Mtel Foundations Of Reading

Front 1

morpheme

Back 1

a combination of sounds that have a meaning

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free morpheme

Back 2

a combination of sounds that do not need anything added to make a word.

ie. Cat

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base word

Back 3

a morpheme that gives a word its meaning

often called the root word

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affix

Back 4

a morpheme that comes before or after a base morpheme
that CHANGES the meaning of the base or its function.

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bound morpheme

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sound or combination of sounds that cannot stand alone

ie. the s in Cats

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inflectional morpheme

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changes the function of the word

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derivational morpheme

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changes the meaning of the word or the part of speech or both, creating new words

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allomorphs

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different phonetic form or variation of a morpheme

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homonyms

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A word which is spelled and pronounced identically to another word, but which has a different meaning. For example, a swimming POOL versus a POOL table.

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homophones

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A word which is spelled differently from another word, but which is pronounced identically. For example, HOARSE versus HORSE; or TWO versus, TO, versus, TOO.

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r-controlled sounds

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when a vowel is followed by an r

ie. /ar/ sound as in car or guitar

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closed syllables

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ends with a consonant

ie. in, ask, sock

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open syllable

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ends with a vowel

ie. no, she, I, a

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consonants

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letters that aren't vowels

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synonyms

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words that mean exactly the same as another word

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allusion

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makes reference to something or someone

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phonics

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connection between sounds and letters written

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comprehension

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reader understands what is happening in the text

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semantics

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word sentence meaning

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syntax

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the way words are put together to form phrases, clauses, or sentences

sentence structure

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reading fluency

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the ability to read phrases and sentences smoothly and quickly, while understanding them as expressions of complete ideas

can be developed by modeling fluent reading and having students engage in repeated oral reading

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phonological awareness

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the ability to recognize that words are made up of a variety of sound units

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short vowel

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a vowel that is followed by a consonant

ie. up, cut, eat

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onset

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beginning sound of a word

precedes phonemes

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long vowel

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vowel sound is the same as its name

ie. long o, as in pillow

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rime

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ending sound of a word

precedes phonemes

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digraph

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a single sound represented by 2 letters

ie. ck makes the /k/ sound as in chick

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blend

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the ability to take separate sounds and blend them into a single word or syllable

ie. bl -> /b/ + /l/ as in blend

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diphthong

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2 vowels that are pronounced separately

ie. "ou" in house

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phonology

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the study of how sounds are organized and used in natural languages

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pragmatics

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the study of language from the point of view of usage, or communication

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prosody

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study of language, intonation, rhythm, pitch, stress and juncture

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recode

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change information from one form to another

ie. from reading to writing

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encode

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changing spoken words into written words; spelling

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decode

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changing written words into spoken words; reading

also called "alphabetic principle"

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alliteration

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word begin with the same consonant

ie. Peter Pipper pick a pack of pickled peppers

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assonance

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the repetition of vowel sounds in nearby words

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authentic assessment

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students are asked to perform real-world tasks that show meaningful application of essential knowledge and skills

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phonemic awareness

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ability to hear, identify, and manipulate phonemes, the smallest units of sound that can differentiate phonemes

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test validity

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the extent to which a test measures what it is suppose to measure

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test reliability

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the consistency of test performance

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independent reading level

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easily read; 95% word accuracy

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instructional reading level

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challenging but manageable for the reader; 90% word accuracy

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frustration reading level

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difficult text for student to read; less than 90% word accuracy

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oral vocabulary

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words we understand when we communicate orally or are read to

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print vocabulary

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words we know when we read or write

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receptive vocabulary

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words we understand when we listen or read

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productive vocabulary

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words that are used during speaking and writing

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language load

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the number of unrecognizable words an English Language Learner encounters when reading a passage or listening to a teacher.

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Tier 1 words

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basic vocabulary

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Tier 2 words

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high frequency/multiple meaning vocabulary

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Tier 3 words

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low frequency, context-specific vocabulary

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sight words

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common words with irregular spelling

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most effective strategy for decoding sight words

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none, sight words cannot be decoded. Readers must learn to recognize these words as wholes on sight

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how to enhance ELL's fluency

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read aloud while students follow the words in their books

tape-assisted reading

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phonological activities are.....

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oral

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steps to determining multisyllabic words

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locate the vowels, then locate familiar word parts

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analogizing involves ...

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identifying and using groups of letters that occur in a word family

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Cultural load

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concerned with how the relationship between language and culture can help or hinder learning

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Collaborative Strategic Reading is a teaching technique that depends on...

