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67 Cards in this Set
- Front
- Back
Whole Language
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uses only trade-book literature where words are never broken down or removed from context
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Balanced Literacy Program
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teaches reading and writing based on student needs and within the context of appropriately leveld reading materials (often uses basal readers, decodable text, and daily encounters with fiction and non-fiction
all all children become independent |
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Eclectic Approach
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teachers borrow elements from two or more approaches to create their own approach
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Bottom-Up
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progressing from the parts of langauge (letters) to the whole word (meaning)
(letters, Words, Sentences, Paragraphs, Texts, Meaning) |
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Gestaltist or Top-Down Theory
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information and experiences the reader brings to print drive the reading process rather than the print on a page
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Emergent Literacy
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becoming literate begins at birth and is a continuous, developmental process
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Vygotsky
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an individual's cognitive capacity was determined by heridity
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Zone of Proximal Development
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What a child can do alone and in collaboration with others
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Linguistics
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study of langauge structure and how it is used by people to communicate
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Psycholinguistics
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study of how language is used and organized in the mind
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Sociolinguistics
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study of how langauge relates to human and societal behaviors
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Langauge Acquisition
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study of how infants learn and use langauge to meet their needs and express their ideas
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Schemata
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constructing meaning from print based on prior knowledge and experience with the content
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Syntactic Cueing
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proper use of syntax(how langauge is ordered) to know what comes next
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Pragmatics
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study of how language is used in society to satisfy the needs of human communication
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Prephonemic Stage
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children begin to use letters to represent their meaning
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Scope and Sequence Chart
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describes the range of skills to be taught in a basal program
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Decodable Text
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Uses highly controlled vocabulary to reinforce
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Balanced Reading Program
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Reading To Children, Reading With Children, and Reading By Children
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Reconciled Reading Lesson
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teaching reading skills before reading and relating them to the slection to be read
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Directed Reading Thinking Activity
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Sample the Text, Make Predictions, Sample the Text to Confirm or Correct Predictions
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Fragmentation
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curricular practice of listing, teaching, and measuring reading skills in isolation from other langauge skills
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Integration
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putting skills of langauge and components of the langauge together
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Decode
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understand meaning of words
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Encode
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to put words into print
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Assonance
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repitition of a vowel sound
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Graphophonic Cueing
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Shows How Printed Language Works (directionality, word vs letter, relationship between letters and sounds
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Environmental Print
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Print found in the environment ( boxex, signs, bumper stickers, candy wrappers)
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Phonological Awareness
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gerneral term for oral language units as words, syllables, and sounds
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Phonemic Awareness
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spoken words are made of individual sounds
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Ability Grouping
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Dividing children based on reading ability and achievement
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Yopp-Singer Sementation Test
and Shefelbine Basic Phonic Skills Test |
a test used to show a student's ability to discriminate sounds and segment words into phonemes
Tests rhyming, blending, substitution, and deletion |
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Assesment Tool Categories
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1. Student PRofile
2. Auditory Discrimination and Phoneme Awareness 3. Emerging Literacy assessment 4. Sight Word Assessment 5. Formal Reading Assessment |
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Types of Student Profile Tools
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Burke Interview, Concepts of Print Inventory, Home Survey, (most are qualitative rather than quantitative
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Types of Emerging Literacy Assesments
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environmetal print asessment, name literacy, bookhandling, Stages of Writing
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Types of Sight Word Assessments
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These tests are designed to indicate the number of words a student recognizes upon sight (Dolch Sight Word and Second Language Assessment)
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Independent Reading Level
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level a student can read a text on his own (95% Accuracy)
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Instructioal Reading Level
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level a student can read with the assistance of a teacher (85-95% accuracy)
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Frustration Reading Level
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a level students shouldn't read (below 85%)
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Ways to Determine Reading Level
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1. Cloze Procedure
2. Basic Reading Inventory 3. Ekwall Shanker Reading Inventory |
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Components of a Reading Program
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1. Reading - engagement of the written word
2. Oral Language - makes connection between oral and written 3. Writing - allow students to practice (air writing, sand writing, tracing) 4. Spelling - spelling correlates with ability to identify words |
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Letter-Sound Knowledge
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tests how letters are related to sounds
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Onset-Rime
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tests weather a student can identify which word as a different onset or rime
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Word-Blending Tests
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tests students ability to take separate sounds and blend them into words
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Word Blending
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combining separate phonemes into a word
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Test for Concept About Print
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Book Handling - ask front of book, open book, a page in the book,
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Left to right Progression
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when reading or writing moving from the left
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Return Sweep
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when the end of a line is reached begin of the next line
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One-to-One Correspondence
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word-tow-rod correspondence with written and oral language
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Word Boundaries
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collection of letters surrounded by spaces or puncuation
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Shared or guided Reading Characteristics
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models left to right progression, return sweep, one-to-one correspondence
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Systematic Explicit Phonics
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refers to a program in which letter-sound correspondences are taught from basic to complex
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Rosner Test
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determines how phonemically aware a student is
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Shelfbine Test
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assesses phonemic awareness and basic phonics concepts
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Wide Range Achievemnt Test
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assesses reading and spelling ability
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Woodcock Reading Mastery Test
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measures a student's abilty to decode words
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Running Record Assessment
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completing a detailed record of a child's errors and decoding strategies
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Clues to Help Decode Words
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Semantic
Syntactic Picture Graphophonic Syllable Division |
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Syntactic Cues
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word order clues ( My dog likes to (should understnad a verb fits in the sentence)
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Graphophonic Cues
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Sounding Out a words to identify phonemes within a word
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Consonat Cluster
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a sequence of consonants that appear together in a syllable without a vowel between them
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Semiphonetic Spelling
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aware of the alphabetic principle and will make an attempt to confirm spelling to that principle
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Transitional Spelling
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use morpholigal and visual information to spell a word instead of phonics alone
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Reciprocal Teaching
by Palinesar and Brown |
a comprehension strategy where students are responsible for predicting, clarifying, questioning, and summarizing
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Holistic Scoring
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assigns one score to the entire writing
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Analytic Scoring
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assigns several sub scores and teacher gives feedback
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Semantic Map
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a map that deomstrates multiple relationships between a concept and the knowledge associated with it(helps student identify existing knowledge)
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