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280 Cards in this Set
- Front
- Back
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What is the purpose of implementing informal assessments after teaching a concept during whole-group instruction? |
To maintain accurate records for planning flexible groups that meet identified needs for students. |
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A 2nd grade student assessed below grade level for fluency, but is able to decode words in isolation and scores above grade level for reading comprehension. The student needs direct instruction in the area of: |
Pacing during fluency instruction |
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A teacher has completed a whole group lesson on a grammar topic. She has assigned the students to complete five sample questions while she walks around the room and provids feedback and corrections to their work. This instructional component is an example of: |
Structured and guided practice |
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A third grade teacher uses the results of a CLOZE Assessment in order to provide support to her students with independent reading. This assessment plays an effective role because: |
It determines the appropriate independent reading level for the students. |
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A kindergarten teacher assesses her student with a mid-year assessment and he is still unable to recognize all upper and lowercase letters, isolate sounds in CVC words, or produce rhyming words for targeted words. She has provided small group instruction, individual instruction, and has held a conference with the parents to provide additional support in the home. What is the next step the teacher should take to ensure the student can obtain progress in these areas? |
Meet with a school-based team, consisting of administrators, support personnel, select teachers, and reading coach to determine various strategies that can be used to support the student mastering grade appropriate skills. |
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The purpose of an entry-level assessment is to determine: |
A long term planning for the organization of small groups, determine the selection of appropriate instructional tools, create a comprehensive learning environment, and aligning students needs to CA State Standards. |
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Prior to administering a standardized test to a student with a learning disability, it is imperative that the teacher thoroughly reads the student's IEP to determine: |
The modifications that must be implemented during the testing period. |
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In the beginning of the year, a fourth grade teacher received the standardized test result for his class. The data displayed that 72% of his students scored below basic in the area of reading comprehension. The most effective step the teacher should take before implementing instruction is: |
Provide students with an entry-level assessment in order to determine the strengths and weaknesses each student has in the area of reading. |
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The assessment that is used in order to determine accurate reading levels for expositor texts are: |
CLOZE Tests |
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The most effective method of communicating a student's performance on an assessment is to: |
Conference with individual students and explain how they are showing improvement, as well as identify the areas that need improvement. |
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The primary formats for phonemic awareness are: |
Oral blending and segmentation. |
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A kindergarten teacher implements the following lesson: TEACHER: What are the sounds in the word sit? STUDENT: /s/ /i/ /t/. TEACHER: Good, The new word is pit. What sound changed sit to pit? STUDENT: /p/. The phonemic awareness lesson above is an example of: |
Substituting an initial consonant sound. |
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As an additional support to her five students struggling with the phonemic awareness lesson during whole group instruction, a kindergarten teaher uses Elkonin Boxes with colored tiles. As the teavher says a word, the student moves a tile in a box for each sound they hear in the target word. The teacher calls on each student to tell her the sounds they hear in the word while touching the colored tiles. This strategy should enhance understanding of identifying sounds because: |
It uses a kinesthetic technique that allows the student to use a hands-on approach for identifying sounds in a word. |
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During the first week of school, a kindergarten teacher assesses each student by asking a series of questions after handing them a book: * Where is the front cover of the book? * Use your finger to show me where I will begin reading on this page? * Use your finger to show me the direction I need to read. * Point to the title of the book. * Show me how to turn the page. * Where is the beginning of the story? * Whe is the end of the story? The teacher implemented this assessment to determine the student's skills in the area of: |
Concepts about print. |
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An example of a phonemic awareness assessment is: |
Medial phoneme substitution |
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A kindergarten teacher notices that two of his students are having difficulty with identifying the letters p and q. The best strategy for helping the students distinguish the two letters is: |
Practicing letter formation during hands-on activities such as tracing letters in sand. |
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A first grade teacher is designing lessons to focus on the alphabetic principle for small group instruction. An effective lesson will be: |
The teacher segments a CVC word. For each sound in the word the student places a corresponding letter card on the mat. After placing the letter cards on the mat, the student blends the sounds to say the word. |
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A kindergarten student writes about his trip over winter vacation while working in the writing center during Independent Workshop. The entry states: "I wnt t the mntns and plyd in the sno. It ws fn." The student's writing displays an example of: |
Phonetic Spelling |
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A kindergarten teacher groups her students in pairs and gives them each an alphabet card (one has an uppercase letter, the secon student has the same lowercase letter). She provides each pair with a tic-tac-toe grid and they have to play tic-tac-toe, writing the letter they were assigned. This activity allows the student to receive additional practice to master the skills related to: |
Letter recognition and letter formation |
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The foundational skills necessary for a student to achieve automatic word recognition are: |
Phonemic awareness, phonics instruction, and reading words in context |
