Texes Generalist Ec-4

Front 1

Literal comprehension

Back 1

requests readers to respond to questions and statments from stated text

Front 2

Reading readiness skills

Back 2

alphabetic knowledge

Front 3

conventional literacy

Back 3

kind of reading and writing that is taught in elementary school

Front 4

Orthography

Back 4

As children attempt to pronounce a word they gain information from the way a word is spelled

Front 5

Phonology

Back 5

They way a word is pronounced

Front 6

Semantics

Back 6

The way a word is defined
Meaning of words and combinations of words

Front 7

Segmentation

Back 7

The recognition of the sounds heard in a word

Front 8

Syntax

Back 8

The sentence structure

Front 9

Language Experience Approach (LEA)

Back 9

An instructional method that incorporates the various components of language arts by using children’s experience and backgrounds as the language structure of developing stories individually or in a heterogeneous group

Front 10

Nonstandard dialects

Back 10

Dialects used by children who speak only English, by bilingual students, and by multilingual students

Front 11

Language Interference

Back 11

Use of sounds, syntax, and vocabulary of two languages simultaneously as a child participates in literacy activities

Front 12

Bilingual education

Back 12

Involves presenting reading and other subject area materials in the child’s native language while gradually introducing English orally

Front 13

English-as-a-Second Language (ESL)

Back 13

Teachers may work with children from a variety of countries who speak a number of languages placed together in one class

Front 14

Graphophonic

Back 14

sound/symbol relationships

Front 15

Syntactic

Back 15

Patterns of phrases, clauses, and sentences

Front 16

Facilitative

Back 16

Skills such as word analysis that enable a reader to identify words
To be proficient in word analysis, children need to develop an effective sight vocabulary and know how to use contextual and structural analysis as well as phonics skills
These skills are not considered reading

Front 17

Functional

Back 17

A part of reading that is the actual understanding or comprehension of what has been read

Front 18

Word Walls

Back 18

A list of words children are learning or know posted on a poster (or an actual wall in a classroom) in a highly visible location

Front 19

Homophones

Back 19

Words that sound the same but have different spellings and meanings
Ex: He is wearing a red shirt. He read the book

Front 20

Homographs

Back 20

Words spelled the same but have different pronunciations and meanings
Ex: She is wearing a red bow. She will bow to the queen

Front 21

Idioms

Back 21

Figurative sayings that have special meanings
Ex: Keep your shirt on! - means Don’t get angry

Front 22

Metaphors

Back 22

Comparison of two unlike things without using as or like
Ex: The moon was a silver dollar against the night sky.

Front 23

Similes

Back 23

Comparisons between two things of different kind or quality using like or as
Ex: The rain came down like transparent sheets

Front 24

Word Sorts

Back 24

Sorting a collection of words taken from a word wall or other source into two or more categories

Front 25

Semantic map (word cluster)

Back 25

Writing a word or concept in the center circle of a cluster, drawing rays, writing information about the word or concept, and making connections between the word or concept and the related unit of study

Front 26

Thematic Units

Back 26

Used to connect the various components of language arts (speaking, reading, spelling, writing, and listening, etc.) with other content areas

Front 27

Trade Books

Back 27

Children’s literature sources that teachers sometimes use in instructional settings instead of basal readers or textbooks

Front 28

Conversation

Back 28

In formal speaking activity involving two or more persons taking turns talking about a subject

Front 29

Show-and-tell

Back 29

Builds the speaker’s confidence and stimulates conversation
Provides an important link between home and school because the child brings something from home that is special to him/her
Children are more articulate when they are talking about something that is well known and important to them

Front 30

Discussions

Back 30

Focused conversation about a specific topic

Front 31

Puppets

Back 31

Are used for confidence builders
Characters made from a variety of materials that are used in oral language
It becomes the center of attention so the child feels less self-conscious and can therefore be more articulate

Front 32

Choral Reading

Back 32

Allows children to orally share written words

Front 33

Readers’ Theater

Back 33

Involves children reading from a prepared script or from a script that children have written
Learn to project the voice of characters, bring characters to life, and have eye contact with their audience

Front 34

Phonological Awareness

Back 34

The ability to use letter-sound knowledge to identify an unknown word

Front 35

Phonemic Awareness

Back 35

The ability to recognize that spoken words are made up of a sequence of individual sounds that contributes to the young reader’s ability to recognize and pronounce unknown words

Front 36

Rhyming

Back 36

Requires the young reader to recognize rhymes or to produce patterns of rhyming words
Initially developed through listening and is the least difficult phonemic awareness task to develop
Ex: The girl saw a hat when she was sitting next to a cat

Front 37

Alliteration

Back 37

Requires the young read to recognize words in a sentence or phrase that mostly begin with the same letter sound
Ex: Tall Tella took tiny tots to town.