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cooperative learning and reading comprehension

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outcome assessment

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given at the end of the year, to determine if instructional goals established at the beginning of the year have been successfully reached

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code knowledge facilitates reading fluency because

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it offers a systematic approach to untangling the wide variety of vowel sounds when an unfamiliar word is encountered

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explicit instruction

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teacher clearly outlines what the learning goals are for the student, and offers clear, unambiguous explanations of the skills and information structures they are presenting

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implicit instruction

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instructor simply presents the information or problem to the student and allows the student to make their own conclusions and create their own conceptual structures and assimilate the information in the way that makes the most sense to them

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phonogram

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a common spelling pattern used to spell the rime of a group of single-syllable words

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structural analysis

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the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words.

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alphabetic principle

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The ability to associate sounds with letters and use these sounds to form words.

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auditory discrimination

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The ability to tell the difference between one sound and another sound. This is VERY important to develop phonemic awareness

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Background knowledge

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The knowledge that a student already possesses. Students who posses this are more likely to read a text fluently and with comprehension.

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comprehension strategies

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note taking, outlining, self monitoring, rereading, summarizing, story mapping, and using learning logs

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concepts about print

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An understanding of ways in which words, letters and sentences are represented on a page. Basically, knowing that oral language can be presented in print format.

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consonant blend

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2 or 3 consonants blended together. you can hear each individual sound

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context clues

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The use of information surrounding a word in order to understand the meaning. This includes syntax, meanings of surrounding words, pictures,topography.

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deletion

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the removal of sound from a word. Requires manipulation of phonemes in words and is considered to be more difficult than other forms of phonemic awareness.

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direct instruction

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An instructional strategy that involves modeling reading, writing, and speaking skills, the use of guided reading, and the encouragement of independent reading and writing.

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etymology

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the study of the origins and history of words.

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explicit instruction

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Instructional strategy that emphasizes group instruction. This instruction should include a lot of teacher-student activity.

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expository text

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The primary purpose of this text is to provide facts or opinions. It is NOT centered around a plot. Its intention is to teach the reader.

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figurative landguage

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A tool employed by authors to suggest that a piece of writing has a lot of similes and metaphors rather than strictly literary.

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graphophonic cues

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The process of sounding a word out. The use of letter-sound correspondence to figure out words in a text.

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implicit instruction

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Teaching that uses non-directive teaching techniques and tactic implications instead of explicit teaching.

Can include encouraging students to look for words or word parts in environmental print

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phoneme isolation

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recognizing the individual sounds in words, example, "Tell me the first sound you hear in the word paste" (/p/).

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phoneme identity

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recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" (/b/).

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phoneme substitution

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one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as /h/) for another (/c/). Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can).

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oral segmenting

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ability to hear a word, and identify the individual sounds

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awareness of print

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understand that the squiggly lines on a page represent spoken language. They understand that when adults read a book, what they say is linked to the words on the page, rather than to the pictures.

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grapheme

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is a unit (a letter or letters) of a writing system that represents one phoneme ; a single sound that has one phonemic correspondent.

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Levels of phonological and phonemic awareness skills

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1) rhyming
2) segmenting
3) blending
4) deleting
5) substituting

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phonemes

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the smallest parts of sound in a spoken word that make a difference in the word's meaning. For example, changing the first phoneme in the word hat from /h/ to /p/ changes the word from hat to pat, and so changes the meaning.

represented by letters and letter paris

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How can children show us they have phonemic awareness?

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1) recognizing which words in a set of words begins with the same sound - bell, bike, boy all have /b/ in the beginning
2) isolating and saying the first or last sound in a word. - beginning sound of dog is /d/, the ending sound of sit is /t/.
3) Combining or blending the separate sounds in a word to say the word /m/,/a/,/p/, map.
4) Breaking or segmenting a word into its separate sounds - up - /u/, /p/

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Children can show us they have phonological awareness by:

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1) identifying and making oral rhymes
2) identifying and working with syllables in spokes words. - My name has two syllables - An-drew
3) identifying and working with onsets and rimes in spoken syllables, or one-syllable words. "The first part of sip is s-.", "The last part of win is -in."
4) Identifying and working with individual phonemes in spoken words - the first sound in sun is /s/.

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syllable

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a word part that countains a vowel or, in spoken language, a vowel sound. e-vent. news-pa-per. ver-y

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Activities to built phonemic awareness

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1) Phoneme Isolation
2)Phoneme Identity
3)phoneme categorization
4)phoneme blending
5)phoneme segmentation
6)phoneme deletion
7) phoneme addition
8)phoneme substitution

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How can phonemic awareness and segmenting words into phenomes help children learn how to spell?

