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217 Cards in this Set
- Front
- Back
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How to teach Phonemic Awareness
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1) Sound isolation
2) Sound blending 3) Sound substitution 4) Sound identity 5) Sound deletion 6) Sound segmentation |
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Strategy for Essays
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1) Identify one comprehension need demonstrated by the student
2) Describe an instructional strategy or activity to help address this need 3) Explain why the strategy / activity you describe would be effective [use subtitles to structure the essay] |
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Common Strategies for Meeting the needs of all learners
A) Struggling Readers and Students with Learning Disabilities |
1) Focus on key skills
2) Reteach what is not mastered 3) Teach things in manageable units 4) Provide concrete examples 5) Provide additional practice 6) Use verbal, kinesthetic, tactile activities |
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Common Strategies for Meeting the needs of all learners
B) English Learners / Speakers of Nonstandard English |
1) Transfer of relevant skills / knowledge of the first language
2) Note differences between first language and english 3) Focus on key vocabulary 4) Teach vocab w items, pictures, diagrams 5) Modeling |
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Common Strategies for Meeting the needs of all learners
C) Advanced Learners |
1) Increase pace and complexity
2) Extend depth and breadth 3) Build on and extend current skills |
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How to teach Phonological Awareness of larger units of language
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1) Word awareness
2) Syllable awareness 3) Word blending 4) Syllable Blending 5) Onset and Rime Blending |
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How to assess Phonological Awareness, including Phonemic Awareness
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1) Entry-level assessment
2) Progressing-monitoring assessment 3) Summative assessment |
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Concepts about Print
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1) The relationship between spoken and written english that print carries meaning
2) Recognizing letter, word, and sentence representation 3) Directionality of print / tracking of print 4) Book-handling skills |
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How to teach the concepts about print
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1) Reading aloud to students
2) The shared book experience 3) Language Experience Approach (LEA) 4) Environmental Print 5) Print-rich environment 6) Explicit (direct) teaching of concepts about print |
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How to teach letter recognition, letter naming, letter formation
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1) Assonating names and things with letters
2) Singing the alphabet 3) ABC books 4) Practice writing both uppercase and lowercase 5) Tactile and kinesthetic methods |
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Common word patterns of increasing difficulty
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1) VC
2) CVC 3) CVCC 4) CCVC 5) CVVC 6) CVCE |
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Common, Regular Letter Combos
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1) Consonant digraphs
2) Consonant blends 3) Vowels 4) Vowels Digraphs 5) Dipthongs 6) R-controlled vowels 7) L-controlled vowels |
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How to Analyze, Interpret, and Use Results
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1) Analysis and interpretation of assessment results should be based on standards
2) Analysis and interpretation must go further to determine when children are performing below expectations 3) Teachers should use results to create standards-based individual profits for each student 4) Teachers should use results to create standards-based class profiles |
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The interrelationships between phonics development and stages of spelling development. * Stages of spelling development
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1) Precommunicate
2) Semiphonetic 3) Phonetic 4) Transitional 5) Conventional |
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Affix
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A bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached, as the prefix ad- and suffix -ing in 'adjoining'
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Alphabetic Principle
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The assumption underlying alphabetic writing systems that each speech sound or phoneme of a language should have its own distinctive graphic representation.
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Analytic Phonics
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A whole-to-part approach to word study in which the student is first taught a number of sight words and then relevant phonic generalizations, which are subsequently applied to other words; deductive phonics.
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Auditory Blending
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The ability to fuse discrete phonemes into recognizable spoken words.
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Auditory Discrimination
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The ability to hear phonetic likenesses and differences in phonemes and words.
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Auditory Processing
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The full range of mental activity involved in reacting to auditory stimuli, especially sounds, and in considering their meanings in relation to past experience and to their future use.
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Basal Reading Program
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A collection of student texts and workbooks, teacher's manuals, and supplemental materials for development of reading and sometimes writing instruction; used chiefly in the elementary and middle school grades.
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Blend
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To combine the sounds represented by letters to pronounce a word; sound out.
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Comprehension
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"the essence of reading" is often taken to mean reading comprehension in the literacy literature unless restricted specifically or by inference from its content.
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Concepts of Print
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Familiarity with writing and print conventions, such as left to right, top to bottom sequence of reading; the use of spaces to denote words; the idea that print represents words. An important predictor of learning to read.
