Deck 1 Flashcards

Question

Evolution of English

Answer 1

Anglo Saxon : Short, common, everyday words Latin: Technical words in literature & textbooks. Affixes added to roots Greek: Specialized words in science; combining forms compounded

Answer 2

1. Formative- to inform instruction and planning (Ticket out the door) 2. Summative- to measure learning outcomes (EOG s)

Answer 3

Determines if a student needs more or less intensive interventions. Is the intervention working? if not, what needs to change?

Answer 4

Include: Screening, Diagnostic, Progress Monitoring & Summative Assessments. Definitions Examples and purpose of each

Answer 5

Orthographic Mapping refers to the process readers use to store written words for immediate and effortless retrieval. It is the means by which readers turn unfamiliar written words into familiar and instantly recognizable sight words, with no sounding out or guessing

Answer 6

The understanding that written words are composed of patterns of letters that represent the sounds of spoken words

Answer 7

Awareness that words are made up of separate sounds and the ability to separate sounds, identify them, and manipulate them. This includes identifying, segmenting, blending, and manipulation activities.

Answer 8

This is the ability to recognize syllables within words. This can be taught with clapping, counting chin drops, or working with compound words. This skill also includes breaking a word into onset and rime. For example: str-eet, pillar, pl-ump, n-otice, s-ight, tr-ee

Answer 9

Most basic phonological awareness skill- the knowledge that sentences consist of words and that these words can be manipulated This is easy to develop and remediate with things like pointing when you read to build one-to-one correspondence; rhyming also builds this.

Answer 10

Awareness that continuous streams of sound are made up of individual sounds at three levels: the word, syllable, and sound levels, even if they are co-articulated. A precursor to phonics which is built through oral language activities (like rhyming) and reading and can be practiced in the dark Identification-isolation of a sound Segmentation- identify and break apart blending-put together sounds Manipulation- changing a sound, removing etc. requires the other three skills and is most difficult.

Answer 11

• Awareness that continuous streams of sound are made up of individual sounds at three levels: the word, syllable, and sound levels, even if they are co-articulated. • A precursor to phonics which is built through oral language activities (like rhyming) and reading and can be practiced in the dark • Identification-isolation of a sound • Segmentation- identify and break apart • lending-put together sounds • Manipulation- changing a sound, removing etc. requires the other three skills and is most difficult.

Answer 12

• Most basic phonological awareness skill- the knowledge that sentences consist of words and that these words can be manipulated. • This is easy to develop and remediate with things like pointing when you read to build one-to-one correspondence; rhyming also builds this.

Answer 13

• This is the ability to recognize syllables within words. • This can be taught with clapping, counting chin drops, or working with compound words. • This skill also includes breaking a word into onset and rime. For example: str-eet, p- illar, pl-ump, n-otice, s-ight, tr-ee

Answer 14

• hat syllable type does: C- L- O- V- E- R stand for= • definitions of each syllable type • Ability to identify number of syllables in a word • understanding of marking up of syllables • Provide an example of each syllable type • Steps to explicit instruction on syllable types • The why behind teaching syllable types

Answer 15

``` Closed Consonant le Open Vowel Team Vowel Consonant e R Controlled ```

Answer 16

• Fluency is the ability to use punctuation and other cues to read smoothly and easily, with proper speed, accuracy and phrasing. efinitions / Examples / nowledge of: • Accuracy • Automaticity • Prosody • difference between frustrational, Instructional, and Independent reading levels • Ability to answer: hat is reading fluency= ow does fluency impact reading • what information can the Hasbrouck M Tindal norm chart provide other than fluency rates why do we look at the 5Oth percentile

Answer 17

* Understanding of how a child acquires vocabulary * PreK oral language / Interactions with peers/ parents • -2: Mostly oral / exposure to read alouds and printed text • 3rd grade and on: Exposure to words in print/ reading • difference with Shallow deep word knowledge • understanding of Tier 1, Tier 2 and Tier 3 Vocabulary • lexicon: our memory of word meaning; The part of long term memory devoted to word knowledge • Components of 4 part vocabulary lesson/program

Answer 18

• Gough M Tunmer: The Simple View of reading supports that reading comprehension is a product of word recognition and language comprehension • Surface code: Explicitly stated in text: ho, hat, hen, here • Text base: Individual ideas, including inferences, from the text • Mental Model/ Situation Model: mental representation that is created from information in the real, or an imagined, world H i.e. a gist representation of what the comprehender has read (or heard, or seen. Provide Explicit Comprehension Instruction / se of outlines

Deck 1 Flashcards

(42 cards)