Back 94

children who have phonemic awareness understand that sounds and letters are related in a predictable way.

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Phoneme Manipulation

Back 95

when children work with phonemes in words, they are manipulating the phonemes.

types of manipulation-
blending phonemes
segmenting phonemes
adding phonemes
deleting phonemes
substituting one phoneme for another to make a new word

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Phonemic awareness is most effective when it focuses only on ______ __ ____ types of phoneme manipulation, rather than __________ types.

Back 96

one or two, rather than several types.

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one or two, rather than several types? why?

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small group is more effective - children benefit from listening to their classmates respond and receive feedback from the teacher

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What two factors make phonics instruction most effective:

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must be systematic - plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence.

must be explicit- the programs proivde teachers with precise directions for the teaching of these relationships

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vocabulary

Back 99

the words we must know to communicate effectively

important because
- beginning readers use their oral vocabulary to make sense of the words they see in print
- readers must know what most of the words men before they can understand what they are reading

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how to develop vocabulary

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indirectly - when students engage daily in oral language, listen to adults read to them, and read extensively on their own

directly - when students are explicitly taught both individual words and word learning strategies

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text comprehension

Back 101

important because it is the reason for reading

it is purposeful and active

can be developed by teaching comprehension strategies

can be taught in 3 main ways
- through explicit instruction
- through cooperative learning
by helping readers use strategies flexibly and in combination

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authentic assessment

Back 102

Assessment activities which reflect the actual workplace, family, community and school curriculum.

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What is the Balanced Literacy lesson format?

Back 103

Begins with a 10-15 minute mini-lesson which is delivered to the whole class. It is then followed by a 30 minute small group lesson. It concludes with a 10 minute share during which the whole class reconvenes to share.

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What is BICS- Basic Interpersonal Communications Skills?

Back 104

learning a second language skill and becoming proficient in a 2nd language through face to face interactions-translations through speaking, listening and viewing.

Front 105

What features of a book do children need to be familiar with?

Back 105

Front/back covers, title page, half title page, dedication page, table of contents, prologue and epilogue, forward and after notes, captions, lables, glossary, index, heading, charts and sidebars.

Front 106

What is reading comprehension?

Back 106

occurs when the readers correctly interprets the print on the page and constructs meaning. depends on activating prior knowledge, cultural and social background of the reader, and the reader's ability to use comprehension monitoring strategies.

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orthography

Back 107

a method of representing spoken language through letters and diacritics.

Front 108

contextual redefintion

Back 108

using context to determine word meaning

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letter-sound knowledge

Back 109

Students with letter-sound knowledge have learned the common sounds of letters, letter combinations, and spelling patterns, and how they can blend the sounds of letters together to read words.

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All good assessment tools have the following four characteristics.

Back 110

-A standard piece of work to be performed.
-A standard way of creating the conditions for and administering the work to be performed.
-Standards of measurement so that teachers can kinow how and when to make dependable, meaningful comparisons.
-A peice of work that can be found in the real world so that observations and assessments made by the teacher will have some relevance to the child's real-world existence.

Front 111

Analysis of children's assessment scores enables the teacher to...

Back 111

Tailor their lessons to their students' individual need to progress through literacy acquisition.

Front 112

Name the five categories that most assessment tolls can be organized into.

Back 112

-Student Profile
-Auditor Discrimination and Phoneme Awareness
-Emerging Literacy Assessments
-Sight Word Assessments
-Formal Reading Assessment

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Emerging Literacy assessments determine a student's readiness to learn to read and may include these five assessment tools:

Back 113

-Environmental print assessments,
-name literacy,
-book handling assessments,
-language of experience assessments, and
-stages of writing assessments

Front 114

What are the three reading levels students have that teachers can assess?

Back 114

-Independent = 95% accuracy
-Instructional = w/ assistance of teacher 85-95%
-Frustration Level = Below 85% accuracy

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anaphora

Back 115

The deliberate repetition of a word or phrase usually at the beginning of several successive verses, clauses, or
paragraphs;

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Kinds of Sentences

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Declarative—makes a statement or expresses and opinion and ends with a period;
imperative—makes a request or gives a command and ends with either a period or an exclamation point;
exclamatory—expresses strong feeling and ends with an exclamation point;
interrogative—asks a question and ends with a question mark

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Types of Sentences

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Simple—consists of one independent clause; compound—consists of two or more independent clauses;
complex—consists of one independent clause and one or more dependent (subordinate) clauses; compound-complex—consists of tow or more independent clauses and one or more dependent (subordinate) clauses

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literacy

Back 118

The ability to read and write and other requirements of that culture to be literate

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What is Self-efficacy?