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A kindergarten teacher administers the following assessmets for letter recognition to individual students: b, P, t, v, g, R, e, d, s, H, n, z. Why is it important that the letters are not placed in alphabetical order on the assessment? |
To ensure the student is able to identify the letters and is not reciting the alphabet song while saying the letters. |
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The foundational skills necessary for a student to achieve automatic word recognition are: |
Phonemic awareness, phonics instruction, and reading words in context. |
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A first grade student was reading the following sentences from a decodable text: Matt liked to sit on a mat with his fat cat. The fat cat looked at the rat while he sat on Matt's lap. The fat cat ran at the rat. Matt yelled at his cat, "Get the rat!"" By the letter combinations displayed in the text, it can be determined that the target letter combination during direct instruction was: |
-at |
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Explicit phonics instruction consists of: |
Sound by sound decoding |
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A direct lesson that would support spelling development for a 5th grade class is: |
Morphology lessons that focus on affixes and roots, using word webs. |
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A group of high frequency words with irreguar spellings are: |
they, put, was |
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An important skill to teach ELLs during sight word instruction is: |
Meaning of words |
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The, and, is, it, we, of, To, you, he, was, a, up, that, on, and not. The monitoring assessment above is used to determine the students' mastery of: |
Sight words |
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A fourth grade teacher designs a lesson that requires students to underline the base word for the following words, and then explain the meaning of the affix: tearful, humorous, unlike, return. The lesson above focuses on: |
Structural analysis |
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An example of an ortographic rule is: |
When a root word ends in a silent e, drop the e when adding a suffix beginning with a vowel. Keep the e before a suffix beginning with a consonant. |
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A vowel team in syllabication rules can be defined as: |
A syllable with a vowel sound that uses a vowel combination. |
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After completing an explicit lesson on word analysis, the teacher assigned her students to work with a partner in order to identify the consonant blends for the following words: black, belt, past, whale, thump, spring, class, and glare. According to the list of words above, which word should not be identified as a consonant blend? |
Whale |
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While reading a science passage, a fourth grade student asked, "What does erupt mean?" The teacher says, "The root -rupt means to break or burst, so erupt means "to burst forth". In order to extend the opportunity for more analysis of the root -rupt, the teacher should: |
Have students develop a morpheme web organizer that lists prefixes used with the root -rupt and list as many words and meanings as they can, combining word parts. |
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A second grade teacher has an upcoming lesson that will focus on the endings -er and -est. She realizes that she needs to ensure her seven students that are EL receive explicit instruction on the endings since they do not exist in their primary language. The most effective and systematic instruction would be: |
To provide students with a pre-teaching lesson of the skill using visual supports to show the comparison of objects with -er and -est endings. |
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A third grade teacher wants to ensure her students understand the rules for dividing words into syllables. The most comprehensive assessment will be to: |
Ask students to categorize words according to their syllabication rules, using a graphic organizer. |
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The foundational skills that directly support students with automaticity in reading fluency are: |
Phonemic awareness, word analysis, and sight word recognition. |
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During a fluency lesson, the teacher explicitly explained to her students the importance of recognizing punctuation marks within texts and modeled the various intonations and pitchs for the dialogue between two characters. The teacher was modeling: |
Prosody |
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After reviewing the miscue analysis for her second grade students' fluency, a teacher notices that 60% of her students missed words such as quietly, practiced, wondered, toward, nervous, and routines. This data informs her that she needs to conduct explicit instruction in the area of: |
Decoding multisyllabic words |
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A third grade teacher implements the following mini-lesson during her fluency instruction block: * the teacher preselects and reviews difficult words in the passage, * teacher and students chorally read words, * the students read words independently, * the tutor chorally reads the same passage with students over a four day period, *each day, 1-2 students read the passage independently. This lesson will support the students to achieve improvement in: |
Accuracy and rate |
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During Independent Workshop, a first grade teacher has her students work in groups of three in order to rehearse for reader's theater presentations that are performed weekly. This strategy supports: |
Accuracy, pacing, and prosody |
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An indicators that a student is able to practice fluency during silent reading with a monitoring check-list, is that the student has mastered: |
Automaticity in word recognition |
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In a class for students identified with specific learning disabilities, the teacher begins her fluency lesson with sight word activities and uses decodable texts that relate to their weekly phonics lesson. This instructin will enable the students to make improvements in which area of fluency: |
Accuracy |
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A running record assesses all of the following fluency indicators except for: |
Prosody |
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The Matthew Effect, which relates to vocabulary, can be explained as: |
A term used by a psychologist that describes how readers acquire large vocabularies by reading extensively, which widens the gap of knowledge between them and the students who read less. |
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An example if a reading comprehension statement written in academic language is: |
I am going to visualize what is happening in the selection.