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Consonant
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A speech sound made by partial or complete closure of part of the vocal tract, which obstructs air flow and causes audible friction in varying amounts
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Consonant Digraph
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A combination of two consonant letters representing a single speech sound, as th for /th/ in that, or gh for /f/ in rough.
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Schwa
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In linguistics and phonology, the schwa is the vowel sound in many lightly pronounced unaccented syllable in English words of more than one syllable, sometimes signified by the pronunciation "uh" or symbolized by the symbols upside-down ? / upside-down rotated e. Its sound depends on the adjacent consonants and it is a very short neutral vowel sound. Generally accepted examples are: a in about, e in synthesis, o harmony, u in medium, y in syringe.
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Onset
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the part of the word before the vowel; not all words have onsets.
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Context Clue
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Information from the immediate textual setting that helps identify a word or word group, as by words, phrases, sentence illustrations, syntax, typography, etc.
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Cueing System
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Any of the various sources of information that may aid identification of a word unrecognized at first glance, as phonics, structural analysis, and semantic and syntactical information.
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Curriculum-Based Assessment
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The appraisal of student progress by using materials and procedures directly from the curriculum taught.
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Decode
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To analyze spoken or graphic symbols of a familiar language to ascertain their intended meaning. Note: To learn to read, one must learn the conventional code in which something is written in order to decode the written message. In reading practice, the term is used primarily to refer to word identification rather than to identification of higher units of meaning.
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Diagnosis
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The act, process, or result of identifying the nature of a disorder or disability through observation and examination. Note: Technically, diagnosis means only the identification and labeling of a disorder. As the term is used in education, however, it often includes the planning of instruction and an assessment of the strengths and weaknesses of the student.
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Diagnostic Teaching
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The use of the results of student performance on current tasks to plan future learning activities; instruction in which diagnosis and instruction are fused into a single ongoing process.
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Diagnostic Test
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Used to analyze strengths and weaknesses in content-oriented skills. Note: "Diagnostic tests may permit comparison among several subabilities of the same individuals and sometimes comparisons of strong and weak points or a group or class. Available instruments for the diagnosis of read difficulties vary widely in the thoroughness of analysis they permit and in the specific procedures followed.
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Digraph
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Two letters that represent one speech sound, as ch for /ch/ in chin or ea for /e/ in bread.
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Dipthong
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A vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel or semivowel sound in the same syllable, and /i/ in buy and vowel sounds in boy, and bough.
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Dyslexia
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A development reading disability, presumably congenital and often hereditary, that may vary in degree from mild to sever. Note: Dyslexia originally called word blindness, occurs in persons who have adequate vision, hearing, intelligence, and general language functioning. Dyslexics frequently have difficulty in spelling and in acquiring a second language, suggestion that dyslexia is part of a broad type of language disability. Difficulties with phonology are typical of most.
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Emergent Literacy
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Development of the association of print with meaning that begins early in a child's life and conventional reading are writing, "the reading and writing concepts and behaviors of young children that precede and develop into conventional literacy".
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Encode
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To change a message into, as encode oral language into writing, encode an idea into words, encode physical law into mathematical symbols.
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Fluent Reader
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A reader whose performance exceeds normal expectation with respect to age and ability; independent reader.
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Frustration Reading Level
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A readability or grade level of material that is too difficult to be read successfully by a student even with normal classroom instruction and support. Less than 90% of words read correctly, less than 60% of comprehension questions answered correctly.
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Graded Word List
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A list of words ranked by grade level, reader level, or other level of difficulty of complexity, often used to assess competence in word identification, word-meaning knowledge, and spelling.
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Grapheme
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A written or printed representation of a phoneme as b for /b/ or oy for /oi/ in boy.
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Grapheme-Phoneme Correspondence
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The relationship between a grapheme and the phoneme(s) it represents; letter-sound correspondence, as c representing /k/ in cat and /s/ in cent.
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Guided Reading
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Reading instruction in which the teacher provides the structure and purpose for reading and for responding to the material read.
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High Frequency Word
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appears many more times than most other words in spoken or written language.
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Informal Reading Inventory (IRI)
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The use of a graded series of passages of increasing difficulty to determine students' strengths, weaknesses, and strategies in word identification and comprehension.
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Inventive Spelling
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Spelling of sounds processed phonologically (a child's attempt to map speech to print).
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Metacognition
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Awareness and knowledge of one's mental processes such that one can monitor, regulate, and direct them to a desired end; self-mediation.
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Minimally Contrasting Pairs
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Words that differ only in initial or medial or final sounds (eg. pest/best, scrapple/scrabble, cat/cap). note: no need to know what scrapple is, sheesh..
