Reading Across The Curriculum: Elementary Praxis Exam 0201

Front 1

Emergent Literacy

Back 1

The awakening of a student's reading ability.
*Emergent readers
-have well developed oral language skills,
-understand print concepts, and
-are phonemically aware

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Background Knowledge

Back 2

The knowledge that students already possess. Students who possess background knowledge in the subject of a reading text are more likely to read that text fluently and with comprehension.

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Choral Reading/Chanting

Back 3

two or more individuals reading aloud from the same text -- this can help students to develop oral reading fluency.

Front 4

Concepts About Print/Conventions of Print

Back 4

An understanding of the ways in which letters, words, and sentences are represented on the page. The most basic "concept of print" is the idea that oral language can be presented in a print format.

Front 5

Constructing Meaning

Back 5

a process of making sense of text; by connecting one's own knowledge with the print readers "build" an understanding of what the text is about.

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Semantic Cues

Back 6

The use of knowledge about the subject of a written text and words associated with that subject to identify an unknown word within the text.

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Self Monitoring

Back 7

The ability of students to examine their own reading comprehension and word identification strategies and modify these strategies for greater success.

Front 8

Graphophonic Cues

Back 8

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

Front 9

Conventional Spelling

Back 9

spelling that is in the standard or correct form for written documents.

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Guided Reading

Back 10

a method by which an experienced reader provides structure and purpose, and models strategies in order to move beginning readers towards independence.

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Inferential Comprehension

Back 11

The second level of reading comprehension. At this level of comprehension, students should be able to draw conclusions about events or topics within a reading text that are not explicitly stated by the author.

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Invented Spelling

Back 12

an attempt by beginning writers to spell a word when the standard spelling is unknown, using whatever knowledge of sounds or visual patterns the writer has.

Front 13

Language Experience Approach

Back 13

Students use their own experiences and their own words to develop their reading, writing, and speaking abilities.

Front 14

Language Structure

Back 14

the organization of words (both spoken and written) into meaningful segments (phrases or sentences) using conventions of grammar and syntax.

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Letter/Sound Correspondence:

Back 15

The idea that each letter or group of letters within a word has a corresponding sound. (phonics)

Front 16

Linguistic Approach

Back 16

a reading approach based on highly regular spelling patterns. Such as: Nat the cat sat on the mat.

Front 17

Miscue:

Back 17

any substitution of a word in a text that a reader makes.

Front 18

Miscue Analysis:

Back 18

an examination of reading errors or substitutions (miscues) as the basis for determining the strengths and weaknesses of students' reading skills.

Front 19

Modeled Reading:

Back 19

an experienced readers' oral reading of a text to aid students in learning strategies, understanding intonation and expression, and the use of punctuation, among other aspects of reading.

Front 20

Phonemic Awareness:

Back 20

consists of being able to hear, identify, and

manipulate individual speech sounds or

phonemes

Front 21

Phonics:

Back 21

a method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system.

Front 22

Picture Walk:

Back 22

A pre-reading strategy: an examination of the text looking at pictures to gain an understanding of the story and to illicit story related language in advance.

Front 23

Prereading Strategies:

Back 23

activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.

Front 24

Shared Reading:

Back 24

when children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as "word" and directionality.

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Sight Word:

Back 25

A word that is immediately recognized as a whole and does not require word analysis for identification.

Front 26

Story/Text Structure:

Back 26

a set of conventions that govern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.

Front 27

Syntax:

Back 27

the pattern or structure of word order in sentences, clauses and phrases; the grammatical rules that govern language.

Front 28

The Writing Process:

Back 28

a view of teaching writing as an ongoing process involving several steps such as: planning, drafting, revising, editing, publishing.

Front 29

Word Analysis/Word Attack Strategies:

Back 29

the process of using strategies to figure out or decode unfamiliar words.

Front 30

Word Families:

Back 30

a group of words that share a common feature or pattern, for example: stay, play, day, hay are all part of the ay family, and stick, stop or stuff are part of the st family.

Front 31

Prereading Strategies:

Back 31

activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.