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During an independent reading of expository text about dinosaurs, the students in a second grade class had difficulty with the vocabulary words "prehistoric ooze". Which of the following is the best strategy to support students' understanding of the complex vocabulary? |
Before reading, introduce the meanings of target vocabulary and explain them one at a time using student-friendly explanations. |
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According to research, most students learn vocabulary indirectly. An example of indirect vocabulary learning is: |
Students learn word meanings from listening to adults read to them and engage in conversations about new words encountered in the texts. |
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In order to determine the vocabulary for direct instruction prior to reading a text, the teacher needs to consider: |
The tier levels of academic vocabulary encountered in the text. |
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Prior to teaching a lesson on mammals, a third grade teacher displayed a graphic organizer on the board with the following: Animal, mammal, examples, descriptions, and what it's not. This graphic organizer will support the student in developing: |
Word learning strategies |
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A fifth grade teacher designs the following vocabulary lesson for her students: * Introduce spelling and pronunciation of target words, read a familiar sentence that includes the target word, ask students to identify the context clues that can support them in determining the meaning of the target word, ask students to predict the meaning and synonims for the target word, and confirm accurate meaning, using a student-friendly definition. This lesson is an example of: |
Direct instruction of vocabulary |
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This graphic organizer supports students in developing vocabulary knowledge. |
Semantic Map |
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A fourth grade teacher writes the following sentence on the board during a vocabulary lesson: "The paleontologist, a dinosaur scientist, used a magnifying glass to determine the type of fossil found during an expedition in the desert." In order to find the meaning of paleontologist, using a word learning strategy, the teacher is teaching a directed lesson on: |
Apposition |
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A third grade teacher implements a long-term vocabulary activity for her students called Word Wizard. The studetns will be provided with weekly vocabulary words. If they encounter any of the words outside of direct instruction, the students have to fill out an index card identifying the word, how it was used (conversation, television, magazine, etc.) and explain its meaning. The teacher will place these cards in the Word Wizard's bucket. The student with the most words in the bucket at the end of the week receives a prize. The implementation of this vocabulary strategy promotes: |
Word consciousness |
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An effective strategy for a teacher to use during an oral language activity for discussing topic-related information is: |
Think-pair-share |
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In a second grade class with a student population of 80% ELLs, the teacher implements a communication guide to support her students during academic discussions. i.e. Communication Starters: The antonym for __is..., the synonym for___is..., I used context clues to determine... The use of this oral support will provide students with the opportunity to: |
Practice verbal communication of syntax and grammar |
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A teacher follows up after an explicit vocabulary lesson with a small group of students in order to reteach new concepts. The lesson was delivered by the teacher saying a target word and explaining its meaning, followed by some examples and facial expression. The teacher is supporting her struggling readers in understanding the new vocabulary by: |
Reteaching vocabulary using concrete examples |
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An eighth grade student completed a reading comprehension assessment asking students to fill in the blanks with the appropriate word to complete sentences. The format of the reading assessment can be described as: |
Opin Sentences |
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A second grade student encounters a vocabulary assessment that displays the question format as: "The princess promised to leave the ball before the clock struck midnight." In which sentence is the word ball used in the same way as in the sentence above? This assessment is asking students to identify vocabulary words with: |
Multiple meanings |
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A fifth grade students is taking a reading comprehension assessment and encounters the following test question: "which sentence best decribes what Marvin the Monkey learned in this selection? 1. you cannot please everyone. 2. Be careful what you ask for. 3) Slow and steady wins the prize. This question is assessing the student's knowledge of: |
Evaluative comprehension |
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The most common text structure for narrative stories is: |
Story grammar |
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A middle school teacher provides her students with a graphic organizer containing the following to fill out: Topic, Subtopic, Subtopic, Subtopic, and Conclusion to complete after reading a text. This graphic organizer will support students with: |
Summarizing expository texts |
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An effective assessment for ensuring that students are progressing in text-based discussions is: |
Anecdotal notes |
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In order to promote independent reading, a sixth grade teacher organizes her students into groups of six to form literature circles. Which of the following best describes the format of literature circles? |
A group of students read the same book and meet together to discuss the book, using open-ended and high level questions to faciliitate discussions. |
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In a first grade class, the teacher uses a KWL chart to facilitate a discussion of an expository text. This graphic organizer is used to: |
Determine prior knowledge, generate questions, and summarize information |
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A fourth grade teacher has a small group of students that are struggling readers. In order to develop their knowledge of comprehension, she should: |
Provide visual explanations of the comprehension strategies and use them with texts that are at their instructional reading level. |
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A preteaching support that can be used by a teacher to assist ELs in comprehending narrative texts is to: |
Preteach content vocabulary |
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The literary genre of fantasy can be described as: |
Books that are a type of fiction that contain elements such as characters or settings that could not exist in real life. Settings might be magical. |
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The signal words and phrases because, as a result, since, so are indicators that the expository text is organized by: |
Cause and Effect |
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A kinesthetic technique for supporting struggling readers with chronological order is to: |
Have students manipulate index cards that represent events and organize them in the correct sequence. |
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A monitoring assessment that can be used to assess students' progress in reading comprehension is: |
A completed learning log |