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Mnemonic
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Having to do with memory, especially with strategies to improve memorizing.
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Morpheme
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A meaningful linguistic unit that cannot be divided into smaller meaningful elements, as the work book, or that is a component of a word, as s in books.
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Morphology
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The study of structure and forms of words including derivation, inflection, and compounding. Structural Analysis
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Nonphonetic Word
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In teaching practice, a word whose pronunciation may not be accurately predicated from its spelling.
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Nonsense Syllable
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A pronounceable combination of graphic characters, usually trigrams, that do not make a word, a kak, vor, mek, pronounced as English spellings.
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Orthography
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The way a language is written (encoded).
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Phoneme
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A minimal sound unit of speech that, when contrasted with another phoneme, affects the meaning of words in a language, as /b/ in book contrasts with /t/ in took, /k/ in cook, /h/ in hook.
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Phoneme Grapheme Correspondence
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The relationship between a phoneme and its graphemic representation(s), as /s/, spelled s in sit, c in city, ss in grass.
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Phonemic Awareness or Phoneme Awareness
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Phonemic awareness is the awareness of the sounds (phonemes) that make up spoken words. Such awareness does not appear when young children learn to talk; the ability is not necessary for speaking and understanding spoken language. However, phonemic awareness is important to understand the code of alphabetic languages and letters (and letter sounds). Having phonemic awareness provides some understanding of the notion that words are made up of phonemes. This insight is not always easily achieved. Phonemes are abstract units, and when one pronounces a word one does not produce a series of discrete phonemes; rather phonemes are folded into one another and are pronounced as a blend. Altogether most young children have no difficulty to segment at the phoneme level.
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Phonological Awareness
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A broader term that phonemic awareness; refers to language sensitivity and ability to manipulate language at the levels of syllables, rhymes, and individual speech sounds.
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Phonic Analysis
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In teaching practice, the identification of words by their sounds.
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Phonics
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A way of teaching, reading, and spelling that stresses symbol-sound relationships, used especially in beginning instruction.
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Phonogram
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A graphic character or symbol that can represent a phonetic sound, phoneme, or word.
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Phonology
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The permissible part of arrangements of speech sounds in forming morphemes and words; the rules for producing the phonemes in words.
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Prefix
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An affix attached before a base word or root, as re- in reprint.
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Preprimer
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In a basal reading program, a booklet used before the first reader to introduce students to features in texts and books and sometimes to introduce specific characters found later in a series.
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Prereading
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Referring to activities designed to develop needed attitudes and skills before formal instruction in reading.
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Primer
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A beginning book for the teaching of reading; specifically, the first formal textbook in a basal reading program, usually preceded by a readiness book and one or more preprimers.
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Print Awareness
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In emergent literacy, a learner's growing recognition of conventions and characteristics of a written language.
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R-Controlled Vowel Sound
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The modified sound of a vowel immediately preceding /r/ in the same syllable, as in care, never, sir, or curse, etc.
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Recognition Vocabulary
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The number of different words known without word analysis, words understood quickly and easily; sight vocabulary.
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Rime
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A vowel and any of the following consonants of a syllable, as /ook/ in book or brook, /ik/ in strike, and /a/ in play.
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Rhyme
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Correspondence of ending sounds of words or lines of verse.
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Semantics
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The study of meaning in language, as the analysis of the meanings of words, phrases, sentences, discourse, and whole texts.
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Sight Word
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A word that is immediately recognized as a whole and does not require word analysis for identification. A word taught as a whole.
1) High-frequency words (as, the, of) 2) Words with irregular spelling (dove, great) 3) Words of interest (dinosaur, Burger King) 4) Words from content-area lessons (insect, butterfly) |
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Sound Out
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The application of phonics skills in reproducing the sound(s) represented by a letter or letter group in a word.
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Structural Analysis
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The identification of word-meaning elements, as re and read in reread, to help understand the meaning of a word as a whole, morphemic analysis.
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Suffix
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An affix attached to the end of a base, root, or stem that changes meaning or grammatical function of the word, as -en added to ox to from oxen.
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Syllabication
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The division of words into syllables.
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Syllable
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In phonolgy, a minimal unit of sequential speech sounds composed of a vowel sound or a vowel-consonant combination, as /a/, /ba/, /ab/, /bab/, etc.