Back 119

Beliefs a person has about his or her capabilities to learn or perform behaviors at designated levels. Capable at performing a particular task.

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What is Metalinguistics?

Back 120

Study of the interrelationship between language and other cultural behavior.

Front 121

Four Ways to build Phonemic Awareness

Back 121

1. Tell Rhymes
2. ABC’s & read alphabet books
3. Alliteration
4. Give the ability to sound and blend their letters (slap, trap)

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Conventions of print

Back 122

Things we take for granted for example how many paragraphs, sentences, reading left to right etc.

Front 123

6 thinking processes:

Back 123

Connect
Organize
Image
Predict
Self monitor
Generalize

Front 124

5 systems of language:

Back 124

1. sound – phonology
2. meaning – semantics (vocabulary)
3. word order – syntax
4. grammar – morphology
5. social uses – pragmatics

Front 125

7 crucial understandings about print

Back 125

Children who have had many print experiences
• know why we read and write
• have greater knowledge stores to make sense of the information they read
• understand the conventions and jargon of print
• have higher levels of phonemic awareness
• can read some important-to-them words
• know some letter names and sounds
• are eager and confident in their fledgling reading and writing attempts.

Front 126

consonant digraph

Back 126

two letters that represent one sound

i.e. sh, ch, th, wh

Front 127

book handling skills

Back 127

Building print awareness by getting books into a students hands

- Grasp book and put it in the mouth
- Helps to turn the page or does it ackwardly
- Turns it right side up

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lexicon

Back 128

the total vocabulary of a single category represented in long-term memory.

Front 129

How is phonics awareness developed in children?

Back 129

any activity that breaks words apart by phonemes.

Front 130

CVC generalization

Back 130

consonant vowel consonant

the vowel will be short

i.e. pat, sat, cat, mat

Front 131

What are some strategies for promoting the directionality of print awareness?

Back 131

-explicit modeling of directionality
-large picture books held in from of class and read to class.
-should be taught when the student writes as well.

Front 132

What are some stategies for promoting the ability to track print in connected text?

Back 132

-posting familiar texts around the room at "kid level"
-pointing to words as reading occurs.
-copy familiar reading on cars have student reassemble and display them.
-sing songs tailored to punctuation, capitalization etc.
-even if students can't read encourage them to find letters from left to right.

Front 133

Effective phonics instruction includes:

Back 133

-explicit and systematic material.
-helps student understand why they are learning material.
-helps students apply knowledge.
-can be adapted to individual student's needs.

Front 134

What are some strategies for promoting the understanding of the relationship between spoken words and written language?

Back 134

-having "word charts" in the class, that keep a running record of new words, letters etc.
-labeling everything int he class.
-reading over-sized books.
-manipulative letters and words lessons.

Front 135

What is the role of environmental print in developing print awareness?

Back 135

-enables children to connect every day objects in the their sphere of knowledge to the printed words.
-children can cut out or create symbols from breakfast food containers, menus, newspapers etc and put them in an environmental print book.

Front 136

How/why do you develop book handleing skills?

Back 136

-transmits that print carries meaning.
-transmits that letters can be formed to make words.
children should be taught explictily how to handle a book, pointing out the covers, table of contents, title page, how to hold the book, where reading starts in the book.

Front 137

What are some strategies for promoting an understanding of the directionality of print?

Back 137

-explicitly modeling where the sentence begins.
-Pointing to words as you read (using pointers)
-can/should be taught when reading as well.

Front 138

What are some strategies for promoting the ability to track print in connected texts?

Back 138

-posting familiar texts at "kid-level".
-pointing to words as they are read.
-copy familiar readings on cards and have students reassemble them.
-sing-songs tailored to punctuation, capitalization etc.

Front 139

What are some strategies for promoting letter knowledge and letter formation?

Back 139

-have students sort word cards based on "all words that start with 'R'".
-copy student's names on the board, as how many "R's" there are, how many letter appear in a row. etc.

Front 140

What are some strategies for promoting an understanding of he alphabetic principle?

Back 140

-create signs for the class, tell the students what you are doing and what the signs mean.
-bring in familiar items such as cereal boxes and discuss the letter that are on the box.
-Read alphabet books that show a picture of the letter and a picture of a common object associated with that letter.

Front 141

What are some strategies for teaching letter-sound correspondence and alphabetic knowledge to individual students?

Back 141

-selecting materials that are relevant to the student's environment.

Front 142

What are some strategies for helping students decode single-syllable words that follow commons patterns and multi-syllabic words?