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In order to assess literal comprehension, inferential comprehension, and evaluative comprehension skills, a teacher should format an effective quiz that incorporates: |
QAR strategies and Bloom's Taxonomy |
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Provides guidelines on what should be taught at each grade level, how to assess and teach content, and how to select instructional materials. It requires a balanced and comprehensive instructional program. |
CA Reading Language Arts Framework |
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This program is characterized by the strategic and appropriate selection of skills to be taught according to the student's level of reading development. |
Balanced Instructional Program |
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Through this program children receive direct, explicit instruction in reading skills and strategies; and opportunities to use them when reading a variety of texts and writing in several formats. |
Comprehensive Instructional Program |
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The objective of these lessons is to teach specific reading skills or strategies. These lessons are best taught in small groups of students who share a common need. |
Direct, explicit skill and strategy lessons |
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Instruction with adjustments to meet the needs of individual students or a group of students sharing the same need |
Differentiated instruction |
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The 1-on-1 session provided by the teacher or reading coach to student who have a particular difficulty. |
Individualized instruction |
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The model of Instructional Delivery consists of: |
Orientation Presentation Structured and Guided Practice Independent practice and application |
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Small group of students are assigned by the teacher to read the same book. They meet to read the book and discuss about it once it is finished. |
Book Club |
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Students read the same book and are assigned a role to discuss it. (Recorder, artist, journalist, etc.) |
Literature Circle |
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The teacher assigns a group of students to read the books of a specific author. Students discuss and present book talks on these books. |
Author Studies |
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Which are the characteristics of Independent Reading? |
It is self-selected and Self-paced. |
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Provides greater familiarity with language patterns Increases reading fluency Increases vocabulary Broadens knowledge in the content areas Motivates further reading |
Advantages of Independent Reading |
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Student selects a book and turns to a page in the middle of the book. The page should contain at least 50 words in it. The child reads that page, putting one finger up each time he comes to a word he can't read. If he has five fingers up before ending the page, he needs to choose another book. |
Five Fingers Test |
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The general rule for students to select books at appropriate reading level. Students pick a book that is not too easy, not too short, but just right. |
Goldilocks test |
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Surveys of student reading behavior. (Likes and dislikes) |
Interest Inventories |
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These two factors motivate independent reading creating the best chance of success. It's a strategy. |
I + I Strategy for Reluctant Readers (Independent Reading Level + Interestes in Reading) |
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A time when everyone in the classroom reads silently. Held at the same time every day, as little as 5 min. a day during first weeks of first grade or as much as 30 min. a day for a sixth grade class. |
Sustained Silent Reading (SSR) |
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An hour or more a day when children read silently, small groups work on projects, and the teacher meets with individual students and groups. |
Reader's Workshop |
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Reading Logs Book Reports Formal and Informal Oral Presentations Individual Conferences |
Methods for Monitoring Student Independent Reading. |
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Implemented prior to instruction to determine which students possess prerequisite skills and knowledge, and which students already have mastered the skills that are going to be taught. |
Entry-level assessments |
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Takes place during an instructional unit to know which students are making adequate progress toward achieving the target standard(s). |
Progress-monitoring assessment |
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Determines which students have achieved the target standard(s). |
Summative Assessment |
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How to differentiate assessment for students with special needs? |
By giving students more time, by dividing the assessment into smaller units, by changing the mode of delivery, by providing practice asssessments, and by providing a simpler version of the assessment |
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Lists of words, usually 10 in each list for every reading level. This assessment serves three purposes: to provide a rough guess of the child's reading level, to provide information on the child's sight vocabulary, and to provide information about the student's ability to use sound-symbol relationships to decode words. |
Word Recognition Lists |
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This is the most important assessment of the IRI. These are provided for every reading level. While the student reads aloud, the teacher keeps detailed record of the student's performance to identify and classify errors. |
Graded Reading Passages |
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It's a battery or collection of assessments administered individually to students. The types of assessments included are: Word recognition lists, graded reading passages, reading interest survey, assessment of concepts about print, phonemic awareness, phonics, reading fluency, structural analysis, vocabulary, and spelling tests. |
Informal Reading Inventory (IRI) |
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Meaning-related errors, such as reading dad for father. A child who repeatedly makes these errors understands what he is reading, but needs instructions in phonics skills to be sure that every word makes sense from a graphophonic sense. |
Semantic errors |
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The way words are placed in order in sentences. |
Syntax |
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A child reading into for through is making these type of errors, which make sense in tht the error is the same part of speech as the correct word. If repeateadly, the child needs phonics instruction. |
Syntactic errors |
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The level at which a student can read without any assistance. Comprehension is 90% or higher, and word recognition is 99% or higher. |
Independent Reading Level |
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The level at which reading material is too difficult that the student can't read it even with help. Student's word recognition is 90% or lower, or comprehension is 50% or lower. |
Frustration Reading Level |
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The level at which a student needs a teacher's help. Comprehension is 75% or higher, and word recognition is 95% or higher. |
Instructional Reading Level |
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The knowledge that oral English is composed of smaller units. |