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Syntax
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1. The study of how sentences are formed and of the grammatical rules that govern their formation. 2. The pattern or structure of word order in sentences, clauses and phrases. Syntax examines the various ways that words combine to create meaning. The direct teaching of syntactic patterns is critical for comprehension of higher-level texts as well as for good writing.
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Synthetic Method
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A way of teaching beginning reading by starting with word parts or elements, as sounds, or syllables, and later combining them into words.
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Visual Discrimination
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1. The process of perceiving similarities and differences in stimuli by sight. 2. The ability to engage in such a process.
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Vowel
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A voiced speech sound made without stoppage or friction of the air flow as it passes through the vocal tract.
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Individuals who are phonemically aware are able to:
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Rhyme - Blend isolated sounds together to form a word - Tell how many sounds can be heard in a word - Segment spoken words into their constituent sounds - Substitute and Add sounds in spoken words - Delete a sound from a spoken word
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Yopp-Singer
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Test of Phonemic Segmentation, 22 words. example /d-/o-/g/. "Today we're going to play a word game. I'm going to say a word and I want you to break the word apart. You are going to say the word slowly, and tehn tell me each sound in th eword in order. For example, if I say "old," you should say "oooo-llll-d" (The teacher says the sound, not the letters.) Let's try a few words together."
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Running Record
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Benchmark readers assessment symbols and marking for errors, Self-correction, Meaning, Structural, Visual cues.
Scoring: Error, Accuracy, Self-correction Rates. Frequency: Early Emergent (aa-C): every 2-4 weeks, Emergent (D-J): 4-6 wks, Early Fluent (K-P): 6-8, Fluent (Q-Z): 8-10. |
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Error Rate
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Total words / Total errors
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Accuracy Rate
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(Total words read - Total errors) / Total words read x 100
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Self-Correction Rate
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(# errors + # self-corrections) / # self-corrections
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CLOZE
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A method by which you systematically delete words from a passage and evaluate ability to correctly supply deleted words. 275-300 words, first sentence intact, every 5th (10th elementary) word deleted, unlimited time, exact matches only. 58-100 Independent, 44-57 Instructional, 0-43 Frustration
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San Diego Quick
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Reading level screening tool to accurately pronounce words. The list in which a student misses no more than one of the ten words is the level at which he/she can read independently.
Two errors indicate his/her instructional level. Three or more errors identify the level at which reading material will be too difficult for him/her. |
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Content Area Reading Inventory (CARI)
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Informal measure of reading performance on actual course materials, ungraded, group. 250-350 words. Part 1: 9 comprehension questions: 3 vocab, 3 stated facts, 3 inferential questions. Part 2: 5-10 question for selected category: Taking notes, outlining? Following directions? Locating reference material? Using textbooks? Understanding graphics? Defining content-specific vocab? Comprehension skills? Reading rate? Study strategies?
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Group IRI (Informal Reading Inventory)
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A way to measure individual students in whole classroom, all students individually tested in one period. 3x5 cards with names and notate one of 4 corners (competent, average, struggles, or below grade level) by listening to each student read aloud simultaneously.
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Student Response Form
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A way to measure silent reading rate and ability to understand and comprehend specific text. Time passage, Literal, Interpretive, Applied questions. Score by correct answers and time taken
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Budget Your Time
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90 Minutes: Multiple Choice
30 Minutes: Short Essays 50 Minutes: Long Essays 60 Minutes: Case Study |
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Identify
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Write a simple sentence clearly stating the student's area of need and cite evidence from the question
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Describe
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Tell the reader precisely what the teacher and student will do, be specific. Write three to four sentences describing the activity. If using an instructional strategy, like Reciprocal Teaching don't assume the reader shares your understanding of that approach so describe it.
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Explain
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How does the strategy help the student? You could mention particular strengths of the approach, or cite a theoretical or research foundation.
