Reading...
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77 Cards in this Set
- Front
- Back
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Segmentation
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recognition of the sounds heard in a word; division of words into sounds
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Phonology
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the way a word is pronounced
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Orthography
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The way a word is spelled
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Semantics
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The way a word is defined.
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Syntax
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sentence structure
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Metalinguistic knowledge
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A form of meta cognition that pertains to the ability to reflect on and evaluate language
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Meta cognition
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Refers to the ability to reflect on and evaluate one's own thought process.
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Phonological Awareness
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The ability to notice and think about the sounds of language and use letter-sound knowledge to identify an unknown word
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Literacy activities in the home
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(1)placing labels on objects/things
(2)asking a variety of questions (3) rereading books (4)putting items in categories (5) playing developmentally appropriate games (6) opportunities for conversation (7) reading predictable books |
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Reader's theater
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Children's reading from a prepared script or from a script that children have written
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Choral reading
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children orally deliver a poem or in a science class to read a section of print; orally sharing written words
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Word Sorts
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sorting a collection of words taken from a word wall or other sources into two or more categories
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Similies
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comparisions between two things of a different kind of quality using LIKE or AS
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Metaphors
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Comparisions of two unlike things WITHOUT using like or as
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Idioms
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figurative sayings that have special meanings
ex) "Keep your shirt on!" |
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Homophones
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Words that sound the same but have different spellings and meanings
Ex) "He is wearing a RED shirt" "He READ the book" |
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Homographs
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Words spelled the same but have different pronunciations and meanings
EX) "She is wearing a read BOW" "She will BOW to the queen" |
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Functional Part of reading
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the actual understanding or comprehension of what has been read
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Syntactic
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patterns of phrases, clauses and sentences
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Graphophonic
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sound/symbol relationships
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Phonemic Awareness
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the ability to recognize that spoken words are made up of a sequence of individual sounds that contribute to the young readers ability to recognize and pronounce unknown words
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Onset and Rime
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onset: consonant(s) at the beginning of a syllable
rime: the vowel and consonants that follow Ex) /b/ /ook/ onset rime |
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Rhyming
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developed through listening; repetition of sounds at the ends of words (patterns)
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Alliteration
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the repetition of sounds in stressed syllables or at the beginnings of words
Ex) Tall Tella Took Tiny Tots To Town |
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Blending
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combination of individual sounds; blend a series of orally produced sounds to form a word
/h/ /o/ /p/ |
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Phonemes
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smallest unit of sound in a languages that distinguished one word from another
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Alphabetic principle
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there is a one-to-one correspondence between alphabet letters and sounds
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Grapheme
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letter or letters that represent a phoneme
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Alphabetic language
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the english language
26 letters 44 phonemes |
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Graphophonemic knowledge
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refers to the knowledge about specific relationships between graphemes and phonemes (letter and sound); that certain letter patterns represent sounds pronounced in a word
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Print Awareness
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understanding of the nature of print, the functions it serves and the conventions governing its use
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Emergent Literacy
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reading and writing experiences that a child encounters before formal literacy instruction begins
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Word Analysis
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refers to all methods of word recognition
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Diphthong
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Two adjacent vowels in which each vowel is heard in pronunciation
EX) 'oy' in "toy" 'ou' in "house" 'ow' in "brown" |
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Decode
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refers to the recognition of how written words sound; associating printed letters with the speech sounds the letters make
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Consonant blend
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two or three letters in the same syllable that are blended or heard when pronounced
EX) "tr" in 'tree' 'br' in 'break' |
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Digraphs
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pairs of adjacent consonants or vowels that are heard as a single sound
Ex) "ch" in "cherry" "ee" in "meet" |
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Phonic Analysis
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To identify the sounds in each word and blend the sounds together. The "sounding it out" process.