Phonological Awareness |
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The ability to distinguish the separate sounds in spoken words. |
Phonemic Awareness |
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The smallest unit of speech |
Phoneme |
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English letter that represent sounds. |
Graphemes |
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Way of teaching reading and speling that stresses letter-sound correspondence. Knowing that "ph" makes the sound "f". |
Phonics |
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The study of the speech sounds that occur in language, including the way these sounds are articulated. |
Phonetics |
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States that speech sounds are represented by letters. |
Alphabetic Principle |
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Created by linguists so each phoneme is always represented by the same symbol. |
Phonetic Alphabets |
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Sounds made when the air leaving the lungs is vibrated in the voice box, and there is a clear passage from the voice box to your mouth. |
Vowels |
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Speech sounds that occur when the airflow is obstructed in some way by the mouth, teeth, and lips. |
Consonants |
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The initial consonant sounds or consonant blend in a syllable. |
Onset |
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The vowel sounds and any consonants that follow the onset. |
Rime |
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Rimes that have the same spelling. Form word families. i.e. cat, rat, fat. |
Phonograms |
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Word awareness, syllable awareness, word blending, syllable blending, and onset and rime blending are: |
Activities to develop Phonological Awareness |
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When children detect and identify word boundaries. |
Word awareness |
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Children clap their hands as they say each syllable in a two- or three-syllable word. |
Syllable awareness |
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The child is challenged to take two single-syllable words and combine them to form compound word. |
Word Blending |
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The child is required to blend two syllables into a word. i.e. /sis/ /ter/ |
Syllable Blending |
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The teacher says the onset such as /b/ and the rime /ank/, the students put them together and say bank. |
Onset and Rime Blending. |
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It helps children learn to read by leading them to more accurate and rapid word reading, and to learn to spell by helping them to be able to relate sounds to letters as they spell. |
Phonemic Awareness Instruction |
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Sound isolation, sound identity, sound blending, sound substitution, sound deletion, and sound segmentation are: |
Phonemic Awareness Tasks |
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It measures a child's ability to separatly articulate the sounds of a spoken word in order. Words are selected for inclusion on the 22 item test on the basis of feature analysis amd word familiarity. |
Yopp-Singer Test of Phonemic Segmentation |
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Environmental print, ABC Books, Magnetic letters, letter stamps, alphabet chart or song, letter containers, letter frames, letter sorts, dry-erase boards to practice writing upper and lowercase letters. |
Activities to teach the Alphabet |
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When a reader uses the letters on a page to retrieve the sounds associated with those letters. |
Decoding |
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When readers apply letter-sound knowledge immediately |
Sight word recognition |
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When readers deliberately and consciously apply letter-sound knowledge to produce a plausible pronunciation of an unknown word. |
Word Attack |
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When an individual uses knowledge of letter-sound relationships to identify the letters that will be needed to make a specific written word. |
Encoding |
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Awareness of the relationship between spoken and written language, and understanding that print carries meaning, letter, word, and sentence representation, directionality of print and the ability to track print in connected text, and book-handling skills. |
Concepts about Print |
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Read aloud to students Shared Book Experience Language Experience Approach (LEA) Environmental Print Print-Rich environment (labels/captions, morning message, mailboxes) Big Books, Picture Books Direct teaching |
Concepts about Print Instruction |
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This teaches that print carries meaning and helps recognize the features of books. |
Reading Aloud to students |
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This activity has the potential to teach all the concepts about print. Predictable and Big Books are ideal for it. |
Shared Book Experience |
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Children share an experience and then dictate an account of it to an adult, who records it verbatim. |
Language Experience Approach |
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Refers to printed messages that people encounter in ordinary, daily living. |
Environmental print |
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Consists of examples of written language on display. |
Print-Rich Environment |
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Essential component in learning to read. |
Accurate and rapid letter recognition |
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Concepts about print test from Marie Clay Basal Reading System such as Open Court and Houghton Mifflin. Word boundaries, directionality and tracking of print, understanding that print carries meaning |
Formal and informal assessments of Concepts about Print |
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Sounds associated with letters |
Graphophonics |
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Occurs when a child writes a word, but doesn't know the accurate spelling. Teachers must challenge to figure out how words are spelled. |
Invented Spelling |
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The ability to read aloud, or decode words correctly. (How to pronounce a word) |
Word Identification |
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The connection between a word being pronounced and its meaning. |
Word Recognition |
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Words considered whole units that are not broken down by phonics or morphology. i.e. high-frequency words, words with irregular spelling. |
Sight Words |
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The study of word formation. Children use clues such as root words, prefixes, suffixes. |
Morphology |
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The process of recognizing words by analyzing prefixes, suffixes, and base words. |
Structural or morphology Analysis |
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The process of recognizing words by analyzing the syllables in a word. |
Syllabic analysis |
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Enable children to identify and know the meaning of unkwon words by knowing the meanings of the words surrounding the unknown word. |
Context Clues |
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Two or Three-letter combinations, each letter makes a sound. |
Consonant blends |
