Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
105 Cards in this Set
- Front
- Back
State standards |
What every child should know and be able to do at each grade level |
|
Balanced instructional program |
Strategic selection of what skills should be taught given a child's level of reading development |
|
Comprehensive reading Program |
Structured so all grade level standards are covered rather than over emphasizing one area of reading development |
|
Differentiated instructions |
If the teacher makes adjustments to meet the needs of individual students |
|
Scaffold |
A temporary support provided to a student to help him master new or complex task |
|
Differentiated instruction |
If the teacher has made adjustments to meet the needs of the individual students |
|
5 Finger reading selection test |
Put one finger up for each time he or she comes to a word that he or she cannot pronounce it pronounced if it happens within 1 page then it's time to get a different book. |
|
Interest inventory |
A way for teachers to connect students to such books and requires the teacher know what topics each student finds most interesting. |
|
D.E.A.R. |
Drop everything and read |
|
Define principles of standards based reading instruction instruction. |
A teacher's goal is to help all students achieve every grade level English language arts content standard. |
|
Identify key factors and differentiated reading instruction. |
Know the definition and example of scaffolds. |
|
Describe how to organize instructions to meet the needs of all students. |
Be sure to know the concept of flexible grouping. |
|
Describe the components of effective instructional delivery |
Orientation, presentation, structured and guided practice, independent practice and application. (I do, we do, you do) |
|
Discuss how to engagement motivate students |
Foster student discussions using literature circles |
|
Describe strategies for promoting and monitoring independent reading |
I + I strategy |
|
Entry level assessments |
Implemented prior to instruction to determine which students possesses prerequisite skills and knowledge |
|
Miscue analysis |
A tool to identify and classify errors of students oral reading |
|
Graphophonemic errors |
Sound - symbol relationship ( Feather for father) |
|
Semantic errors |
A meaning-related error such as reading dad for father |
|
Instructional reading level |
The highest passage for which the student reads allowed 90% or more of the words correctly at least 60% of the comprehensions answered correctly |
|
Phonological awareness |
It's the knowledge that world English is composed of smaller units |
|
Phonemic awareness |
Is the ability to distinguish separate phonemes (or sounds) in spoken word |
|
Phonics |
Is knowledge of letter - sound correspondences |
|
Onsets |
The initial consonant sound or consonant blend |
|
Rimes |
The vowel sound and any consonants that follow |
|
Book concepts |
Understanding how to use a book as a tool (the way that you hold it, recognize the cover)Understanding how to use a book as a tool (the way that you hold it, recognize the cover) |
|
Sentence concepts |
Directionality-understanding that in the English language the words move from left to right |
|
Word concepts |
Understanding that a collection of letters is probably a word |
|
Letter concepts |
Understanding the differences between capital and lower case letters |
|
Multi sensory activities |
Activities which involve the most sensories as possible |
|
Identifying sounds |
Identify the 1st time you hear in open quotations cat close quotations (usually the initial sound) |
|
Blending sounds |
Combining all the sounds you hear in cat together (separate phonemes) |
|
Segmented sounds |
Differentiating all the different sounds that come together to make the word cat |
|
Forms of segmenting sounds |
Deleting counting or substituting sounds -tearing apart the wholesale into each phony that the word represents |
|
Trace and say activity |
If a student is confused about P or Q the teacher can trace the directionality of each letter like up around down. |
|
Tactile sensations |
to keep in touch w/ the environment (touch) |
|
Met-cognitive activity |
Thinking about one's thinking |
|
Elkonin boxes Activity |
An activity where students break down the different phones of a word usually |
|
Letter sound correspondence |
Alphabetic principle where one letter stands for typically 1 sound |
|
Onset-rime |
Beginning with a consonant cluster (_at) while substituting different letters to make ryhming words |
|
Fluency |
Quickly, accurately, intonation |
|
Part to Whole Strategy |
Starting w/ the smallest/ most basic and building up. |
|
Drill and Kill activity |
Providing lost of repetitious activities to build a particular skill. |
|
Advanced Polysyllabic Words |
Prefix, Suffix, and Root Words |
|
Structural Analysis |
Taking a Polysyllabic word and breaking it up into meaningful morphemes |
|
Contextual Analysis |
Homophones, Homographs, Homonyms |
|
Homophones |
Same Sound Cite, site, sight To, too, two Their, There, They're |
|
Homographs |
Same Letters Lead (v) Lead (n) Minute (adj.) Minute (n) |
|
Homonyms |
Multiple Meaning Words Denotative - Dictionary Below body Temperature Connotation - Slang She's a cool teacher |
|
Inflectional Suffixes |