Back 142

-Songs that have syllablic rhymes.
-Encourage students to bring in multisyllable words for their environment.
-Direct teaching of of common patterns.
-Use analogy strategy, "thunder", "thun" is like "sun", "der" is like "her".

Front 143

What are sementic cues to help decode words?

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-knowledge of word meanings.
-context of passage.
-what word doesn't seem to fit?

Front 144

What is the relationship between decoding and encoding?

Back 144

children must be able to read (decode) a word in order to know which word to write (encode).

Front 145

What is the relationship between oral vocabulary and the process of decoding written words?

Back 145

If a student does not know how to use a word (meaning/pronunciation), decoding the word will be very difficult. Comprehension, if the word is decoded, may not be there.

Front 146

What strategies help in promoting comprehension of imaginative and literary texts?

Back 146

-STOP TO THINK-
STORY MAPPING-
-CHARACTER MAPPING-
-Read sections of a text, write a quick response.

Front 147

how to develop literary analysis skills?

Back 147

-create a positive, afirming atmosphere.
-prepping to read; activating prior knowledge, new concepts are taught, a purpose is set.
-small group discussions, questions generated.
-response journals.

Front 148

How do you develop literary analysis skills?

Back 148

-explicitly teach different styles.
-teacher reads
-students determine what type of book it is, record responses.
-teacher then asks students how to story would change if it were in a different style.

Front 149

What are the levels of reading comprehension and strategies for promoting comprehension of information and expository texts?

Back 149

CORE (Model- Connect, Organize, Reflect, Extend).
Connect with prior knowledge, Organize, text structure is explicitly taught, Reflect as they read, Extend, questions further research.

Front 150

What are the different text structures?

Back 150

-Enumeration text- lists
-Time Sequence
-Explination
-Compare and contrast
-Cuase and effect
-Problem/solution

Front 151

What are some ways that students can apply reading comprehension skills for different purposes?

Back 151

-newspapers
-timeline
-narrative texts
All for the same material.

Front 152

What are the uses of oral language strategies to promote comprehension?

Back 152

-STOP TO THINK-
-Matrixes

Front 153

What are writing activities to promote comprehension?

Back 153

KWL
CLOZE- fill in missing words as you read.

Front 154

What are some strategies for ID-ing point of view, fact from fiction and detecting faulty reasoning?

Back 154

-comparing newspaper stories.
-critiquing cartoons.
-advertisement critiques.
-show how some ideas can be proven and others can't.

Front 155

How can writing activities promote literacy response and analysis?

Back 155

-retell story from a different character's perspective.
-act out book.
-newspaper from a given section of the book.

Front 156

What is the role of oral reading fluency in facilitating comprehension?

Back 156

-teacher should model proper inflection and energy when reading to class.

Front 157

How do you use oral language activities to promote comprehension?

Back 157

-retelling
-oral questioning
-reenactments.

Front 158

How do you use comprehension strategies before, during and after reading?

Back 158

SQ3R
-prompts should be posted around the room.
-story boards

Front 159

How does reading construct meaning?

Back 159

readers interact with the material. They bring their own experiences and interpret the author's ideas through the lens of their own.
-readers use schema to do this.

Front 160

What are some strategies for promoting comprehension across the curriculum by expanding knowledge of content area vocabluary?

Back 160

-create a "T-bar" graph to list common synonyms of words, including word meanings from other content areas.
-create a vocabulary matrix (list of words, definitions, related words, word in a sentence and a visual picture.

Front 161

What are some strategies for clarifying and extending a reader's understanding of unfamiliar words?

Back 161

-include students in construct word webs, based on these words.
-include student's own definitions.
-use semantic feature analysis

Front 162

What are some strategies to teach foreign words and abbreviations?

Back 162

-cut out common foreign words from common sources, menus, etc.
-have children pick one of these words to look.
-create a word wall, or book.

Front 163

common sayings, proverbs, idioms?

Back 163

-Fortune Cookies-
-give out fortune cookies.
-model reading the fortune.
-make fortunes part of a word wall.
-have children write their own fortunes for friends of family.

Front 164

syntatic cues

Back 164

-how language wounds.
-what word starts with that sound?

Front 165

What are sementic cues to help decode words?

Back 165

-knowledge of word meanings.
-context of passage.
-what word doesn't seem to fit?

Front 166

What are some methods for promoting and assessing the use of phonics generalizations to decode words in connected text?

Back 166

-look for spelling patterns that you know.
-are there smaller words, inside the word, that you many know?
-Self monitor reading.
-sound out.