Front 38

Blending

Back 38

Requires the young reader to blend a series of orally produced sounds to form a word
Ex: the teacher would produce the separate sounds of /t/, /o/, /p/ to the reader and expect the reader to say top

Front 39

Segmenting beginning and ending sounds in words

Back 39

The young reader who has the ability to hear sounds in words should be able to hear and identify sounds at the beginning or end of a word
The teacher could ask the reader to identify the sound heard at the beginning of the word top and also the sound heard at the end

Front 40

Phonemes

Back 40

The smallest unit of sound in a language that distinguishes one word from another word

Front 41

Invented spelling

Back 41

Written approximation based on how a child determines the spelling of a word

Front 42

Alphabetic Principle

Back 42

States that there is a one-to-one correspondence between alphabet letters (graphemes) and sounds (phonemes)

Front 43

Graphophonemic Knowledge

Back 43

The understanding that written words are made up of systematic letter patterns that represent sounds in pronounced words

Front 44

Alphabetic recognition

Back 44

Is an important skill to develop because children use this skill to acquire reading, spelling, and writing ability

Front 45

Emergent Literacy

Back 45

Reading and writing experiences that a child encounters before formal literacy instruction begins

Front 46

Reading Fluency

Back 46

The ability to decode words quickly and accurately in order to read text with the appropriate word stress, pitch and intonation pattern (or prosody)
Requires automaticity of word recognition and reading with prosody to facilitate comprehension
relates to a student’s being able to:
Orally read a test source by using accuracy in pronouncing words
Comprehend effectively because attention is given to textual meaning
Provide expression that includes attention to punctuation
Read with a rate that is appropriate for the purpose identified for reading the text source

Front 47

Fluency

Back 47

Continuous flow of word recognition

Front 48

Automaticity

Back 48

the quick and accurate recognition of letters, words, and language conventions
Achieved through continuous practice using texts written at the reading level of the child

Front 49

Scaffolding

Back 49

support for a learner as he/she enters a phase of readiness for a new skill

Front 50

Genres

Back 50

types of children's literature. Include picture books, folk literature, poetry, mysteries and biographies

Front 51

basal reader

Back 51

a collection of stories that match the instruction level of children

Front 52

Affix

Back 52

a structural element added to the beginning or ending of a root or base word in order to alter the meaning, pronunciation, or function
Ex: prefixes and suffixes such as un- (uncontrollable) or -ness (happiness)

Front 53

Consonant blend or cluster

Back 53

Two or three letters in the same syallable that are blended together or heard when pronounced.
Ex: "tr" in tree

Front 54

Consonant digraph

Back 54

A combination of two or more letters that represent a sound that is different from the speech sound that the letters represent individually.
Ex: "ch" in chop, "sh" in shop, "th" in thank, "wh" in whether, and "ph" in phone

Front 55

Decode

Back 55

associating printed letters with the speech sounds the letters make

Front 56

Diphthong

Back 56

Two adjacent vowels in which each vowel is heard in the pronunciation
Ex: "ou" in house, "oi" in oil, "oy" in boy, and "ow" in brown

Front 57

Grapheme

Back 57

A written or printed letter symbol used to represent a speech sound (phoneme)

Front 58

Grapheme-phoneme relationship

Back 58

The relationship between printed letters and the sounds they represent

Front 59

Logographic awareness

Back 59

The first stage children experience when leraning about words. Words are learned as whole units that are sometimes embedded in a logo such as a stop sign or the arches in the McDonald's sign

Front 60

Morpheme

Back 60

The smallest meaningful unit of a language.
Ex: "cat" is a morpheme whose pronunciation consists of three phonemes (c/a/t)

Front 61

Onset

Back 61

the consonants that come at the beginning of syllables in words.
Ex: the "bl" in the word blend is an onset

Front 62

rimes

Back 62

are vowels and consonants at the end of a syllable.
Ex: "end" in the word blend is a rime

Front 63

Phonic analysis

Back 63

The process of applying knowledge of letter-sound relationships to decoding texts. Teachers ask for this when they instruct children to sound out a word

Front 64

Schwa sound

Back 64

In many words that are multisyllabic, one of the syllables receives less or diminished stress. The sound of the vowel in the syllable that receives the diminished stress has a softening of the vowel sound that is identified as schwa sound and often pronounced as the "uh" sound. The word about contains the schwa sound

Front 65

Sight vocabulary

Back 65

Any words a reader can recognize instantly without having to use any type of word recognition strategy. When a word cannot be taught with another word recognition strategies such as onsets and rimes it is usally taught as a sight word

Front 66

Syllable

Back 66

Divisions of speech sounds within words. Each has one vowel sound. An open syllable ends in a vowel and a closed syllable ends in a consonant.

Front 67

Vowel digraph

Back 67

Two adjacent vowels that represent one speech sound.
Ex: ee in feet, oo in foot, ea in meat, and ai in sail

Front 68

Word analysis

Back 68

An inclusive term that refers to all methods of word recognition. Phonics is one such method. Other methods include picture clues (using pictures and graphic aids to assist in word pronunciation and meaning), sight words and structural analysis (which focuses on root words, base words, affixes, compound words, syllable division, and contractions)

Front 69

Zone of proximal development

Back 69

discoveringthe place where children can be successful with some assistance from an adult or a capable peer

Front 70

inferential comprehension

Back 70

requests the readers use ideas and information that are directly stated in the text along with their intuition, background, and experiences to reach a conclusion or a hypothesis

Front 71

Evaluative comprehension

Back 71

requires that children compare information and ideas presented in the text with their own experiences, background, and values