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Two-letter combinations that make one sound. |
Digraphs |
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Glided sounds made by such vowel combinations as oi in oil, or oy in boy. |
Diphthongs |
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Suffixes that don't change the part of speech of the root word. i.e. -ed, -er, -est, -ing, and -s. |
Inflected Morphological Units |
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Stage of Spelling Development in which children show no understanding that letters represent sounds. Write by drawing pictures or making squiggles. If letters appear, they are randomly assigned. There is no understanding of the alphabetic principle. |
Precommunicative |
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Stage of Spelling Development in which children attempt to use letters to represent sounds. They have poorly developed knowledge of sound-symbol relationships. At this level, children often don't write at least one letter for each sound in a word. |
Semiphonetic |
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Stage of Spelling Development in which children know that letters represent sounds and at least one letter represents each sound in a word. They don't choose the right letter or combination of letters to represent sounds. Writing at this level is somewhat difficult to read. |
Phonetic |
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Stage of Spelling Development in which children know most of te orthographic patterns of English. All sounds have letters and for the most part, children choose the correct letter or combination of letters to represent sounds. |
Transitional |
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Children spell almost all words correctly. The only mistakes at this level occur when the children try to spell new words with irregular spelling. They generally recognize that a word they have spelled doesn't look right. |
Conventional |
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These lessons start with sentences, then look at words, ending up with the sound-symbol relationship that is the focus of the lesson. |
Whole-to-Part Lessons |
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These lessons begin with the sound and then children blend the sounds to build words. |
Part-to-Whole Lessons |
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Students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes. |
Analogy Phonics |
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Phonics are taught incidentally as something that is not the central focus of a lesson. |
Embedded Phonics |
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Involves studying sounds within the context of the whole word. Consonants are generally not isolated but taught within control of a whole word. i.e. /b/ is referred to as the sound heard at the beginning of bull. |
Analytic Approach |
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Involves decoding words sound by sound and then synthetizing the sound into words. Both consonants and vowel sounds are pronounced in isolation. i.e. kuh-ah-tuh for cat. |
Synthetic Approach |
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Sorting, word walls, and decodable texts are some activities to use when: |
Teaching Phonics |
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Assessment of phonics in which the student is asked to read a list of words that contain a specific sound. |
Decode in Isolation |
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Assessment of phonics in which the students are asked to read a passage of two or three paragraphs aloud and the teacher keeps a record of the child miscues. The teacher looks for sound-symbol patters that are missed repeatedly. It's part of the Informal Reading Inventory |
Decode in Context |
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It's what a person knows about how to spell words. |
Orthographic knowledge |
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Synonym for Spelling |
Orthography |
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The most elemental unit of meaning in a language. |
Morpheme |
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Prefixes and suffixes that can't occur alone. They must be attached to a rood word. |
Bound Morphemes |
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A prefix or suffix uttered alone with meaning. i.e. -est in test. |
Free Morphemes |
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Pronounced with a single, uninterrupted sounding of the voice. English has about 2,800. |
Syllables |
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One that ends with a vowel. |
Open syllable |
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One that ends with a consonant. |
Closed syllable |
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Skills needed to decode single-syllable words and recognize high-frequency words, especially those that don't conform to regular letter-sound patterns. |
Phonics and Sight Word Skills |
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Rimes, blends, digraphs, diphthongs, prefixes, suffixes, and common root words, high-frequency words, common-need words, content-area words, synonyms, antonyms, and homophones are: |
Types of words students are expected to learn. |
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Word walls, collecting words, sorting words, making words, interactive writing, proofreading, and using a dictionary are: |
Activities for teaching spelling |
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The ability to read a text quickly and accurately. It's the essential link from word recognition to comprehension. |
Fluency |
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Accuracy, rate, and prosody. |
Three key factors of Fluency |
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Being able to pronounce or sound out a word and also to know the word's meaning. It involves the application of phonics skills, sight word knowledge, structural analysis skills, syllabic analysis, and orthographic knowledge. |
Accuracy |
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The ability to quickly decode words, and speedily read phrases and sentences. |
Rate |
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It means to read with appropriate expression, and includes emphasis of certain words, variation in pitch, and pausing. It reflects the reader's understanding of the structure of sentences, punctuation, and to a large extent, the author's purpose. |
Prosody |
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Weak word analysis skills Lack of familiarity with content vocabulary Lack of background knowledge Lack of familiarity with more Complex Syntactic tructures are factors that affect: |
Fluency |
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The frequent use of decodable books with students that are acquiring basic phonics skills and high-frequency sight words help: |
Build Fluency |
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Printable books, caption books, and label books are types of books to build: |
High-frequency vocabulary |
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Silent Reading Repeated Reading Timed Reading Tape-Assisted Reading Paired Reading Choral Reading Reader's Theater |
Strategies to build Fluency |
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Monitored Oral Reading Instruction in Word Identification skills Instruction in phonemic awareness, phonics, and sight words |
Strategies to build accuracy |
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Whisper Reading Independent Silent Reading |
Strategies to build rate |
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Phrase-Cued Reading Choral Reading Reader's Theater |
Strategies to build prosody |
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Informal Reading Inventory (IRI) Miscue Analysis Running Records DIBELS-ORF |
Formal Assessments for Fluency |
