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113 Cards in this Set
- Front
- Back
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Which level of word knowledge do students demonstrate ifthey can match a word with its definition? |
Partial word knowledge. |
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What is partial word knowledge? |
the student knows onemeaning of the word and can use it correctly in a sentence |
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What is full word knowledge? |
the student knows severalmeanings of the word or several ways to use it |
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What is initial word knowledge/initial recognition? |
means the student can pronounce the word or know that they’ve seen it but notknow the meaning |
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what is sight word recognition? |
This is unrelated to the degree of understanding meaning. hence, SIGHT words. |
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When is direct vocabulary instruction most effective? |
When a student uses newvocabulary words in varied settings. Generalization! Direct instruction helpsstudents relate new words to what they already know beyond just memorizing andteaches them to use the words meaningfully |
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What type of vocabulary instruction is copying definitions? |
it is a traditional vocabulary activity. It does not help develop higher levels of vocabulary. |
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What is the first step to learning new words? |
memorizing them |
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What book may be used for developing primary students’fluency through repeated readings? |
Brown Bear! it is easy and predictable |
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Bridge to terabithia is appropriate for what age |
middle-grade lit unit |
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Lincoln a photo biography is appropriate for what age? |
junior high students |
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roll of thunder hear my cry is appropriate for what are |
upper-grade literacy unit |
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What can best be used to help students compare andcontrast vowel patterns? |
Word Sorts! |
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what is a word sort? |
You provide students with a group of words and they need to place them in categories according to assigned characteristic. Ie. which vowel sounds they contain, whether they rhyme, what spelling pattern/rule the represent |
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What is exclusion brainstorming? |
an activity use in prep for content-area reading. Using lists of wordsstudents review as a group and decide is they are related to upcoming topicthen recheck after to see if they were right. |
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What is a read-around? |
when students practice favoritesentences or passages from a familiar book and then take turns reading out loudin the group. |
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structural analysis is.... it is not.... |
studying words to findfamiliar morphemes that may have been combined to form new words. It’s notfocused at the level of individual vowels. |
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A child who cross-checks reading demonstrates that he isengaging in what behavior? |
Self monitoring. This is a meta task. Cross0checking is a reading skill. |
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What type of skill is auditory blending? |
phonemic awareness skill |
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What is auditory blending |
the ability to perceive individual sounds as a whole |
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If a child has a deficit in auditory blending they... |
...will be unable to blend the individual sounds in a word. they may know the individual phonemes but simply cannot put them together. |
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What type of skill is phonemic segmenting? |
A phonics skill |
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What is phonemic segmenting? |
the ability to break words down into individual sounds. For example, the learner breaks the word run into its component sounds – r, u, and n. |
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Is using visual imaging considered a reading skill? |
Not quite. A child can use visual information but it is not the name of the skill they are using to read/write. |
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What is the largest source of vocabulary growth forintermediate grade students? |
Wide Reading across genre most research says this is the key to the vocabulary growth |
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How useful is direct vocal instruction? |
it is useful but not going to match the growth potential of a ton of reading all the time |
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How does tv and computer-assisted programs impact vocabulary growth at the intermediate age |
it helps but is not a major influence or the greatest. Computer programs can be supplemental but isn't effective exclusively |
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What is a strategy that can be used to improve student's reading fluency? |
Chunking sounds |
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What is chunking sounds? |
Detecting where the meaningful unitsare in sentences/phrases. This can be taught using visuals to choral reading |
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What is choral reading? |
an interpretive reading of text, often poetry or songs, by a group of voices. Students may read individual lines or stanzas alone, in pairs, or in unison. it gives practice in oral reading.. |
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How does round robin reading influence fluency |
this is not recommended. it ultimately embarrasses the readers |
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what is round robin reading? |
One student is reading aloud. Other students are counting ahead or gazing out into space. The student who just finished reading sighs with relief when her turn is over. |
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Do grand conversations help reading fluency? |
Nope. they improve comprehension |
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What are grand conversations? |
an authentic student led conversation about a story where students ask the questions, discuss their thoughts and feelings, and make meaning as they talk about the story. |
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Do dictionary respellings help reading fluency? |
Referring to a dictionary interrupts the fluency |
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Why are function words especially difficult for studentsto learn? |
They are lacking indefinable meaning. Function words include with, were, what. They are notconcrete or meaningful. They do have a structuralfunction which can be referred to as “glue” |
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Function words have verylittle, if any content and are often ______ |
short |
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What is a question a teacher should ask to help students developself-monitoring strategies? |
