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42 Cards in this Set
- Front
- Back
Advanced |
The presentation of relevant learning activities or subject |
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Affixes |
A morpheme attached to a base word (also called root |
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Alphabetic |
The systematic use of alphabet letters to represent speech |
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Assessment |
A means for measuring a student’s progress. Assessments |
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Auditory |
The ability to tell the difference between one sound and |
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Background |
The knowledge that students already possess. Students |
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Base Word |
The word to which affixes are attached. A base word is |
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Big books |
Large “child-friendly” volumes that help children learn |
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Blending |
The ability to take separate sounds and blend them into a |
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Cloze test |
A “fill-in-the-blank” assessment tool often used to test |
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Comprehension |
The process of constructing meaning |
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Comprehension |
The techniques that students can use to better understand |
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Concepts About |
An understanding of the ways in which letters, words, and |
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Consonant |
Two or three consonants blended together. The sound that |
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Consonant |
A pair of consonants that makes a single sound that is |
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Content-Area |
The ability to learn through reading |
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Context Clue |
The use of information surrounding an unknown word or |
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Conventional |
Students who have mastered conventional spelling will |
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Curriculum- |
The use of measurement tools and tests that are directly |
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Decoding |
Analyzing words by identifying sound units |
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Deletion |
The removal of a sound or phoneme from a word. Sound |
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Diagnosis |
The identification of a specific learning problem or |
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Diagnostic |
The use of assessments about student problems and |
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Diagnostic Test |
An assessment designed to measure a student’s academic |
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Diphthong |
A gliding vowel sound normally represented by two |
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Direct |
An instructional strategy that includes modeling reading, |
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Directed |
DLTA both assesses and instructs students. Listening, |
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Directionality |
The ability to process words in a text in the correct order. |
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Emergent |
The awakening of a student’s reading ability. Emergent |
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Etymology |
The study of the origins and histories of words. |
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Schwa sound |
the mid-central, neutral vowel sound typically occurring in unstressed syllables in English, however spelled, as the sound of a in alone and sofa, e in system, i in easily, o in gallop, u in circus. the phonetic symbol ə, used to represent this sound.
An 'uh' sound as in: 'uh'mazing (amazing)
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Morphology |
1) the patterns of word formation in a particular language, including inflection, derivation, and composition. 2) the study and description of such patterns. 3) the study of the behavior and combination of morphemes. |
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Orthography |
The part of language study concerned with letters and spelling. |
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Orthography |
part of language study that deals with letters and spelling |
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Code-switching |
When bilinguals substitute a word or phrase from one language with a phrase or word from another language. To illustrate, consider the sentence, (1) I want a motorcycle VERDE. |
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Graphs phonemic cueing system |
Students are encouraged to declare the similarities and differences between written and spoken forms of a sound |
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SQ3R |
Survey, Question, Read, Write & Review. A formula for deep reading |
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KWL chart |
3-part charts for improving reading comprehension & analysis: Know -what students already know about the subject Want - what the student wants to learn from the text Learned -after reading, what they learned |
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QAR System |
Question-Answer-Relationship 4 type of questions that guarantee teachers are asking a healthy range of reading comprehension questions |
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QAR question types? |
"RIGHT THERE" explicit details from text "THINK AND SEARCH" requires students to draw information from multiple places in text (examples). "AUTHOR AND YOU" for inherently comprehension. "ON MY OWN" asks student to use text as starting point and consider examples from own life. |
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Fluent-English-Proficient (FEP) |
Students who are fluent-English-proficient are the students whose primary language is other than English and who have met the district criteria for determining proficiency in English (i.e., those students who were identified as FEP on initial identification and students redesignated from limited-English-proficient [LEP] or English learner [EL] to FEP). |
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Specially Designed Academic Instruction in English (SDAIE) |
Specially Designated Academic Instruction in English (SDAIE) is an approach to teach academic courses to English learner (EL) students in English. It is designed for nonnative speakers of English and focuses on increasing the comprehensibility of the academic courses typically provided to FEP and English-only students in the district. Students reported in this category receive a program of ELD and, at a minimum, two academic subjects required for grade promotion or graduation taught through (SDAIE). Subject matter provided in both languages. |