessments when determining the stage of spelling other than spelling tests?

Back 42

assess children's spelling within the context of thier written work by circling each misspelled word by total words written

Front 43

What are some systematic spelling instruction teachers can use in leson plan? Give some examples of strategies for spelling unkown words.

Back 43

techniques including kinesthetic, visual, auditory and tactile.
Ex: spell the word three different ways, choosing the one that looks right.
proofreading to locate and correct spelling errors.

Front 44

What are some informal assessment tools that teachers can use to measure reading comprehension

Back 44

1.informal reading inventory: indiv. administered. assesses word recog,.word meaning,reading strategies and reading comp.
2.cloze procedure: fill in the blanks.uses context clues
3. oral reading analysis: listens to students rad aloud and makes notes of accuracy and errors.
4.retelling: student describes text to the teacher.
literal, inferential, applied questions: series of questions about the facts of the text.

Front 45

What are some factors affecting fluency and comprehension?
What are some teaching techniqes for comprehension?

Back 45

1.accuracy and fluency
2reading level of text
3 word recognition skills
4 prior knowledge and experiences
5 vocabulary
6 englsh language development
76

Front 46

What factors should teachers bear in mind when selecting reading texts?

Back 46

leveled books
decodable text
independen, instrutional levels
award winnters
district grade level guidelines
too easy,just right, too hard guidelines
multicultural selections

Front 47

What is important for teachers to do during guided or shared reading?

Back 47

asking questions about the story ex: what did the character learn in this story?
what did you learn from the story?
what did the character learn about truth?

Front 48

What are some effective teaching strategies for reading comprehension?

Back 48

Reciprocal teaching
story mapping literature
literature discussion circles

Front 49

What are some materials that are good when reciprical teaching?

Back 49

newspaper,magazine, stories, content are textbook and other forms of reading material.

Front 50

What is reciprical teaching?

Back 50

students are expected to be responsible for each of four shared reading activities: predicting, clarifying, questioning, and summarizing. The teacher models these activites and then turns responsibility over to the students. teacher then monitors.

Front 51

What is story mapping?

Back 51

students relate the main incidents of a text they have read.
1.conduct a read aloud or shared reading
2. discuss the main events and setting
3. assign groups to illustrate the setting for each event.
4. assign students to draw main charac.
5.discuss the pathway taken by the main charac.
6. glue all of illustration on a large piece of butcher

Front 52

What are literature discussion circles?

Back 52

teach students how to talk about books with peers.
1. teacher reads story aloud
2. teacher leads brainstorm3. teacher and students list everthing they think of story
3. list everything
4. commonalities are circled
5.charac,setting,plot,proble,solution are emphasized
6. teacher leads discussion
7.defines a book club
8. teacer divides in heterogeneous groups of four and students will draw thier discussion onto a group poster.
9. after group shares, one praise is given and two questions are asked to clarify any confusion.

Front 53

What are the different levels of comprehension?

Back 53

literal comprehension: identifies main ideas, details,sequence of events, cause and effect.
inferential comprehension: inferring implicit main ideas and details, making comparisons, drawing conclusions and predicting outcomes.
evaluative comprehension: identifies areas of bias and identifying propaganda, distinguishing bt fact and opinions

Front 54

What are some comprehension strategy techniques that a teacher should be able to build and reinforce comprehension?

Back 54

self monitoring
re reading
note taking
outlining
summarizing
mapping
using learning logs: personal feelings.

Front 55

What are the two major types of text?

Back 55

narrative: intended to amuse the reade, to relate a story. It can be based on life experiences and is often person oriented. ex: folk tales, myths, contemporary fiction, mysteries, science fiction, historical fiction.
expository:facts and opinion. to teach the reader, to explain and describe or convince the reader of a point. Seven basic structures of expository text: definition: used when writers are outlining or delimiting a topic or subject., description: used to describe the properties and features of people,places,things or ideas., process: used when authors events in chronological order or steps in a sequence. ex: how to artice. timeline of world war II. classification, comparison, analysis, persuasion.

Front 56

What can be used to assess student responses to literature and analyses of literature?

Back 56

KWL Chart can be used to determine a student's prior level of knowledge and a Reading Interest Inventory may also be of use in determining why a student is having trouble making personal connections to literature or analyze text.

Front 57

What type of strategies can teachers use when introducing a new chapter or concept?

Back 57

Preview/Review
Concept Mapping
Key vocab
Textbook Structures and Patterns of Instructions
Note Taking
General Information

Front 58

What kind of test taking strategies can students be taught?

Back 58

SQR3
Review work samples
Prepare or Review graphic organizer
Review Notes
Geneate Questions
Reciprocal Reading
Reviewing and retaining info

Front 59

Why is independent reading so crucial?

Back 59

advances familiarity with common word structures, imporoves fluency and accuracy, increases vocab, broadens knowledge, enhances comprehension and motivates the students to read for info and pleasure.

Front 60

What kind of reading levels should independent reading books be?

Back 60

easy to challenging

Front 61

What techniques can help create atmosphere of reading int eh classroom?

