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20 Cards in this Set
- Front
- Back
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Phonemic Awareness |
Basic Linguistic Principle - the child's ability to understand that words have smaller components called sounds - these sounds together create syllables and words. |
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Phonological Awareness |
More sophisticated than Phonemic Awareness - the ability to identify and separate words within a sentence, identify stress in individual words and identify the intonation patterns used in sentences. |
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Phonemes |
Basic units of a syllable |
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Syllables |
Basic units for pronunciation |
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Phonemic Stress |
Can be taught using nursery rhymes - particularly helpful to ELL |
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Intonation Pattern |
The pitch contour of a phrase or sentence that is used to change the meaning of a sentence. Ex: How are you? Ex: How are you? |
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Alphabet Principle |
The ability to connect letters with sounds and create words based in these associations. |
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Consonant Digraphs |
Two or more letters representing one sound. Ex: ghost, gnat, know, scene |
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Running Record |
Informal assessment where teacher assesses word identification skills. Teacher uses a copy of a page that the student is reading to mark the words that the student has said incorrectly or has difficulty pronouncing. |
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Formal Assessment |
Teacher-made tests, district exams and standardized tests. |
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Formative evaluation |
Occurs during the process of learning - while it is still possible to modify instruction. |
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Summative evaluation |
Occurs at a specific time at the end of study, usually a grade or score represents the student's performance. |
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Criterion-Referenced Tests |
Measured against uniform objectives |
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Norm-Referenced Tests |
Used to compare the performance of groups of students. Competitive because only a limited number of students can score well. The outcome will resemble a bell curve. |
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Raw Scores |
How many questions the student has answered correctly. |
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Performance-Based Assessment |
Requires higher-level thinking skills for content-based problems. Ex: a science experiment or reading a section of literature and then writing a critical analysis. Time-consuming and may require multiple resources ($). |
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Rubric |
Checklist with assigned point values, constructed using lesson objectives. |
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Minimal Pairs |
"Pail" "Bail" |
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Cluster Blends |
"Splash" "Snack" |
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Alphabet Principle |
Ability to connect letters with sounds and to create words based on these associations. |