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Schwa sound
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In words that are multi-syllabic, one syllable receives less emphasis in it. The schwa sound is the "uh" sounds
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Zone of proximal development
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discovering the place where children can be successful with some assistance from an adult or a capable peer
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Morpheme
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smallest MEANINGFUL unit of language
EX) "cat" is a morpheme whose pronunciation consists of three phonemes /c/ /a/ /t/ |
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Independent Reading Level
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Easy: 95%-100% of the words are recognized and pronounced correctly
Instructional: 90%-95% Fustrational: 90% and below |
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Fluent Reading
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the ability to read quickly, accurately, smoothly and with expression
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Prosody
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refers to the pitch, loudness, tempo and rhythm of language
"The way it is read" |
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4 stages of the emergence of reading
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1) Pre-reading
2) Initial reading 3) fluency 4) reading to learn |
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Pre-reading Stage
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Children in this stage may have alphabetic and graphophonemic knowledge but don't have the ability to read unfamiliar words. They're limited to a few sight words
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Initial reading stage
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This stage is also known as the DECODING stage. In this stage children's reading may have an awkward quality due to them putting a great deal of effort into sounding out words
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Fluency Stage
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In this stage, children become more familiar with written language and decoding becomes automatic
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Reading to learn stage
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In this stage (end of elementary), the attention is focused primarily on content rather than the act of reading itself.
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Norm
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A norm is a typical score or range of scores found within a group of individuals
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Literal Comprehension
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refers to the understanding of information that is explicitly stated in a written passge
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Inferential Comprehension
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Is the understanding of information that is not explicitly given but rather IMPLIED in a written passage
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Evaluative Comprehension
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requires that children compare information and ideas presented in the text with their own experiences, background and values
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4 types of QAR's
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1. "Right There"- questions that are literal and found in the book
2. "Think & Search"- questions requiring students to draw conclusion 3. "Author and you" questions requiring students to use text details plus their own background knowledge 4. "On your own"- questions call for evaluative responses |
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Directed Reading Activity (DRA)
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The teacher activates and develops schemata by linking the topic of the text to students own experiences or by finding ways to get students interested in an unfamiliar topic
*DRA is a TEACHER-directed activity |
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Directed Reading- Thinking Activity
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a student guided technique used to increase the understanding of text structures
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K-W-L
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a teaching model for supporting comprehension in expository text before and after
K-What I know W-What I want to know L-What I learned |
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Oracy
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The concept that identifies and describes differences between the skills of listening and speaking from the skills of reading and writing
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SQ3R
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Survey: previews reading selections
Question: what questions can be answered from reading materials Read: answer questions Recite: make either oral or written responses to the questions Review: evaluate the text info by rereading to verify their responses |
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5 phases of the writing process
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PRE-WRITING: gathering info on a topic; determine purpose of writing
DRAFTING: begin to write REVISING: revise content rather than mechanics; peer conferences EDITING: proofreading and edit mechanics PUBLISHING: final product |
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Phonemic Spelling
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referred to as invented spelling
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Precommunicative Stage
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(FROM PRE-K TO MIDDLE OF K)
writing consists of scribbling and other marks used to convey meaning; spelling is NOT a characteristic of this stage |
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Prephonic/Semiphonetic Stage
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(END OF K-MIDDLE OF 1ST)
aware of some sounds in alphabet; realize letters are used to represent sounds and words |
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Phonemic Stage
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(MIDDLE OF GRADE 1)
Students represent all the basic sounds in a word. Short vowels are miswritten Ex) "buk" for "book" Vowels are often excluded Ex) "bakr" for "baker" All phonemes of each word are represented |
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Transitional Stage
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(END OF 1ST-BEGINNING OF 2ND)
Spell words based on how words sound Knows that every syllable has a vowel Beginning use of limited structual analysis Phonemic spellings are still frequent |
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Conventional Stage
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(2nd-4th)
Spelling more and more words correctly Understanding the meaning of more words |
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Response Journal
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student records his or her thought and feelings as a text is read
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Learning Log
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A student records what he/she is learning
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Simulated Journal
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AKA CHARACTER JOURNAL
the student writes entries from the prescriptive of a historical or literay figure |
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Dialogue Journal
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a written converation between teacher and student
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Norm-referenced test
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A formal assessment that measures a students performance relative to a large group of individuals
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Criterion-referenced tests
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measures how well a student meets a set of standards or expectations and indicated what students CAN and CAN NOT do
These tests are not usually normed |
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Reading Miscue Inventory
(RMI) |
helps determine if students reading miscues prevent them from obtaining correct info from the passage
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Miscues
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in which a student read a word that is different from the one that is printed
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Running Record
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used to identify the number of incorrect words a student pronounced in lines of print
track reading progress |
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Portfolio
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a collection of materials that shows student progress over time
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Informal Reading Inventory
(IRI) |
a series of grades paragraphs followed by a comprehension analysis
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