Back 61

Book Talks
Collaborative Book Reports
Readers Theatre
Buddy Reading
Reading Logs
Grand Conversations
The creation of a large and varied classroom library
The use of book corners and literary centers within the classroom
The incorp of books and literary themes into classroom bulletin boards

Front 62

What strategies cana teacher do to encourage reluctant readers to read independently?

Back 62

Interviews
Peer/Teacher Recommendations
Bdddy Reading
Literature Circles and small group instruction
Parent recommendations
Links to topics of interest
Motivational strategies
Incentives/Rewards

Front 63

What are some oral language assessments?

Back 63

best way to assess oral language is to simply watch and listen to the child interact.
Interview the child, ask him or her to tell you a story, or engage him or her i conversation. It may be useful to record the assessment.
Asking a student to writ a story about something he or she knows a lot about.

Front 64

What are the two ways that writing sample can be evaluated?

Back 64

holistic scoring: assigns one score to the entire piece of writing. principle o fholstic is that all components of riting work together to create a whole text. Holistic does not give students good feedback.
Analytic scoring.: assigns several subscores to a piece of writing. The teacher gives the student detailed feedback about each component of the writing.

Front 65

Written language assessments should fulfill what conditions?

Back 65

1. students, parents,other teachers, and other school personnel should all be involved in the process of assessment.
2.results of asessments should be analyzed and then recorded so future assessments can be compared.
3. error patterns should be identified.
4. asessments shoud be continual throughout the year.
5.background knowldege should be assessed(perhaps through use of KWL chart)
6. writing should be asessed in may different contexts.

Front 66

What components of writing should be assessed when evaluationg a writing sample?

Back 66

sentence structure and variety
ending puctuatin
sight word
paragraph structure
elaborationg details
story development

Front 67

What type constructions should kindergarteners be using?

Back 67

comparatives
passive voice
same/different
association
time/chronology
indirect objects

Front 68

What are some langualge development activites appropriate for kindergarteners?

Back 68

providing concrete objects when discussing things
positive language role models
fingerplays
reading aloudto children
dramatic play
music/rhyme
show and tell
puppetry
language experience stories (LEA)

Front 69

Who is Jeanne Chall?

Back 69

Whole Language Theory:
stressed that phonicsa nd decoding should be emphasized from vey beginning of readg instructon.

Front 70

Who is Kenneth Goodman?

Back 70

thought teaching decodng words to children were inappropriate.

Front 71

What is a social constructist instructional technique thoery like?

Back 71

In a temporary small group setting, sevral students select a bok that ty will read independenly and meet on regular basis to discuss while the teacher serves as a facilitator and plays a limited role.

Front 72

What is segmenting?

Back 72

abilty to break a word into seperate phonomes.

Front 73

what is blending?

Back 73

ablity to take seperate sounds and blend them into singe word or syllable?

Front 74

What auditory discrimination?

Back 74

ability to tell the differee bt one sound and another sound. Very impo in developing phonomic awareness.

Front 75

Who is Vygotsky?

Back 75

socia learnig theory,
Zone of Proxial Development: gap bt what indiv knows and does not know.

Front 76

What are the four langage systems?

Back 76

phonological (sound)
Syntactic (structual word order)
Semantic (meaning)
Pragmatic (social & cultural)

Front 77

What is dysgraphia?

Back 77

indiv that have difficulty with the physical act of writing. they find holding and manipulating a pencil problematic. thier letters are primitively formed, and thier handwrtiing is illegible.

Front 78

what is onomtopoeia?

Back 78

refer to words that soud like what they represent.
ex: drip,chirp,splash,giggle.

Front 79

What is Code knowledge?

Back 79

offers a systematic approach to untangling the wide variety of vowel sounds when a unfamiliar word is encounterd.

Front 80

What is targeted instruction?

Back 80

assess and target areas needing improvement as ell as areas of gresatest strength for each student to ensure that all members of class are revieving instruction tailored to thier specific needs.

Front 81

What is explicit instruction

Back 81

charifyn the goal,modeling strategies, an offering explanations geared to a student's level of understanding. EI is well organized and structured, and it offers easily understood steps and depends in part on frequesnt reference to previously learned matierials.

Front 82

Describe scaffolding technique?

Back 82

teacher assigns a task that is just beyond the student's current level. teacher encourages the studetn's attempts at comprehension by offering various supports that largely depend on prior knowledge, in order to develop the student's willngness to move forwar into uncharted territory as confident indepndent learner.

Front 83

What is a maze test?

Back 83

a specific type of cloze test. in a cloze test, words are deleted and the reader must supply th emissing words using contextual clues and familiar vocab.
A maze test is a multiple-choice application of a cloze test.

Front 84

What are idioms?

Back 84

"ace" a test.
"antsy"
"be all ears"

Front 85

What is editing?

Back 85

correcting surface features such as sentence fragments, spelling and punctuation. Editing is the final step in the writing process.

Front 86

What is Verbal dyspraxia?

Back 86

confusing word or sentence order while speaking.

Front 87

A teacher uses the phrase,
"My Very Excellent Mother Just Served Us Nine Pizzas" to help students remeber the order of the planets. This phrase is an example of a?

Back 87

mnemonic device