"Does the sentence make sense?" You want them to know if it sounds right and it looks right? |
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Self Monitoring does not include: |
accurate spelling,identifying subject (this is decoding), stimulate thought about the subject notabout the act of thinking about the subject and it’s accuracy and sense. |
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What cueing system is activated by the words a, an andthe? |
Syntactic |
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What is a syntactic cueing system? |
minimal meaning butintegral to combining structure of sentences |
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What does a phonological cueing system use? |
sounds |
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what does a pragmatic cueing system use? |
social and cultural cues. it has content |
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what does a semantic cueing system use? |
meaning and is vocal focused |
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What is an activity that will assist children who fail to usecontext cues while reading? why? |
Completing a cloze passage bc a child reads apassage in which some words have been replaced with blanks, and fills in thewords that seem appropriate based on the context of the passage |
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What is a cloze passage? |
a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. |
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What will rimes and manipulating onsets do to help with reading? |
they will improve word structure. not context clues related |
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How do sorting words help with reading? |
this is a vocabulary building technique that helps students learn to recognize categories |
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Which strategy for developing fluency relies on using technology? |
Screen Reading. |
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what is screen reading? |
a technique in whichstudents view the TV programs with closed-caption and read text as they follow |
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what is choral reading in relation to fluency? |
if used, it is used to helpstudents improve chunking/phrasing abilities. No technology needed |
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What is echo reading in regards to fluency? |
similar to choral readingwhere teacher reads a sentence, modeling what it should sound like thenstudents read the same passage using the model. No technology needed |
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What is guided reading in relation to fluency? |
teacher working with groupsof 4 or 5 students at the same level,read a book that they can be expected to read with high accuracy. No technology needed |
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Which process is essential for inclusion in lessons designedto develop reading fluency? |
modeling! This improves understanding but not fluency |
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What does imaging do for inclusion lessons designed to develop reading fluency? |
improves comprehension ...it doesn't do anything for fluency |
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What does rephrasing and scanning do for inclusion lessons designed to develop reading fluency? |
it does not help fluency. i believe it would help comprehension. |
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Do poor readers frequently know when they don't understand what they have read? What is this ability called? |
No they do not. This would be considered self-monitoring which is a meta-cognitive skill that is a higher-level of thinking that a more advanced reader does which is the reason they are more advanced. |
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Which procedure presents a graphic semantic network forlearning new vocabulary? |
A concept ladder |
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What are concept ladders? |
are a word study techniquethat involves graphic depiction of the semantic relationships among words |
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Capsule vocabulary is |
a word study technique in which students discuss sets of words related to a topic they are studying. Not involving any graphic representation |
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Elkonin boxes are |
a word study technique in which each sound in a word is placed in a separate box. Their focus is sound segmentation as is the graphic representation |
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Word sorts typically involve |
cards that students place into 2 or more categories based on common elements such as spelling patterns. Their focus is on categorization and any graphic element introduced by the use of cards is incidental. |
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What would help a reader develop fluency? |
Listening to an expertreader read a text |
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What are key elements tohelping a reader develop fluency? |
Modeling by an expertreader, repeated readings, and choice of readings used |
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Allowing a student to use adictionary in order to look up unknown words does/doesn't encourage fluency within reading. |
Doesn't |
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Literature discussionswould not help fluency because |
it is not encouragingdirect oral reading but it may promote reading and help comprehension |
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How does working on phonics rules ina workbook impact fluency? |
If anything, it may impede itsdevelopment BECAUSE fluent readers are encouraged to just keep trying and figurethings out as they read. This would require them to learn more rules and overthink. |
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What should students be taught to do first when they cometo a word they do not know? |
Read to the end of thesentence to see if the context assists with identifying the word. This isconsistent with successfully using the cloze procedure to develop fluency. |
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Cloze procedure is |
is when a child reads andentire passage with blanks/unfamiliar words and predicts or guesses what thewords are from the overall context |
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What technique is sounding out a sound and how does it impact fluency? |
It is a phonics technique it interrupts fluency |
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IF a child does not know a word and stops to ask the teacher for help.. is this good/bad? How does this impact reading fluency skills? |
This is fine to do but in order for an independent reader to gain fluency and confidence it is suggested that they read to they end and guess what the word is on their own. |
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When students correctly use a new vocabulary word in a novel context,they are demonstrating which level of understanding? |
Generation Processing. |
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What is generation processing? |
Stahl says this is thedeepest level of processing when a student goes beyond initial associations tocreate something new, such as a new sentence that uses the learned wordcorrectly. |