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Subtitles
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1. Reading Comprehension Need
2. Instructional Strategy or Activity to Address Need 3. Why the Strategy or Activity Would be Effective |
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Case Study Strategy
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One hour. 1) Identify Strengths/Needs and Cite Evidence: three paragraphs that (a) identify strength/need and (b) cite specific document for evidence. 2) Describe Two Instructional Strategies or Activities: two paragraphs purely describing teacher and student do during each activity. 3) Explain: two paragraphs on the connection between area of need and strategy OR the rationale for the activity
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Domain Emphasis
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Domain 1: 10% / No essay
Domain 2: 33% / Long essay Domain 3: 13% / Short essay Domain 4: 20% / Short essay Domain 5: 23% / Long essay |
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INDRD
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Independent Reading
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PA
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Phonological [or Phonemic] Awareness
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CAP
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Concepts About Print
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LET
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Letter Recognition
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PHSW
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Phonics and Sight Words
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SYST
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Syllabic and Structural Analysis
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SPL
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Orthographic Knowledge / Spelling
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FL
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Fluency
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VOACBK
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Vocabulary, Academic Language, Background Knowledge
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COANY
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Comprehension: Any Text
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CONAR
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Comprehension: Narrative / Literary Texts
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COEXP
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Comprehension: Expository / Information Texts
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RICA Topic Analysis
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S for "area of strength", N for "area of need", No for "no evidence about topic". Topics: INDRD, PA, CAP, LET, PHSW, SYST, SPL, FL, VOACBK, COANY, CONAR, COEXP
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Domain 1
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Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment.
Competency 1: Planning, Organizing, and Managing Reading Instruction Competency 2: Reading Assessment |
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Domain 2
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Word Analysis.
Competency 3: Phonological and Phonemic Awareness Competency 4: Concepts About Print, Letter Recognition, and the Alphabetic Principle Competency 5: PHSW: Terminology and Concepts Competency 6: PHSW: Instruction and Assessment Competency 7: SYST, SPL |
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Domain 3
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FL
Competency 8: FL: Role in Reading Development and Factors That Affect the Development of Fluency Competency 9: FL: Instruction and Assessment |
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Domain 4
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VOACBK
Competency 10: VOACBK: Role in Reading Development and Factors That Affect Their Development Competency 11: VOACBK: Instruction and Assessment |
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Domain 5
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Comprehension
Competency 12: Concepts and Factors Affecting Reading Comprehension Competency 13: Instruction and Assessment - Before, While, and After Children Read Competency 14: Instruction and Assessment - Understanding and Analyzing Narrative / Literary Texts CONAR Comprehension 15: Instruction and Assessment - Expository / Informational Texts COEXP and Study Skills |
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Marie Clay
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Coined term "concepts about print", from New Zealand, developed CAP test for kindergarten with Sand or Stones, since replaced by Basal Reading System (eg. Open Court, Houghton Mifflin)
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Big Books
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Oversized picture books at least 15"x23". Large print can be seen from several feet, predictable phrases, ideal for shared book experiences
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Shared Book
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Introduction: Book Handling Skills and pre-reading questions
Reading: Dramatic punch, children join in on predictable text, predictions, comments, directionality and tracking Discussion: Before, During, and After Reread: Whole group, small groups, student pairs, individuals |
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Automaticity
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when word identification is swift and accurate, essential for fluent reading, with appropriate pace and expression
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Fundamentals of Teaching Phonics
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A) Instruction should be: (1) systematic, (2) direct and explicit. (B) Approaches: (1) whole-to-part lessons (2) part-to-whole. (C) Other approaches: (1) analogy (2) embedded. (D) Practice
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Systematic, Explicit Instruction in Phonics, Beginning Stage
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(A) Sounding out and blending VC and CVC words
(B) Single-syllable, regular word, some high-frequency, irregular sight words (C) How to use decodable text (D) Spelling VC and CVC words |
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Systematic, Explicit Instruction in Phonics, More Advanced Stages
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(A) Regular CVCC, CCVC, and CVVC words
(B) Regular CVCe words (C) Words with less common elements: (ch, sh, wh, and th), (least common: ph, kn) (D) Continuing use of decodable text (E) Common inflected ending (-ed, -er, est-, -ing, -s) (F) Complex orthographic patters |
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Systematic, Explicit Instruction in Phonics, Sight Words
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(A) Explicit (Direct) Teaching - (whole-to-part)
(B) High-frequency words (C) Factors that affect sight word instruction sequence - frequency, and graphic miscue (th- words). (D) Explicit strategies (1) Visual / Color (esp. digraphs) (2) Auditory (3) Tactile |
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Systematic, Explicit Instruction in Phonics, Meeting the Needs of All Learners - Struggling Readers and with Reading Disabilities
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1) Focus on key skills and high-frequency PHSW
2) Reteach skills lacking 3) Concrete examples (plastic letters) 4) Additional practice |
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Systematic, Explicit Instruction in Phonics, Meeting the Needs of All Learners - English Learners / Nonstandard English
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1) Transfer relevant knowledge and skills
2) Explicitly teach sounds that do not transfer 3) Explicitly teach sight word meanings as needed 4) Analyze patterns of error |
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Systematic, Explicit Instruction in Phonics, Meeting the Needs of All Learners - Advanced Learners
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1) Increase pace / complexity of instruction
(ie. less time / more concepts) |
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How to Assess Phonics: General Principles
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1) Decode in isolation (nonsense words)
2) Decode in context (patterns) |
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How to Assess Sight Words
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Read in isolation (flashcards) and context (IRI or Basal Reader)
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How to Assess PHSW, and analyze, interpret, & use results
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Entry Level, Progress-Monitoring, and Summative Assessments
Analyze, Interpret and Use Results: (1) standards-based, (2) reveal why children are performing below expectations, (3) create individual profiles, (4) create class profiles |
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Key Indicators of Reading Fluency
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Accuracy, Rate, and Prosody
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Prosody
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To read with appropriate expression, emphasis on certain words, variation in pitch, and pausing, reflecting reader's understanding of sentence structure, punctuation, and author's purpose.