Front 32

Print Conventions/Conventions of Print:

Back 32

the understandings an individual has about the rules or accepted practices that govern the use of print in the use of written language: for example concepts about print include: reading left to right, top to bottom, words are made of letters, use of spaces between words, use of upper case letters, spelling patterns, punctuation, etc.

Front 33

Shared Reading:

Back 33

when children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as "word" and directionality.

Front 34

Story/Text Structure:

Back 34

a set of conventions that govern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.

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KWL table, or KWL chart

Back 35

The letters KWL are an acronym for "what we know", what we want to know, and "what we learned". A KWL table is typically divided into three columns titled Know, Want and Learned. The table comes in various different forms as some have modified it to include or exclude information.

Front 36

SQ3R

Back 36

Survey, Question, Read, Recite and Review

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Frustration Reading Level

Back 37

The student is unable to read with adequate word identification accuracy and comprehension. The reading level at which the student cannot accurately recognize or comprehend more than 70% of the text.

Front 38

Instructional Reading Level

Back 38

The student can read and comprehend with assistance. The difficulty of text students can read 75% comprehension.

Front 39

Independent Reading Level

Back 39

The student can read and comprehend 90-94% without assistance. The reading level at which the student can accurately recognize and comprehend words well enough that no teacher guidance is required.

Front 40

Literal Comprehension Level

Back 40

Students at this level of comprehension can understand what the literal text, but cannot draw conclusion or effectively critique the text.

Front 41

Inferential Comprehension

Back 41

At this level of comprehension, students should be able to draw conclusions about events or topics within a reading text that are not explicitly stated by the author.

Front 42

Evaluative Comprehension Skills

Back 42

This level of comprehension involves not only understanding the text but also being able to critique it effectively.

Front 43

Listening Comprehension

Back 43

This refers to the level at which students can understand texts that are read aloud to them.

Front 44

Advanced organizer

Back 44

The presentation of relevant learning activities or subject information to students before reading begins.

Front 45

Affixes (prefixes & suffixes)

Back 45

A morpheme attached to base word (also called root word) that changes the meaning of the base or its function.

Front 46

Alphabetic Principle

Back 46

The concept that letters represent speech sounds or phonemes in a language.

Front 47

Assessment

Back 47

A means for meauring a student's progress.
Formative Assessment ("inform" the teacher of what they know, Running Record)
Summative Assessment (sum of what they know, Dibbles)

Front 48

Auditory Discrimination

Back 48

The ability to tell the difference betwen one sound and another sound. Auditory discrimination is very important for developing phonemic awareness.

Front 49

Base word

Back 49

The word to which affixes are attached. A base word is also called the root word.

Front 50

Big Books

Back 50

Large "child-friendly" volumes that help children learn concepts of print and enjoy positive reading experiences.

Front 51

Blending

Back 51

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

Front 52

Comprehension

Back 52

The process of constructing meaning of that which you read.

Understand, Remember, Summarize

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Consonant Blend

Back 53

Two or three consonants blended together. The sound that this blend makes is the sound of the consonants blended together.

Front 54

Consonant Digraph

Back 54

A pair of consonants that makes a single sound that is different from each individual letter sound.

Front 55

Content Area Literacy

Back 55

The ability to learn through reading

Front 56

Context Clues

Back 56

The use of information surrounding an unknown word or group of words to identiify the unknown word.

Front 57

Curriculum-Based Assessment

Back 57

The use of measurement tools and tests that are directly related to the current classroom curriculum.

Front 58

Decoding

Back 58

Analyzing words by identifying sound units

Front 59

Deletion

Back 59

The removal of a sound or phoneme from a word

Front 60

Diagnosis

Back 60

The identification of a specific learning problem or stumbling block

Front 61

Diagnostic Teaching

Back 61

The use of assessments about student problems and progress to design lesson plans and organize reading instruction.

Front 62

Diagnostic Test

Back 62

An assessment designed to measure a students's academic strengths and weaknesses.

Front 63

Diphthog

Back 63

A gliding vowel sound normally represented by two adjacent vowels.

