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science of reading vocabulary to know > Competency 1: Teaching Reading > Flashcards

Competency 1: Teaching Reading Flashcards

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Vocab Builder flashcards
1
Q

Beginning readers learn to recognize and manipulate sounds in speech.

A

Phonemic awareness

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2
Q

Beginning readers learn alphabetic system- letters sound correspondences and spelling patterns, and learning how to apply this knowledge in their reading.

A

Phonics

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3
Q

The student reads words accurately, quickly, and with ease.

A

Fluency

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4
Q

Crucial to text comprehension. If a student does not have this, they will not understand the text’s meaning.

A

Vocabulary

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5
Q

Complex process by which a student has the fluency and vocabulary to understand the text

A

Text Comprehension

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6
Q

Knowledge builds from grade to grade

A

TEKS vertical alignment

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7
Q

Knowledge and expectations travel from subject to subject

A

TEKS horizontal alignment

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8
Q

5 critical aspects of language in order:

A

Listening
Speaking
Reading
Writing
Thinking

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9
Q

Recognizes sounds and syllables in spoken words. Hears and understands instructions.

A

Listening to

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10
Q

Developing oral language, growing ability to ask and answer questions. Uses vocabulary expressively.

A

Speaking

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11
Q

Reads and recognizes the letters of the English alphabet. Reads grade level appropriate text fluently

A

Reading

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12
Q

Writes letters of the alphabet. Writes words and thoughts at a appropriate grade level

A

Writing

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13
Q

Decodes words using a variety of strategies. Comprehends and evaluates grade- level appropriate texts

A

Thinking

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14
Q

Reading to Learn Transition

A
  1. Recognizes different types of text
  2. Understanding and using text features
  3. Appreciating the various reasons for reading
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15
Q

Print has meaning
Some directionality
Some initial sounds
Some patterns
Recognizes some high frequency words
Relies on pictures

A

Emergent Reading Phase

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16
Q

Recognizes high frequency words
Uses syntax for meaning
Starts to self monitor
Can retell
Uses patterns to determine new words

A

Early Reading Phase

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17
Q

More sight word vocabulary
Multiple strategies for difficult words
Summary
Early chapter books

A

Transitional Reading Phase

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18
Q

Reading to learn
Comprehending a texts meaning and reading for a variety of purposes

A

Intermediate reading phase

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19
Q

High sight words
Long texts with deeper meaning
Interprets
Notes features of texts
Reads with a variety of purposes
Multiple view points
Construction

A

Advanced Reading Phase

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20
Q

uses logos or symbols to identify objects and places

A

Pre-Alphabetic phase

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21
Q

Begins connecting letters with sounds

A

Partial alphabetic stage

22
Q

Connects letters to sounds
Uses oral vocabulary to determine the meaning of written words

A

Full alphabetic stage

23
Q

Uses existing knowledge to decode new words
Makes new words
Uses onsets and rimes, words families, and letter chunks

A

Consolidated alphabetic phase

24
Q

Reading words in a text form:
- recognizes all the letters in the sentence
- understand the sound each letter makes
- understand how sounds work together to make each word
- blend the letter sounds together to read each word aloud

A

Decoding

25
Q

Using letter sound knowledge to write :
- understand how sounds form words
- separate the word into distinct sounds
- remember the letter that corresponds with each sound
- write the letters together to create words

A

Encoding

26
Q

Writes strings of letters
Awareness of letters

A

Pre-communicative spelling stage

27
Q

Beginning to understand that letters represent sounds
Writes letters to represent some words

A

Semi-Phonetic Spelling stage

28
Q

Writes all obvious sounds in a word with letters
Letter choices are only made on a basis of sounds the student can hear in the word

A

Phonetic spelling stage

29
Q

Begins to spell based on how words look, not just how they sound
Uses some conventional phonics patterns

A

Transitional Spelling Stage

30
Q

Understands spelling rules, semantics
Knows when words don’t look right
Understands word etymology

A

Conventional spelling stage

31
Q

Follows step-by-step, logical order of language development

A

Systematic

32
Q

Follows a specific sequence of increasing complexity

A

Sequential

33
Q

Intentional, targeted instruction. Does not assume that students will understand basic concepts “naturally” . May include modeling and guided practice.

A

Explicit

34
Q

Instruction that follows intentional learning plan with specific goals

A

Strategic

35
Q

Integrates evidence based instruction ad interventions to address student needs

A

Multi-tiered system supports

36
Q

A multi-tiered approach intended to identify and support students with special needs

A

Response to intervention (RTI)

37
Q

Establishes a baseline and identifies students who need extra support

A

Universal Screener

38
Q

Curriculum based measurement that creates a beginning benchmark of a students ability and uses ongoing assessments to compare the starting point with later progress.

A

Progress monitoring

39
Q

Considers all available data to determine whether a problem is specific to an individual student, or is class wide.

A

Fidelity of implementation

40
Q

A neurological, language-based disorder that causes reading difficulties

A

Dyslexia

41
Q

Learning ability that affects a students handwriting

A

Dysgraphia

42
Q

Individual sounds in a language

A

Phoneme

43
Q

The smallest unit of meaning in a language

A

Morpheme

44
Q

Adds onto the end of a word to create a new form of a word (-ed, -ing, - s)

A

Inflectional suffix (Inflected ending)

45
Q

Adds onto the beginning of a word to create a new word (re- , de-, dis-)

A

Derivational affix

46
Q

The rhythm, stress, and tone of spoken words, particularly of words of texts read aloud

A

Prosody

47
Q

The study of sounds

A

Phonology

48
Q

The study of word formation and patterns

A

Morphology

49
Q

The rules of sentence structure and word order

A

Syntax

50
Q

The study of the meaning of language

A

Semantics

51
Q

Spoken and written communication

A

Discourse

52
Q

Studies the way context determines meaning in language

A

Pragmatics

science of reading vocabulary to know (3 decks)

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