Reading...
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34 Cards in this Set
- Front
- Back
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digraph - digraPH
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two letters representing one single sound - "ph" "oa"
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entymology
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the history of language or words
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orthographic pattern - orthography
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spelling patterns using letters/symbols to represent sound
i.e.: mate, rate, late, date, |
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QAR
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Questions Answer Relationship - classifying questions
*helps comprehension - literal, inference, and evaluation -or- right there, think & search, author & you, on your own |
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reciprocal teaching
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small group where students summarize, generate questions, clarify, and predict - gradual release of responsibility to student through scaffolding
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grapheme/phoneme
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grapheme is a single letter - can represent one sound or more
phoneme is one sound - can be represented by one or more letters (used in decoding) |
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morpheme
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smallest unit of a word that has meaning - can be prefix, suffix, or root word
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syntactic miscue
(syntax) |
grammatically fits, but can change meaning
*He caught his small ball. *He caught THE small ball. |
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graphic miscue
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word read "looks like" word in print
*visual |
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semantic miscue
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changes word, but not meaning of sentence
*He caught his small ball. *He caught his LITTLE ball. |
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pragmatic miscue
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all three miscue areas together IN CONTEXT
*does the word read fit grammatically, meaning, and visually within the context of the passage? |
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IRI
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Informal Reading Inventory - The use of a graded series of passages of increasing difficulty to detennine students' strengths, weaknesses, and strategies in word identification and comprehension.
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Interactive Writing
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A shared experience used to assist emergent readers in learning to read and write. With the help from the teacher, students dictate sentences about a share experience, such as a story, movie, or event. The teacher verbally "stretches" each word so students can distinguish its sounds and letters, as students use chart paper to write the letter while repeating the sound. After each word is completed, the teacher and students reread it. Students take turns writing letters to complete the words and the sentence(s). The completed charts are put in the wall so students can reread them or rely on them for standard spelling.
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Miscue Analysis
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A strategy for analyzing the errors students make when they read aloud. After listening to a student and noting their reading, a teacher can categorize students' errors or patterns according the graphophonic, syntactic or semantic cueing model in order to determine student strengths, needs, and instructional steps. See also Running Record or IRI.
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Print-rich Environment
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An environment in which students are provided many opportunities to interact with print, and where an abundance and variety of printed materials are available and accessible. Students have many opportunities to read and to be read to. In such an environment, reading and writing are modeled by the teacher and are used for a wide variety of authentic, everyday purposes.
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Reader's Workshop
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This is the process in which students read, explore and respond to books of different genres and on a variety of topics. Students can respond in logs and share their entries with others for response, or have group discussions of books read. These activities provide students with practice in using successful decoding and comprehension strategies.
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Sheltering (Sheltered English)
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This involves a series of instructional strategies used in combination with a modified curriculum and materials in order to provide meaningful content area instruction for intermediate English speakers. English is used as the medium of instruction, modified to make the subject more comprehensible. Native language resources may be used to support the understanding of the subject matter.
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SQ3R (much like UNRAAVEL)
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This is an instructional strategy for study reading. The steps in the strategy are:
o Survey: The student previews the reading material to determine the overall content and organization; o Question: The student establishes a purpose for reading by reviewing questions posed by the teacher (or those at the end of the chapter); o Read: The student reads in order to answer the questions raised. o Recite: The student closes the book and attempts to answer the questions raised. o Review: Later, the student again attempts to answer the questions that were raised. |
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Story Frame/Map
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A graphic organizer of major events and ideas from a story to help guide students' thinking and heighten their awareness of the structure of stories. The teacher can model this process by filling out a chart on an overhead while reading, or students can complete a chart individually or in groups after the story is read, illustrating or noting characters, setting, problem/solution, climax, conflict, etc.
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Writer's Workshop
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A stable, predictable format for writing that balances instruction and modeling with adequate time for composing, sharing and publishing. A constant, sustained time for writing is set aside each day. Through modeled writing and discussion about it, students learn about the recursive nature of the writing process.
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CAP - Concepts About Print
assess & teach |
assess: CAP test - most basil readers have this *or* observing students reading or attempting to read a book - front to back, title, author - ask questions
teach: Big Books (shared book experience) tracking print with hand, counting letters and words, print rich environment |
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PHONE - Phonemic Awareness
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assess:Yopp-Singer - if does poorly can assess areas individually (matching, isolation, blending, deletion, segmentation, etc..)
teach: word play, rhymes, substituting with onset & rimes. ELKONIN boxes |
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OTHERWID - other word identification - phonics
*must be print (sound/symbol) |
assess: decode/encode in isolation or context (isolation is spelling test) - use nonsense words to see if sound/symbol relation is understood
teach: Whole to part, Part to whole - explicit site word (flashcards, word walls, etc..) |
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SPELL - spelling
* 5 STAGES |
pre-communicative - K, nonsense - need CAP & recognize some letters
semi-phonetic - letters represent sounds, not all sounds included phonetic - one letter for every sound transitional - learning patterns conventional - proficient |
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SPELL - spelling
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assess: writing samples and encoding in isolation (spelling test)
teach:explicit (direct) teaching orthographic patterns (cvc, cvvc, etc..) **multisensory - write, say, hear, kinesthetic, tactile, visualization |
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COMP - comprehension
Literal Inferential Evaluative |
assess: IRI Informal Reading Inventory - (running record) - teacher made tests using Bloom's Taxonomy
teach: QAR - question/answer response - categorizing questions (right there, think & search, author & me, on my own) - reciprocal teaching - groups where summarize, generate questions, clarify & predict (gradual release of responsibility to student) - many types of books, more reading |
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LIT - literary response & analysis
*literary elements & genre |
assess: oral or written responses to questions & prompts (free & focused prompts)
teach: story maps, story grammar (outline), story frame (easiest) - teach comprehension tools - use range of books (eras, genres, cultures) |
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CONTENT literacy
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assess: CLOZE (delete every 5th word from paragraph) - 50% above independent - QAR questions to assess
teach:KWL - activate prior knowledge, preteach content specific vocab., graphic organizers (compare/contrast, problem/solution, sequence, etc..) |
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INDREAD - independent reading
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assess: Interest Survey - interest & Independent reading level - observation (do they read in their spare time?)
teach: I & I -, find level & interest - field trips to library, SSR & DEAR, art & drama, reader's workshop |
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WRITING - writing & oral lang.
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assess: RUBRICS (part or whole - discrete or holisitic). writing samples, journals
teach: journals, stories modeled after lit., interactive writing (teacher & student share), drama, answering leveled questions *EL strategies |
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VOCABULARY - word meaning in context
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assess: word meaning in sentence or phrase - analogies
teach: wide reading - more & varied direct instruction techniques: *word sort, semantic mapping (bubble maps), **contextual redefinition word learning strategies: context clues, morpheme analysis (prefix, suffix, root), antonyms/synonyms, multiple meanings |
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STRUCTURE - sentence structure, punctuation - conventions
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assess: writing samples, journals, error analysis test
teach: Direct instruction - many examples of correct usage, then error analysis peer editing individual conference |
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SDAIE
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Specially designed academic instruction in English
(Sid-EYE) - see... visual VISUAL - modeling,visual aids, prior knowledge, connect to real life, graphic organizers |
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Sheltered Instruction
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English Lang. Learner strategies:
VERBAL - modeling, slow rate of speech, avoid idioms, model speech, delayed response time |