(vowel + w, vowel + y, ou, oi, oy....lips in 2 different positions)

Front 64

Direct Instruction

Back 64

A instructional strategy that includes modeling.
-reading
-writing, and
-speaking skills

Front 65

Directed Listening

Back 65

Listening and prediction skills that are assessed by activites such as DLTA (Directed Thinking Listening Activity)

Front 66

Directionallity

Back 66

The ability to process words in a text in the correct order.

Front 67

Etymology

Back 67

The study of the origins and histories of words.

Front 68

Explicit Instruction

Back 68

An instructional strategy that emphasizes group instruction. (Includes a great deal of teacher-student interactivity)

Front 69

Expository Text (Informational Text)

Back 69

Expository text is intended to
-teach the reader
-explain and describe, or
- convince the reader of a point

Front 70

Figurative Language

Back 70

A tool employed by authors to communicate via simile or metaphor rather than strictly literally.

Front 71

Final Position

Back 71

The end of a word.

Front 72

Fluency

Back 72

The ability to read smoothly with good comprehension.
(read with prosity and expression)

Front 73

Formal Assessments

Back 73

A test that must be administered in a particular way under specific conditions. (standardized test)

Front 74

High Frequency Words

Back 74

The words that appear most often in printed materials.

Front 75

Implicit Instruction

Back 75

Teaching that uses nondirective suggestions and implications in place of explicit direction or modeling.

Front 76

Independent Level

Back 76

The reading level at which the student can accurately recognize and comprehend words well enough that no teacher guidance is required.

Front 77

Inflectional Endings

Back 77

Sounds, which are added to words to indicated tense, possession, number or comparison.

Front 78

Informal Assessments

Back 78

Measurenment tools that can be "sneaked" into classroom activites and daily routines. (Ex. looking at student writing exercises or learning logs)

Front 79

Informal Reading Inventory

Back 79

The IRI assessment tool provides students with reading passages that test their comprehension with questions about the text just read.

Front 80

Initial Position

Back 80

The first part of the word.

Front 81

Irregular sight words

Back 81

Common words that cannot be sounded out such as "of" or "would"

Front 82

Learning Logs

Back 82

These are techniqures that teachers use to help students integrate
-course content
-comprehension strategies, and
-personal feelings.

Front 83

Literary Analysis

Back 83

An argument or point of view about a reading text.

Front 84

Literary Genres

Back 84

Categories of literature that share a central theme.

Front 85

Literary Response

Back 85

A student's expression of feelings about a literary text.

Front 86

Mapping

Back 86

Story mapping is a technique in which students relate the main incidents of a text they have read.

Front 87

Medial Position

Back 87

The middle portion of a word.

Front 88

Metagcogniton

Back 88

A student's reflection on his or her own thought processes. ("thinking about thinking")

Front 89

Mood

Back 89

The emotional environment of a lieterary work.

Front 90

Morpheme

Back 90

The smallest unit of language that has meaning. (Ex. In the word "stomping," both "stomp" and "-ing" are morphemes.)

Front 91

Morphology

Back 91

The study of word structure.

Front 92

Narrative Text

Back 92

This is intended to
-amuse the reader
-relate a story, or
-provide and aesthetic experience.

Front 93

Note Taking

Back 93

Writing down key points made by a reading text.

Front 94

Onset

Back 94

The part of the word or syllable that is followed by a vowel (the "m" in man)

Front 95

Open syllable

Back 95

A syllable that does not end in a consonant sound but rather in a vowl sound.

Front 96

Orthography

Back 96

The study of spelling and standard spelling patterns.

Front 97

Outlining

Back 97

Making a hierachical, chronological list of key points made by a reading text.

Front 98

Phoneme

Back 98

The smallest sound unit in written or oral language. (letter or group of letters)

Front 99

Predictions

Back 99

The ability to guess what a text might say or what words it might use given its subject.

Front 100

Prefix

Back 100

An affix that is attached to the beginningh of a base or root word.

Front 101

Pre-Phonetic

Back 101

An understanding that language can be represented on paper, but not that letters correspond to certain sounds.