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Factors that can Disrupt Fluency
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(A) Weak word analysis skills --> frequent stopping to decode words (B) unfamiliar content vocabulary (C) lack of background knowledge (D) unfamiliar complex syntax structures
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The foundational skills that directly support students with automaticity in reading fluency are:
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phonemic awareness, word analysis, sight word recognition
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Cognates
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words in two languages that share a similar meaning, spelling, and pronunciation
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expository writing
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A pedagogical term for any form of writing that conveys information and explains ideas: exposition.
As one of the four traditional modes of discourse, expository writing may include elements of narration, description, and argumentation, but unlike creative writing or persuasive writing, its primary goal is to deliver information about an issue, subject, method, or idea. |
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An example of a reading comprehension statement written in academic language is:
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I am going to visualize what is happening in the selection.
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The “Matthew Effect”, which relates to vocabulary, can be explained as:
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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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In order to determine the vocabulary for direct instruction prior to reading a text, the teacher needs to consider:
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the tier levels of academic vocabulary encountered in the text.
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Tier Level of Academic Vocabulary
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Tiered Vocabulary is an organizational framework for categorizing words and suggests implications for instruction. (The three-tier framework was developed by Isabel Beck and Margaret McKeown.)
Tier 1: Common, Known Words Examples: big, small, house, table, family Tier 2: High-Frequency Words (aka Cross-Curricular Vocabulary) Examples: justify, explain, expand, predict, summarize, maintain Tier 3: Low-Frequency, Domain-Specific words Examples: isotope, tectonic plates, carcinogens, mitosis, lithosphere |
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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:
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provide visual explanations of the comprehension strategies and use them with texts that are at their instructional reading level.
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The literary genre of fantasy can be described as:
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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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Literal Questions
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can be answered directly from the text. The answer is already there. It is just if you can identify it. Sometimes you would need to word it.
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Inferential Questions
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cannot be answered straight from the text. You will need to think about it and read over the text to see. The text only tells you hints and clues. Sometimes you would need to word it.
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Evaluative Question
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very similar to Inferential Questions. However, Evaluative sort of sums up the text and ask you to judge something of the text such as; the meaning, truth, answer, opinion and etc. Sometimes you would need to word it.
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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:
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QAR strategies and Bloom’s
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Text Structures in Expository Text
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Cause and Effect
Problem and Solution Comparison / Contrast Sequence Description |
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Text Features in Expository Text
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Organizational/Explanatory Features: Table of Contents, Index, Glossary, Guide Words
Typographical Features Graphic Features Instruction on Text Features |
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Guide Words
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They are the first entry word and last entry word on each page. They appear at the top of each page of a dictionary or encyclopedia.
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KWL
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Know,
Want to know, Learned |
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Graphic Organizer
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Structured overview of what will be read, usually presenting key points for a chapter in an easy to read format based on text structures.
1) Is prepared by the teacher 2) Has relatively few words and summarizes main points 3) Is examined before text is read |
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I + I strategy for reluctant readers
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Independent reading level + Personal Interest = Best Chance of Success
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Entry-level assessment
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Implemented prior to instruction to determine (1) which students possess prerequisite skills and knowledge (2) which students already have mastered skills to be taught
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Progress-monitoring assessment
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During an instructional unit, assess which students are making adequate progress toward achieving target standards 1) who needs more help 2) class level, stop and reteach?