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Comprehension processing |
involves such simpleassociations as classifying a word with other words or finding antonyms forsaid word |
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In the initial recognition stage |
a student’sunderstanding is at a very simple level of simply recognizing a word |
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word association |
relieson simple understanding of vocabulary |
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A child who guesses words based on initial consonant sounds only wouldprofit from activities focusing on which concept? why? |
Rimes This will help the studentlearn to use the rest of the word in order to make a better guess than exclusivelyusing onsets |
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Teaching homonyms ishelpful if |
a student struggles with words that are spelleddifferently but sound the same |
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A student wholacks phonemic awareness would have trouble |
understanding that spoken words are made up of sounds |
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A student who lacks self-confidence may |
read hesitantly or stop to question whether the reading is correct |
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A student who lacks visual acuity may |
have difficulty seeing regular print, but if given appropriate materials, will read accurately |
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Which type of reading provides students with a model fordeveloping fluency? |
Echo reading |
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What is echo reading? |
A variant of choral readingin which the teacher reads a sentence, modeling effective phrasing andintonation, and students read the same passage trying to follow the model. Ifstudent reading is good, the teacher moves on to the next sentence. If not,then the teacher models it again. |
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Independent reading |
Children read alone, uninterrupted |
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Oral reading Disadvantage? |
Read aloud. Disadvantage: Typically not practice time prior therefore resulting in anxiety and embarrassment. |
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Silent reading/SSR/DEAR |
the teacher models byreading and students also read. Everyone does so quietly. The modeling is inthe behavior of quietly reading |
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Which activity is useful for teaching children torecognize high-frequency words? |
Word walls |
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What are word walls? |
Classroom displays of highfrequency words [sight vocabulary] that the teacher can add to as additionalwords are learned |
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Anticipation guides |
discussion points that students use before reading in content areas |
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Graphic organizers are |
visual representation of the way a text is organized |
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Reading logs are |
booklets that students use to write their reflections and reactions to what they've read |
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· What is the primary purpose of developing a bank of sightwords for beginning readers? |
To provide a basis forgeneralizations of sounds. Sight vocabulary is essential for increasing theability to recognize words. It works on the basis of frequency of word use andsimilarities in sound. |
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Sight words |
common, high frequency words that all students should know |
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Which activity is especially useful for developing readingfluency? |
Neurological impress method |
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What is the neurological impress method? |
The teacher/fluent readerand student read aloud in unison, with the fluent reader taking the lead onfirst reading and student gradually assumes the lead in determining volume andpace in the next readings. This supports fluency through modeling and support. |
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What is active print processing? |
A concept related to howmuch prior knowledge the reader brings to the text, and the resulting effect onthe reader’s attention to the print. Not fluency related |
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What is a reconciled reading lesson? |
A basal reading programtechnique in which the teacher uses language enrichment activities andextensions to build background before reading, rather than presenting themafterwards as they are sequenced in the teacher’s basal reading package. Notfluency supporting. |
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What is SQ3R? |
study technique that doesnot intend on helping with fluency |
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Guessing based on context cues encourages.. |
..fluency |
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Mouthing words during silent reading may help.. |
..a weak reader to determine if something sounds right. |
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Which fluency strategy requires students to read aloud afavorite passage from a previously read book? |
Read around |
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What is a read around? |
students practicefavorite sentences of passages from a familiar book and then take turns readingtheir choice out loud to others in their group. |
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dialogue retelling |
: students rewrite whatthey’ve read in the form of a dialogue and then preform it like a play |
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Oral previewing |
provided by teacher orfluent reader |
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Radio reading |
Students pretend to benewscasters delivering stories on the air |
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Does activating schema require metacognition? |
No. it is just a student's tendency to apply prior experience to the present text or other task |
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Does making inferences represent metacognition? |
No. It is the skill of making connections across an entire text or filling in missing information |
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Does decoding multisyllabic words require metacognition? |
No. It emphasizes some phonics-based basal reader programs |
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What is a teacher most likely trying to develop when hefrequently engages students in guided oral reading, repeated reading, andchoral reading? |
Fluency |
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Activities to improvefluency are |
repeated reading,chunking and phrasing, choral and echo reading and read-arounds |
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Activities recommended toimprove comprehension focus on |
understanding backgroundknowledge related to the text, techniques the author uses and the purpose ofthe text |
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Meta-cognitive strategiesinclude |
prediction, organizationand self-monitoring |
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The following mayincidentally support vocabulary development |
guided oral reading,repeated reading and choral reading |