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This is required for most students from mid-first grade through 3rd grade to test accuracy and fluency with connected text. Assesses 3 of the big 5's of literacy development (phonological awareness, oral reading fluency and alphabetic principle. |
DIBELS-ORF |
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A set of words. |
Vocabulary |
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This states that over a period of time the gap between high-achieving readers widens. |
The Matthew Effect |
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Include simple words that most children will know without instruction. These are words that are used almost every day, such as: flower, rain, etc. |
Tier One Words |
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Include more difficult words that appear in several contexts across two or more areas of study. These would include words such as peninsula, nautical, climate. They might used in social studies and science textbooks. These should be the focus of vocabulary instruction. |
Tier Two Words |
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Include the most difficult words of all because they are used only in one specific domain or area of study. They are often too difficult to be taught with the vocabulary instructiona strategies alone. |
Tier Three Words |
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Importance and utility Instructional potential Conceptual understanding |
Criteria for Identifying Tier-Two Words |
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Contextual Redefinition Semantic Maps Semantic Feature Analysis Word Sorts |
Strategies for teaching the meaning of words |
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Makes use of the context surrounding the target word and the power of cooperative learning. |
Contextual Redefinition |
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Also called word maps or semantic webs. They are diagrams useful in prereading instruction because they not only teach the meaning of words, but also help children activate prior knowledge of key concepts associated with the target words. |
Semantic Maps |
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Good teaching activity for a set of words that share at least one characteristic. It works well with words from soc. studies and science units. Uses a grid or matrix that identifies traits of target words. |
Semantic Feature Analysis |
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Students sort a collection of words by comparing and contrasting them. |
Word Sorts |
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Vocabulary square Vocabulary picture Word Families Word Web Word-Part Clue Prefix Memory and Extension Concept of Definition Map |
Additional Vocabulary Instruction Strategies |
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Definition contextual clues Synonym contextual clues Antonym contextual clues Example contextual clues |
Types of Contextual clues |
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An interest in words and their meanings. |
Word consciousness |
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Two words with the same sound, but different spelling. i.e. bark (dog), bark (tree) |
Homophones
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Two words with the same spelling, but two different pronunciations. i.e. cool wind, wind the clock. |
Homographs |
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Phrases to which is impossible to determine the phrase meaning even if the meaning of each individual word is know. i.e. It's raining cats and dogs. |
Idioms (Idiomatic expression) |
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Involves the humorous use of a word, typically by playing with a word that has more than one meaning or substituting one word that sounds like another. |
Puns |
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The history and development of words. |
Etymology |
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Words that look alike and mean the same in two languages. |
Cognates |
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Refers to the reader's understanding of what is being read. |
Comprehension |
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Literal comprehension Inferential comprehension Evaluative comprehension |
Levels of Comprehension Skills |
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The ability of a reader to understand the surface meaning of a text. Questions have answers that are in the book. |
Literal Comprehension |
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Identifying explicitly stated main idea Identifying details and sequences of events Identifying clearly stated cause and effect relationships Identifying the components of story grammar: plot, characters, setting, conflict, and resolution. |
Literal Comprehension skills |
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The ability of a reader to interpret what he/she has read. The answers to questions are not in the text. The reader must speculate based on the surface meaning of the text. |
Inferential Comprehension |
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Inferring main ideas Making comparisons Identifying cause-effect relationships not stated in the text Drawing conclusions Making generalizations Making predictions using evidentce from the text Inferring themes |
Inferential Comprehension skills |
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The ability of the reader to make judgments about what he/she has read. Answers to questions are not in the text. |
Evaluative Comprehension |
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Recognizing instances of bias Recognizing unsupported assumptions, propaganda, and faulty reasoning in texts Distinguishing facts and opinions in texts Judging a text's content, characters, and use of language Analyzing themes |
Evaluative Comprehension skills |
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The author describes a topic by listing characteristics of features. |
Description Text structure |
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The author lists items or events in numerical or chronological order. |
Sequence Text structure |
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The writer examines the similarities and differences among two or more items. |
Compare/contrast text structure |
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The author presents a problem and then provides an explanation for the reader, or solution. |
Problem/solution text structure |
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The author shows that some phenomena results from some other phenomena. |
Cause and Effect Text structure |
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A popular way teacher's can help children activate background knowledge. They help activate, think about, and orgaize prior knowledge. |
KWL Charts |
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Teachers can help their studetns call to mind what they know about a topic. It's a structured discussion with three steps: Associations, Reflections, and Organizing Associations. |
PreP (Prereading Plan) |
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Activity in which the teacher and students look at the illustrations in the story before they read. |
Picture Walk |
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Strategy to help children acquire literal, inferential, and evaluative comprehension skills. They classify the questions and verify their answer. Children are challenged to first determine which type of question is being asked. |
QAR (Question-Answer Relationship) |
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Right There Think and Share Author and You On my Own |
Types of QARs |
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Seeing the action of the story in your head. |
Visualizing |
