Rica Flashcards

Front 1

Phonemic Awareness

Back 1

Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. Before children learn to read print, they need to become more aware of how the sounds in words work.

Front 2

Phonics

Back 2

Phonics is a method for teaching reading and writing of the English language by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.

Front 3

Dipthong

Back 3

A diphthong is a sound made by combining two vowels, specifically when it starts as one vowel sound and goes to another, like the oy sound in oil.Diphthong comes from the Greek word diphthongos which means "having two sounds."

Front 4

Vowel Digraphs

Back 4

Digraphs that spell vowel sounds include the letter pairs ai, ay, ee, ea, ie, ei, oo, ou. ow, oe, oo, ue, ey, ay, oy, oi, au, aw. The important thing to remember is that a digraph is made of two letters, and although the letters spell a sound, the digraph is the two letters, not the sound.

Front 5

Fluency

Back 5

Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy.

Front 6

Fluency Strategies

Back 6

Model Fluent Reading

Do repeated readings in class

Promote Phrased reading in class

Enlist tutors to help out

Reader's Theatre

Front 7

Levels of Reading Comprehension

Back 7

1. Literal - The answer can be found “right there” in the text (it is stated explicitly)2. Inferential - The reader must understand beyond what is “right there” in the text (How? Why?)3. Evaluative - The reader must distinguish fact from opinion, detect bias.

Front 8

Independent Reading Level

Back 8

Student read aloud 95% or more words correctly and answers 90% or more of the comprehension questions. Child can read and understand books w/out assistance from teh teacher.

Front 9

Instructional Reading Level

Back 9

(90, 60)Students read aloud 90% or more of the words correctly and answers at least 60% of the comprehenstion questions correctly. - Student can read and understand material at this level with help from teacher.

Front 10

Frustration Reading Level

Back 10

The child correctly read aloud less than 90% of the words or did not answer 60% of the comprehension questions correctly. - child cannot read and understand books at this level, even with help.

Front 11

Morphology

Back 11

In linguistics, morphology /mɔrˈfɒlɵdʒi/ is the identification, analysis and description of the structure of a given language's morphemes and other linguistic units, such as root words, affixes, parts of speech, intonations and stresses, or implied context.

Front 12

Story Mapping

Back 12

Story mapping is a top-down approach of requirement gathering and is represented as a tree. Story mapping starts from an overarching vision. A vision is achieved via goals. Goals are reached by completing activities. And to complete an activity, users needs to perform tasks. And these tasks can be transformed into user stories for software development.

Front 13

Story Frames

Back 13

The reason I think this is because __________

The theme of the story is ____________

In my opinion, ___________________

Front 14

CLOZE

Back 14

The cloze procedure is a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. This procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuablereading comprehension information.

Front 15

Homophones

Back 15

A homophone is a word that is pronounced the same as another word but differs in meaning, and may differ in spelling. The words may be spelled the same, such as rose (flower) and rose (past tense of "rise"), or differently, such as carat, caret, and carrot, or to, two, and too.

Front 16

Homographs

Back 16

each of two or more words spelled the same but not necessarily pronounced the same and having different meanings and origins

Front 17

What is one way you can assess phonemic Awareness?

Back 17

Yopp Singer Assessment-A test used to assess phoneme segmentation. In this assessment the teacher says 22 words. The child must provide each sound of the word in order. So, when the teacher says dog, the correct response is /d/, /o/, /g/

Front 18

When should direct phonics lessons be used?

Back 18

These lessons should be used with children who have not aquired the sound-symbol relationships appropriate for their grade level.

Front 19

What is a reading interest inventory?How should it be administered?What 2 things should be determined?

Back 19

DEF.: a survey of student reading BEHAVIORHow? Orally to younger kids in writing to older kidsTo determine:1. How much a child valuesreading as a recreationalacitivity2. The child's reading pre-ferences

Front 20

How can you support the reading development of ELs?

Back 20

1. Differentiated Vocabulary Instruction: Use Visual aids and real objects.2. Preview-Review- A preview of the lesson including objectives is given in the student's first language. After the lesson, a review of what was learned is provided in the first language. 3. Graphic Organizers/Outlines. Help ELs activate background knowledge and predict what they are about to read.4. Teacher Model/Explicit Instruction- teachers should model any behaviour they want students to do themselves. Teachers should be very clear when they ask ELs to do something.

Front 21

What are the stages in the writing process?

Back 21

1. Pre-writing- Students choose or narrow their topic. Children will generate main ideas and organize supporting detail. This can be accomplished by quick writes, drawing picture, writing outline, or using semantic web (cluster). 2. Drafting - Student composes first draft3. Revising/Editing- Someone should edit the first draft (writer herself, teacher, or classmate). The writer then makes revisions based on editor's suggestions.4. Final Draft- Usually revision completed in stage three will be draft, sometimes more drafts are needed.