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Summative assessment
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Determine which students have achieved the target standard(s)
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Contents and purpose of an IRI
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Battery or collection of assessments administered individually depending on reading level to determine frustration, instructional, and independent reading level, Informal Reading Inventory. Assessments generally included: word recognition lists, graded reading passages, reading interest survey, CAP, phonics, vocab, spelling, etc
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Criteria to determine frustration, instructional and independent reading levels
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Cannot be read and understood, even with help. less than 90% words read correctly and 60% comprehension questions... Can be read and understood with help, basal and social studies level, 90% or more words read and 60% comprehension questions... Without assistance 95% words read correctly, 90% comprehension..
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Purpose of standards-based individual and group profiles
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Chart or summary of where each child is relative to standards, below, at, or above for interventions. Then chart collective class relative to standards used to adjust instruction for whole class.
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Phonological VS Phonemic Awareness
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Knowledge that oral English is composed of smaller units, VS ability to distinguish separate sounds
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Phonemic Awareness VS Phonics
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Ability to distinguish separate sounds VS knowing letter-sound corresondences
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Phonemic Awareness Tasks
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Sound isolation, identity, blending, substitution, deletion, segmentation
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The Shared Book Experience
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Shows that reading is fun, discovers good books, and teaches CAP, educator Don Holdaway.
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Letter:
Recognition, Naming, Formation |
Teacher names letter, child points
Teacher points, child names Teacher names, child writes (isolation) Teacher assesses writing sample (context) |
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Syllabic Analysis
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Decoding multisyllabic words based on knowledge of each syllable.
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Structural Analysis
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Morphemic analysis, decoding multisyllabic word of affix added to base word through previous knowledge of affix and base word.
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Orthographic Spelling Instruction Multisensory Techniques
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Visual: use of color
Auditory Kinesthetic Tactile Mental imagery |
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Automaticity Theory
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knowing how to perform some arbitrary task at a competent level without requiring conscious effort—i.e. it is a form of unconscious competence.
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Word Consciousness
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knowledge and disposition necessary to learn and use words, word parts, and word order.
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Listening, Speaking, Writing, Sight, and Meaning Vocabularies
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all the words a student can recognize during said activity
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Technical (or specific) academic language and nontechnical academic language
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Language used in classroom, formal (eg. theory, hypothesis, analysis, synthesis, etc). Technical/Specific refers to a particular discipline (eg. sovereignty, monarchy, tyranny, representation, etc.)
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Background Knowledge
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What you know about a specific topic, the foundation upon which greater knowledge can be built.
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Contextual Redefinition
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Makes use of the text surrounding the target word in which students venture definition guesses with increasing context clues over four rounds
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Semantic Map
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Word maps or semantic webs with the target word in the center of a circle with satellite bubbles linked with lines
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Semantic Feature Analysis
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Teacher creates a grid matrix that identifies traits of the target words on horizontal, target words on vertical, children place + where traits are shared.
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Importance of teaching nontechnical academic language
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These words are necessary for performing school tasks: eg. define, identify, illustrate, speculate, summarize, and classify
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Story Maps
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List important events of a story and try to understand how they relate to each other. Logical? Credible? Makes sense?
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Question Classification / Answer Verification
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what type of question is being asked, and how students came up with their answer
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QAR
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Right there
Think and search Author and You On my own |
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Narrative Text
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A narrative text is text that tells a story, recounts events that have happened. Narrative texts help us to pass along to others events that need to be remembered.
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Genre
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Categories or types of literature of varying elements of story grammar. Traditional Lit/Folktales, Modern Fantasy, High Fantasy, Science Fiction, Contemporary Realistic Fiction, Historical Fiction, Biography, Poetry (Ballad, Lyric, Couplet, Epic, Sonnet,
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Elements of a story grammar
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Character, plot, setting, mood, theme, style
Outline template: Setting, Characters, Problem, Events 1,2,3, Resolution, Theme |
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Text-to-self, text-to-text, text-to-world
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Have you ever had something like this happen in your life? Have we read another story that had this happen? Have we heard any real life news like this?
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Content-area literacy
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the ability to use reading and writing for the acquisition of new content in a given discipline. Such ability includes three principal cognitive components: general literacy skills, content-specific literacy skills (such as map reading in the social studies,) and prior knowledge of content. -- a cognitive and social practice involving the ability and desire to read, comprehend, critique and write about multiple forms of print. [These] multiple forms of print include textbooks, novels, magazines, Internet materials and other sociotechnical sign systems conveying information, emotional content, and ideas to be considered from a critical stance."