Plurals, Possessives, Comparatives, Superlatives, Verb tenses |
|
Derivational Affixes |
Prefixes, Suffixes |
|
Plurals Words |
Cats, Dogs, Lizards, Frogs |
|
Possessives |
Mike's, Makayla's |
|
Comparatives |
Tall --> Taller Comparing one thing to another |
|
Superlatives |
Taller --> Tallest Means "the most" |
|
Comparatives |
Tall --> Taller
Comparing one thing to another |
|
Affix |
Divided into Prefixes & Suffixes |
|
Prefixes |
Derivational |
|
Suffix |
Derivational and Inflectional |
|
Structural Analysis |
Denationalization De nation al iz ation Base word = free root Nation= n; al= adj.; iz= verb; ation= noun; de= undo |
|
Derivative |
Something that is based on another source |
|
Inflected |
|
|
Morphemes |
Units of Meaning cat = 1 morpheme (free) Cats = 1 morpheme (free), + 1 morpheme (bound) FYI - bound means it cant stand by itself |
|
Free Root |
Can stand by itself and still have meaning |
|
Bound |
Relies on a free root |
|
Syntactic CLOZE |
Fill in the blank. ex. I went __________ the store. |
|
Symantic CLOZE |
More on Context/ Meaning I ______ my research. Cite, site, sight. |
|
Literal Comprehension |
Answering Facts: Who, What, Where, When |
|
Inferential Comprehension |
How, Why, What Next, |
|
Narrative Text Schema |
Schema= Organization Plot, Setting, Symbolism, Conclusion |
|
Expository Text |
Content Areas: Science Books, History Books, Specifics (Cause & Effect) Compare/ Contrast (Plant & Animal Cells) |
|
Narrative Text Schema |
Schema= Organization Plot, Setting, Symbolism, Conclusion |
|
Choral Reading Activity |
Teacher models intonation in a reading sample and has student repeat the expression intended |
|
Say a student is struggling with accuracy, what activity can be used to build skills |
Point and Speak, cut out cardboard |
|
Say a student is struggling with speed, what activity can be used to build skills |
Repeated Reading |
|
Story Map |
Used to define the sequences of a story |
|
Fact & Opinions T-Chart Activity |
Helpful w/ Evaluative Comprehension |
|
Think Aloud Activity |
Have the Child ask themselves the comprehension questions |
|
Elements of Foundations of Reading |
BSWU (IBS) Book concepts Sentence Concepts Word Concepts Upper & Lowercase letter names Identifying, Blending, Segmenting sounds |
|
Elements of Decoding and Fluency |
LOPSF Letter Sound Correspondence Onset- Rime Instruction Phonics Generations Simple Polysyllabic Words Fluency Activities |
|
Vocabulary Development |
RIASC Regular SWs Irregular SWs Advanced Polysyllabic Words Structural Analysis Contextual Analysis |
|
Comprehension Development |
FLINEE Fluency Literal Comprehension Inferential Comprehension Narrative Text Schema Expository Schema Evaluative Schema |
|
Morphology |
The study of word formation |
|
Stages of Spelling Development |
Prexommuncatice, Semiphonetic, Phonetic, Transitional, Conventional |
|
Whole-to-Part Lessons |
Teacher presents a group sentences w/ a common element. Students match sh words (cash, fish, wish, fresh). Teacher may underline keywords and emphasize explicit sound-symbol relationships. |
|
Part-to-whole Lessons |
Begins w/ the sound and students working to build the sounds together to build words. Teachers write (sh) on a board and ask students to pronounce. Then write (ca, fi, ma, di). Students blend the sounds to make a word. |
|
Systematic Instruction |
Sound-symbol relationships that should be taught in sequence that moves from simple to complex linguistics units. |
|
Direct & Explicit Instruction |
Lessons in small groups or 1o1 which develop specific sound-symbol relationships. |
|
Whole-to-Part Instruction's AKA |
Analytic Phonics |
|
Part-to-Whole Instruction's AKA |
Synthetic Phonics |
|
Analogy Phonics |
Onset-Rime = Student are taught unfamiliar words by comparing them to known words. (i.e. brick is to tick, kick, and lick). |
|
Embedded Phonics |
A teaching approach where a teacher may incidentally as something that is not the central focus. (Make way for Duckling book --> Teachers asks students to generate other words w/ ake.) |
|
Contextual Practice |
When a teacher creates special sentences w/ several sounds/words that have been learned. Teacher models (I DO, WE DO, YOU DO (Silently/ Out Loud). |
|
RICA Content Standards cite 4 categories of word identification lessons for beginning readers. |
a) sounding out and blending regular VC & CVC b) reading single-syllable regular and some high frequency irregular sight words c) reading decodable text for practice d) spelling VC and CVC words |
|
Sounding out and blending Regular Sight Words |
CV = am, at, up, if CVC = man, pet, lip, tot, bum |
|
Open Syllable |
Ends w/ a vowel (i.e. go, be, |
|
Closed syllable |
Ends w/ a consonant (i.e. kick, nor) |
|
Selecting Spelling Words (Teaching to Spell) |
a) groups of words that have common orthographic patterns b) high frequency words c) common need words d) content-area words e) words that relate to each other (syn, ant, homophones) |
|
Phoneme + Grapheme = |
Phonics |
|
Encoding |
Putting the Sound in your head and then Writing it. |
|
C V Progression |
VC CVC CVCC CVVC CVCE |
|
Spelling Progression |
Precommunicative = Picture Semiphonemic = I lk piz Phonetic = I lik pizaa Transitional = I lice to eet pizza Conventional = I like to eat pizza |
|
Decode in Isolation |
Word List |
|
Decode in Context |
Running Record |
|
|
|