Front 102

Proficient Reader

Back 102

A reader who can read most texts including
-newspapers,
-magazines, and
-chapter books

Front 103

Proof-reading

Back 103

The process of examining a piece of writing for
-spelling,
-punctuation,
-grammatical, or
-word-choice errors

Front 104

Psycholinguistics

Back 104

The study of the mental faculties involved in the perception, production, and acquisition of language.

Front 105

R-controlled

Back 105

A vowel sound, such as the "o" in "sailor," that is neither long nor short.

Front 106

Reading Logs

Back 106

A student's written response to classroom texts.

Front 107

Reading Rate

Back 107

The speed at which a reader can comprehend a text.

Front 108

Rereading & Teacher Modeling

Back 108

Reading a text multiple times.

Front 109

Rhyming words

Back 109

Words with a different onset but with the same or similar rimes, such as "meat" and "seat"

Front 110

Rime

Back 110

A rime is the part of the word or syllable that includees the vowel and any consonants that may follow the vowel.

Front 111

Root words

Back 111

The word to which affixes are attached. (base word)

Front 112

Scaffolding

Back 112

Involves a student partnering with a more advanced peer or with a teacher or adult teaching assistant.

staircase--independent reading
*as the staircase gets closer to Independant Reading the staircase starts to disappear.

Front 113

Schemata

Back 113

The information that a reader already knows about a subject.

Front 114

Segmentation

Back 114

The ability to break a word into separate phonemes.

Front 115

Self-Correction Strategies

Back 115

Techniques used to understand a misread or unknown word.

Front 116

SSR (sustained silent reading)

Back 116

Involves having students select books that they want to read and give them time (usually no more than twenty minutes) during the school day to read them. (Teacher may model independant reading.)

Front 117

Story Map

Back 117

A graphic presentation of major plot points and themes from a story.

Front 118

Structural Analysis

Back 118

The practice of breaking a word into parts and defining those parts as a means of understanding the entire word.

Front 119

Structures of Expository Text

Back 119

There are seven basic structures of expository text:
-definition,
-description,
-process,
-classification
-comparison
-analysis, and
-persuasion

Front 120

Study Skills

Back 120

The skills required to learn curriculum information, such as the use of reference materials.

Front 121

Substitution

Back 121

The replacement of one phoneme in word with another phoneme. ("c" or "r" in rat)

Front 122

Suffix

Back 122

An affix attached after a base word or root, such as y in sleepy.

Front 123

Syllabication

Back 123

The breaking up of a word into one or more syllables.

Front 124

Syllables

Back 124

A phoneme or group of phonemes that form one of the sound units of a word.

Front 125

Systematic Instruction

Back 125

An instructional plan, such as a yearlong lesson plan, that moves from simple concepts to more complex ones.

Front 126

Theme

Back 126

The maian idea of a reading text.

Front 127

Think Aloud

Back 127

A teaching strategy in which the teacher recites aloud thought processes that a proficient reader might use when reading or writing.

Front 128

Tracking of Print

Back 128

The ability to read along with a text as someone else reads aloud.

Front 129

Transitional spelling

Back 129

Students use morphological and visual information to determine the spelling of the word instead of relying solely upon phonetic spelling.

Front 130

Vowel Digraphs

Back 130

Two or more successive vowel that make one sound. ("ow" and "ay")

Front 131

Word Families

Back 131

Words that have some of the same combinations of letter combinations in them.

Front 132

Word indentification

Back 132

The ability to identify a word in a reading text, either by
-sounding it out,
-by recognizing it on sight, or
-by using syntactic or sematic cues

Front 133

Phonemic Blending

Back 133

refers to the ability to identify a word when hearing parts of the word (phonemes or syllables) in isolation. This is a very important step in the development of literacy, as well as general language development.

Front 134

Phonemic Manipulation

Back 134

requires children to add or substitute phonemes in words.

Front 135

Phonemic Deletion

Back 135

is the ability to identify how a word would sound if one sound were omitted

Front 136

What are the types of miscue analysis that a reader could make?

Back 136

-insertion

-substitution

-omission

-repetition

-reversal

-hesitation and

-self-correction

Front 137

The 5 components of Reading are....

Back 137

Phonemic Awareness, Alphabetic Principle,

Fluency, Vocabulary, and Comprehension