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Skimming VS Scanning
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Fast reading to preview VS rapid reading to find information
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Study Guides
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facilitate learning in a number of areas, or be resources that foster comprehension of literature, research topics, history, and other subjects.
General topics include study and testing strategies; reading, writing, classroom, and project management skills; as well as techniques for learning as an adult, with disabilities, and online |
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L1 and L2
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First language learned (eg. Spanish) and second language learned (eg. English)
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Scaffolds
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Temporary support, guidance, or assistance provided to a student on a new complex task. Both whole group and small group or individualized lessons.
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Word Sorts
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Compare and contrast a collection of words on index cards by sorting them into categories
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Comprehension strategies
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Visualizing
Paraphrasing Clarifying Predicting Generating Questions Summarizing Adjusting reading rate |
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Reciprocal Teaching
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Gradual release of responsibility for predicting, generating questions, clarifying, and summarizing
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An indicator that the teacher needs to decrease the pacing of instruction for her students in reading comprehension is:
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Data from a monitoring assessment
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A teacher has provided his students with effective instructional delivery for a reading lesson in cause and effect. How can he determine that his students are able to complete a task on the concept independently and apply what has been learned:
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Provide a short informal quiz on the concept, while monitoring the room to make observations and provide feedback.
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After implementing a CLOZE assessment, a sixth grade teacher has determined that five of her students tested at a frustration level. What is an example of an effective intervention lesson?
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Phonics and fluency instruction
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One of the reasons for a teacher to communicate assessment results for reading progress for her students to district personnel is:
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To justify the scores from STAR, the statewide testing system
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Effective instruction for the development of the alphabetic principle will require all of the following activities except:
A. Onset-rime B. Letter sequencing C. Phoneme identity D. Invented spelling |
Letter sequencing
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ou au ow oi oo oy
The list of letter combinations above can be identified as: |
Dipthongs
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According to research, the most effective method of assessing the spelling development of students is:
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Writing samples
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A technique that can be used to support students with special needs in order to practice sight word identification is:
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Tracing words that are designed with sandpaper
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In order for students to acquire word recognition in connected text, students need to master the concepts:
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Phoneme segmentation, blending letter sounds and letter combinations, and multisyllabic decoding strategies
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In order to support third grade students with decoding multisyllabic words, phonics lessons should focus on:
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Syllable blending
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The factors that should be considered when planning explicit instruction for fluency development are:
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Assessment for target fluency goal, select appropriate texts, model fluent reading, practice opportunities with teacher feedback
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Which activity is the most effective in supporting fluency development during independent silent reading?
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A student reading at his/her independent reading level and completing a simple book report for the text
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During small group instruction, a first grade teacher can support her students, whose decoding is not automatic, with improving fluency rate by:
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Whisper reading is a highly effective, one-on-one
method for improving fluency that makes an impression on several senses simultaneously. |
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An Oral Reading Inventory can best be described as:
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An entry level assessment
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A vocabulary strategy that supports early vocabulary development for students is:
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Classifying and categorizing words
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In order for a fourth grade teacher to support her students with vocabulary development during independent reading, she should:
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Encourage students to read various genres of books at their instructional level.
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After teaching the meanings of the prefixes un-, re-, and dis-, a second grade teacher provides her students with a graphic organizer:
Directions: Divide the words provided into their correct parts and categorize them in the chart. From your knowledge of affixes and base words, determine the meaning of the word. This activity is an example of: |
Word learning strategies
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Word web
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a graphic organizer, created to gather and connect facts, ideas, concepts, and/or words
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A third grade teacher is planning a lesson on dictionary skills for her class. She will need to incorporate all of the following activities except:
A. Understanding alphabetical order B. Identifying guide words C. Determining definitions for words with multiple meanings D. Teaching syllabication rules |
Teaching syllabication rules
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Which activity is an example of implementing word consciousness?
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Provide students with explanations of idiomatic expressions and have them illustrate the meanings in order to develop a Book of Idioms.
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During the proofreading stage of the writing process, a fifth grade teacher “sentence lifts” sentences from her students’ independent writing. She rewrites them on an overhead projector and has students analyze the sentences, and edit them while explaining the errors and corrections. This activity supports students with:
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Written language structures
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In order to support students with special needs to understand graphic features in expository texts, the most effective instructional activity would be:
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Provide students with an example of a text that incorporates the use of all graphic features along with sentence strips listing names and explanations of features. The students will match the label to the part of the text in the example. A model of the graphic features will be posted on the board as a reference.
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