Early Lit Final

Question 1

Story boards

Answer 1

used in prewriting

Question 2

TWA

Answer 2

think before reading, think while reading, think after reading

Question 3

Antonyms

Answer 3

words that have opposite meanings

Question 4

editing

Answer 4

stage at which spelling, grammar, punctuation, and capitalization is checked

Question 5

Derivation suffixes

Answer 5

changes the meaning of the base word

Adding or to instruct changes it to instructor

Question 6

inflectional suffixes

Answer 6

added to the end of base words to show plurality (bushes or cats) , verb tense (walked or walking) or make comparisons (fast, faster, fastest)

Question 7

skimming

Answer 7

silently reading the text quickly

Question 8

revising

Answer 8

looking back over what has been written and deciding whether changes need to be made

Question 9

previewing

Answer 9

a method obtaining an overview of an extended amount of informational text

Question 10

thieves

Answer 10

a form of textbook previewing

Question 11

prefixes

Answer 11

morphemic units that are added to the beginning of base words to change the meaning

Question 12

cognate

Answer 12

a word that has a similar form and meaning to a word in another language

Question 13

publishing

Answer 13

sharing the written piece with others

Question 14

inferencing

Answer 14

requires a reader to search within a text for related information and combine , it to come to a conclusion or to make a prediction

Question 15

synonyms

Answer 15

words that have similar meanings

Question 16

drafting

Answer 16

writers put ideas down on paper

Question 17

STAR

Answer 17

independent reading time

Question 18

prewriting

Answer 18

the “idea” stage

Question 19

readers theater

Answer 19

strategy for enhancing fluency

Question 20

scanning

Answer 20

quickly looking through a text for specific information.

Question 21

Phonological awareness (spoken sound)

Answer 21

rhyme, syllable units, onset-rime, and phonemes.

Question 22

Phonetic awareness

Answer 22

associating graphemes (letters) with phonemes (sounds)

Question 23

graphemes

Answer 23

letters

Question 24

phonemes

Answer 24

sounds

Question 25

Parts of Enhancing phonetic awareness

Answer 25

guided reading, teacher, leveled books, alphabetic principle

Question 26

guided reading

Answer 26

teacher works with small groups of children that are at similar reading levels.

Question 27

teacher

Answer 27

mediation- when the teacher helps the child if they do not understand something. and scaffolding- support provided by the teacher, provides guidance

Question 28

leveled books

Answer 28

child reads at their own level

Question 29

alphabetic principle

Answer 29

the understanding that graphemes represent phonemes

Question 30

onset

Answer 30

the initial consonant or consonant blend in a syllable

Question 31

rime

Answer 31

the first vowel in a syllable and the remaining consonants in the syllable.

Question 32

fluency

Answer 32

reading accurately, at an appropriate pace, with comprehension and expression. at least 95% correctly

Question 33

antonyms and synonyms

Answer 33

light and dark, house and home

Question 34

suffixes and prefixes

Answer 34

wanted, unhappy adding the ed or un to a word

Question 35

principles of good phonics instruction

Answer 35

phonological awareness should be developed before instruction focuses on letter-sound relations. phonics instruction should develop an understanding that letters represent sounds. phonics instruction should develop a knowledge of the letters by name and identifying both upper and lower-case. good phonics instruction is embedded in direct instruction while reading connected texts, rather than in worksheets. good phonics instruction involves practice reading words in isolation and in stories as well as practice in writing words through dictation or by invented spelling.

Question 36

literal questions

Answer 36

ask students to locate information directly stated in the text. also referred to as text-explicit questioning

Question 37

inferential questions

Answer 37

require that students use information from two or more sentences in constructing their answer.

Question 38

open ended questions

Answer 38

ask students to develop an answer based upon their prior knowledge and experience as well as the context in the story.

Question 39

listening vocabulary

Answer 39

first thing a child develops, words that a child can understand when used by others during conversations and other oral speech.

Question 40

speaking vocabulary

Answer 40

includes words the child can use when she is speaking with wothers

Question 41

reading vocabulary

Answer 41

when a child learns to read, these are the words she is able to recgonize immediately and understand

Question 42

writing vocabulary

Answer 42

words that a child is able to use when writing.

Question 43

the writers process

Answer 43

focuses on encouraging children to think about what they are writing and how they are writing it

Question 44

star technique

Answer 44

S- see it in your minds eye. T- think about what going to happen next A- ask questions R- relate story to your life

Question 45

the writers process steps

Answer 45

prewriting, drafting, revising, editing, publishing

Question 46

textbook previewing

Answer 46

helps students become more comfortable with their text by suggesting them to preview the book before reading it. THIEVES

Question 47

THIEVES letters stand for

Answer 47

T-title H-heading I-introduction E-every first sentence in a paragraph V-visuals and vocabulary E-end of chapter questions S-summary

Question 48

SQRQCQ deffination

Answer 48

solving word problems in math class requires that students be able to read the problem as well as determine the mathmatical equation

Question 49

SQRQCQ letters

Answer 49

S-survey Q-question R- read Q-question C-compute Q-question

Question 50

Metacognition

Answer 50

refers to higher order thinking which involves active control over the cognitive processes engaged in learning.

Question 51

Why do students need specific strategies for comprehending informational texts?

Answer 51

they are characterized by concept density, new and specialized vocabulary, as well as different text structures and text-based features