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78 Cards in this Set
- Front
- Back
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analytic phonics
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whole to part phonics instruction
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synthetic phonics
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part to whole phonics instruction
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morphology
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study of word formation (prefix, suffix, root word)
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hyperbole
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an exaggerated comparison ("She was scared to death")
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phonics
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knowledge of letter/sound correspondence, taught with print
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phonemic awareness
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conscious awareness that words are made up of individual speech sounds, taught without print
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S-ABCD
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Standard driven
Assessment based Balanced Comprehensive Differentiated |
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frustration reading level
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cannot read and understand books at this level
-reads less than 90% -less than 60% comprehension |
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instructional reading level
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can read and understand text with the help of a teacher
-reads 90% correctly -60% comprehension |
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independent reading level
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can read and understand text w/o assistance
-reads 95% correctly -90% comprehension |
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syntactic errors
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misreading a word for another word but is the same part of speech
i.e., into---through |
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graphophonemic errors
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errors related to sound/symbol relationships
i.e., feather---father -student is reading word by word -text too difficult |
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semantic errors
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meaning related errors
i.e., dad---father -relies too much on semantic cuing system |
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miscue analysis
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while a student reads a word/sentences their errors are recorded.
i.e., running record |
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spelling stages
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1) prephonetic
2) phonetic 3) transitional 4) conventional |
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pre-phonetic
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First Stage:
-do not write at least 1 letter per sound -some sounds not represented 1-precommunicative 2- semiphonetic |
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IRI
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Informal reading inventory:
-collection of tests used to assess reading development - yopp singer test, spelling test, CLOZE, san diego quick assessment |
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STAR
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standardized testing and reporting
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stanine score
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-norm-referenced
-raw scores are converted to a 9 pt. scale |
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grade-equivalent score
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student's raw score is converted to a school grade level
i.e., 6.3, 6th grade, 3rd month |
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3 levels of comprehension
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1) literal
2) inferential 3) evaluative |
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norm-referenced test
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scores allow for comparisons to be made between the students taking the test and a national average
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validity
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a test is valid if it measures what it claims to measure
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QAR's (4)
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Question Answer Relationships
1) right there 2) think and search 3) author and you 4) on my own |
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letter production
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ability to write the upper and lower case letters legibly
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letter recognition
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ability to identify letters in both upper and lower case
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print-rich environment
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labels, captions, morning message, mail boxes
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environmental print
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refers to print messages that occur in everyday life.
i.e., bumper stickers, candy wrappers, milk cartons |
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language experience approach
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students share experience to teacher and dictate to adult who records it verbatim, read story together
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The share book experience
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reading story together
-introduction -read story -discuss -re-read |
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Clay's Concept about Print Test
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-use book "Sand" or "Stone"
-some pgs. in book upside down, reverse print -teacher asks questions about text |
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concepts about print (3)
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-print carries meaning
-directionality and tracking -book orientation |
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heterogenous grouping
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children w/different skill levels are grouped
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homogenous grouping
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children of the same ability are grouped
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reliability
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a test is reliable if its test results yield consistent scores
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sound segmentation
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Phonemic awareness skill
-most difficult i.e., pig ----/p/ /i/ /g/ |
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Yopp-Singer Test
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-tests phonemic awareness skill of word segmentation
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dipthongs
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glided vowel sounds made by vowel combinations
i.e., oil, coil, boy |
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digraphs
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2 individual letters that together make 1 sound
i.e., /ch/, /sh/, /th/ |
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phonograms
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-rimes that have the same spelling
-word families i.e., cat, bat, fat |
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onsets and rimes
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CAT
*is by syllables onset: initial consonant (c) rime: vowels and consonants that follow (at) |
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graphemes
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the letters that represent phonemes
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phoneme
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-speech sound that signals difference in meaning
-smallest unit of speech |
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SQ3R
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Survey
Question Read Recite Review |
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CLOZE
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used to determine student's comprehension of text
-passage of 275 words, delete 50 -must fill in |
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etymology
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study of orgin and development of words
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metaphor
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comparison when you say something IS something else
i.e., The road was a river of moonlight. |
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phonetic
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Second Stage:
-all sounds are represented by a letter -not always spelled right |
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figurative language
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the use of words in a non-literal way that gives meaning beyond their everyday definition
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connections to literature (3)
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1) intertextual connections
2) personal connections 3) test-to-world connections |
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reciprocal teaching
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instructional strategies for teaching strategies
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similie
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comparison between unlike things using like or as
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PreP
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Pre-reading Plan
-associations -reflections on associations -organizing associations |
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morphology
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prefixes, suffixes, root words
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conventional
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Fourth Stage:
-spells almost all correctly -mistakes occur only when spelling new words |
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transitional
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Third Stage:
-know orthographic patterns -all sounds have letters -mistakes do occur |
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sight words
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-identify w/o breaking down
-irregular spellings -high frequency words -content area words |
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personification
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giving human characteristics to inanimate objects
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KWL
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What I know
What I want to know What I want to learn |
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What can be in an IRI?
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reading interest survey, word recognition lists, graded reading passages, phonics tests, vocabulary test, CLOZE, Yopp-Singer
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contextual clues
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use surround words to figure out the meaning of unknown words
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self-study
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-method for teaching spelling
-look, say, spell, blind spell, write, check, write |
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evaluative comprehension
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-recognizing bias
-detecting propaganda -distinguish fact from fictions |
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story elements (5)
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1) plot
2) setting 3) characters 4) figurative language 5) mood/tone/style |
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Qualitative Assessment
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to assess oral/written language
-written summaries of their performance -written comments |
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Discrete Assessment
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assess separate elements of oral language and writing
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Analytic Quantitative Assessment
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-multiple criteria and sums for total
-e.g., 1-5 on capitalization, spelling, topic sentences, conclusion |
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Writing Process (5)
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1) prewriting
2) writing 3) revising 4) editing 5) publishing |
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semantic mapping
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diagrams to teach meanings of words
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listening vocabulary
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understands when listening to other people speak
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speaking vocabulary
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words you use when you talk
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writing vocabulary
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words you use when you write
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sight vocabulary
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words recognized and correctly pronounced
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meaning vocabulary
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words understood when read silently
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speaking vocabulary
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words you use when you talk
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writing vocabulary
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words you use when you write
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sight vocabulary
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words recognized and correctly pronounced
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meaning vocabulary
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words understood when read silently
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