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37 Cards in this Set
- Front
- Back
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Competency 3 |
word identification skills and reading fluency |
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Reading Fluency |
Ability to read with speed, accuracy and proper expression |
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Reading Comprehension |
the level of understanding of a text or message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside of the text or message. |
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Word Analysis Skills |
knowledge of the meanings and spellings of prefixes, root words and suffixes. |
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Intonation |
the rise and fall of the voice in speaking |
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Home Language |
native language |
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Phonetic |
relating to speech sounds |
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Informal Assessment |
a procedure for obtaining information that can be used to make judgement about children's learning behavior and characteristics or programs using means other than standardized instruments |
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Formal Assessment |
tests that systematically measure how well a student has mastered learning outcomes |
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Decoding |
being able to use visual, syntactic, or semantic cues to make meaning form words and sentences |
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Complex Words |
defined as a base word combined with a derivational element. (live + ly = lively) |
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Alphabetic Principle |
the understanding that words are made up of letters and letters represent sounds |
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Syntax |
the arrangement of words and phrases to create well-formed sentences in a language |
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Semantics |
the meaning of a word, phrase, sentence or text |
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Irregular Words |
verbs that don't take on the regular -d, -ed, or -ied spelling patterns |
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Oral Language Development |
development of the system through which we use spoken words to express knowledge, ideas and feelings |
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Criterion-Referenced Test |
Assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards |
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Curriculum-Based Test |
a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing and spelling |
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Informal Reading Inventory |
an informal diagnostic reading test usually based on materials that the student will be reading in class to determine what level instruction should begin |
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Norm-Referenced Test |
a type of test, assessment or evaluation which yields an estimate of the position of the tested individual in a predefined population with respect to the trait being measured |
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Meta-cognitive Skills |
higher order thinking which involves active control over the cognitive processes engaged in learning |
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Independent Reading |
when students are involved in choosing and reading material for their independent consumption and enjoyment |
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Instructional Reading |
the level at which a child needs the support of a teacher, parent or tutor |
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Frustration Reading |
when a child has difficulty reading text (less than 90% word accuracy) |
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Direct/Explicit Instruction |
the use of straightforward, clear teaching techniques, usually to teach a specific skill |
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Previewing |
learning about a text before reading it |
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Self-Monitoring |
like metacognitive awareness, it's when one is reading makes sense by monitoring and controlling one's own comprehension |
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Visualizing |
readers create images in their minds that reflect or represent the ideas in the text |
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Retelling |
ability to tell what happened in a story in the right order |
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Literal Meaning |
simply what the text says, what actually happened in the story |
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Inferential Skills |
determining what the text means, requires you to think about the text and draw a conclusion |
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Evaluative Skills |
what the text is telling us about the world outside the story. Readers must analyst what they have read then form an opinion based on the information |
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Expository Text |
educates the reader. Clear, concise and organized. The opposite of narrative text |
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Derivations |
obtaining or developing of something from the source or origin |
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Fables |
a short story, typically with animals as characters, conveying a moral |
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Story Elements |
plot, conflict, resolution, theme, atmosphere, rising action, climax and turning point |
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Expository Text |
mode of writing which the purpose of the author is to inform, explain, describe or define his or her subject to the reader |