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Stating in your own words somenthing that happened in the story. |
Paraphrasing |
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Stopping when you are confused and doing something to bring clarity to the reading act. |
Clarifying |
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Making an educated guess as to what will happen next. |
Predicting |
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Stating quetions that will be answered in subsequent sections of the text. |
Generating questions |
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Reducing what has been read to a few sentences. |
Summarizing |
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Changing the pace of reading according to the difficulty of the text. |
Adjusting Reading Rate |
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Model in which the teacher starts by doing most of the work, and then gradually releases responsibility to students. |
Gradual Release of Responsibility Model |
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Strategy that follows the gradual release of responsibility model, is an instructional process for teaching strategies of: predicting, generating questions, clarifying, and summarizing. The teacher initially models the strategy and then, over time, does less and less as the students do more and more. |
Reciprocal Teaching |
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These formulas measure the difficulty of a text by calculating word length and the number of syllables in the passage and the number of words in sentences. Known as Fry Graph Readability Formula and The Raygor Readibility Estimate. |
Readability Formulas |
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Strategy in which students survey a chapter, looking at the title, and so on. Next, they write two or three questions; then, read the chapter, reread, and end by reviewing what they have learned. |
SQ3R |
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Reading a content-area selections very carefully, aiming for full understanding of the information presented. |
In-depth reading |
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A rapid reading to find specific information by sweeping over the page, looking for a path to the correct details. |
Scanning |
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A fast reading of a text, usually for purposes of preview or review. The reader looks for words, subtitles, and important sentences. |
Skimming |
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Organizational/Explanatory Features Typographical Features Graphic Features |
Text Features |
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Texts that provide information about a topic. They include newspapers, magazines, menus, how to manuals, etc. |
Expository Texts |
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Include encyclopedias, almanacs, thesaurus, etc.Present a great deal of information in a relatively small amount of space. |
Reference Texts |
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These books have different internal structures such as cause and effect, problem/solution, etc. |
Grade-level Textbooks |
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Literary device in which the author drops hints about what might happen later. |
Foreshadowing |
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Occurs when the reader or audience knows something and the character does not. |
Dramatic Irony |
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When someone says something that is not consistent with reality |
Verbal Irony |
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Occurs when there is incongruity between what a character says or does and reality. |
Irony |
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When the author appeals to the reader's senses, - sounds, smells, sights, touch. |
Imagery |
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A person, object, situation, or action that operates on two levels of meaning. The literal and the symbolic. |
Symbol |
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A stated comparison between unlike things using the words like or as. |
Simile |
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Giving human traits to nonhuman beings or inanimate objects. |
Personification |
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An implied comparison. |
Metaphor |
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An exaggerated comparison |
Hyperbole |
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The use of words in a nonliteral way that gives them meaning beyond their everyday definition and provides an extra dimension to the word's meaning. |
Figurative Language |
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The way authors use words. The way the story is told. |
Style |
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One possible outcome of literary analysis, in which a person makes judgments or evaluations about the story. |
Literary criticism |
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The process of studying or examining a story. |
Literary Analysis |
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Outlines that contain the elements of a story. Challenge students to identify the specifics of each literacy element. |
Story Grammars |
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Provide a visual representation of certain aspects of a story. Help students think about the structure of a story and how the elements relate to each other. |
Story Maps |
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A form of lyric poetry with 14 lines. Has a strict rhyming scheme and a strict internal structure. |
Sonnet |
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A long poem telling a story, usually about heroic deeds. |
Epic |
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A pair of lines in a poem that usually rhyme and have the same meter (internal structure). |
Couplet |
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Words of a song. In poetry, is one that expresses personal feelings. |
Lyric |
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A form of poetry that tells a story and is usually set to music. The stanzas have four lines. |
Ballad |
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It includes realistic stories that are set in the past. They make the past come alive to readers. |
Historical Fiction |
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These stories take place in the present day in the real world. They can be humorous or quite serious. |
Contemporary Realistic Fiction |
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Stories that feature some improved or futuristic technology. The genre of time machines, spaceships, etc. |
Science Fiction |
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It has a struggle betwee good and evil set in a fantastic world. The hero or heroin usually goes on a quest of some sort. i.e. Harry Potter |
High Fantasy |
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Includes those stories that play with the laws of nature and have known authors. Includes animal fantasy with beasts that can talk, or with tiny humans, etc. |
Modern Fantasy |
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Created to explain the world around us. |
Myths |
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Teach a lesson. |
Fables |
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Stories with much exaggeration. |
Tall tales |
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Explain a natural phenomena. |
Cumulative tales |
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Have their origins in oral storytelling and have survived through generations. |
Folk tales |
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Categories or types of literature |
Genres |
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Stories of actual or fictional events. Short stories and novels. |
Narrative Texts |
