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ELEC 330 > ELEC 330 Final > Flashcards

ELEC 330 Final Flashcards

(65 cards)

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1
Q

Equality

A

The assumption that everyone benefits from the same supports, is considered to be equal treatment

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2
Q

Equity

A

Everyone gets the support they need

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3
Q

Schema

A

Background knowledge

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4
Q

Window

A

Student are able to see a different way of life that they do not experience

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5
Q

Mirror

A

Students are able to see themselves or their situation expressed in a book

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6
Q

Scaffolding

A

Support/help learning, provides support when student needs it

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7
Q

Intersectionality

A

Term to describe the ways in which systems of inequality based on gender, race, ethnicity, sexual orientation, gender identity, disability, class, and other forms of discrimination “intersect” to create unique dynamics and effects

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8
Q

Metacognition

A

Thinking about your thinking. Awareness and understanding of one’s own thought process

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9
Q

High quality feedback

A

Specific, timely, encouraging, and useful

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10
Q

PA Core Standard 3 Genres of Writing

A

Informative/explanatory. opinion/argumentative, narrative

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11
Q

6+1 Traits of Writing

A

Ideas, organization, voice, word choice, sentence fluency, conventions, and presentation

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12
Q

Reality

A

One gets more than is needed while the other gets than is needed. Thus, huge disparity is created

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13
Q

Justice

A

Causes of inequity were addressed, a systematic barrier was removed

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14
Q

Phoneme

A

Smallest unit of sound

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15
Q

Grapheme

A

A symbol used to represent a phoneme

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16
Q

Morpheme

A

Smallest unit of meaning

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17
Q

Diphthong

A

A sound in which the final position of the mouth changes from one place to another as the sound is produced

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18
Q

Schwa

A

“the lazy sound” pronounced /uh/ with the mouth and jaw completely relaxced

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19
Q

Cluster

A

Two or more consonants that appear together in a word, with each consonant retaining its own

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20
Q

Digraph

A

Two letters that appear together in a word and represent one sound that is different from the sounds of each individual

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21
Q

Phonics

A

Sound/spelling relationships

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22
Q

Phonemic Awareness

A

Verbal and oral

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23
Q

Syntax

A

Structure. Does it sound right? Use knowledge of English grammar, has English sentences structured

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24
Q

Semantic

A

Meaning. Does it make sense? Uses world knowledge/schema. picture clues, context

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25
Graphophonic
Phonics. Does it look right? Use knowledge of sound/letter correspondence
26
Cueing Systems
Readers use all 3 cueing systems at the same time and in conjunction with unfamiliar words in a text as they monitor their accuracy
27
Closed Syllable Type
Ends with a consonant (got, bed, mix). Short sound is said
28
Open Syllable Type
Ends with the vowel (me, go, why). Long sound is said
29
VCe Syllable Type
Silent e, long vowel sound (sam to same)
30
Vowel Teams Syllable Type
Two vowels working together to make one sound (day, book, feel, pail)
31
R-Controlled Syllable Type
R lassos vowel and changes their vowel (turn, bird, corn, yard, fern)
32
C+le Syllable Type
L sound at the end (bubble, candle)
33
Dimensions of Fluency
Expression and volume, phrasing, smoothness, pace (rate)
34
Fluency does not equal
Rate
35
Rate
How fast you read
36
Why is fluency important?
It helps you comprehend what you're reading
37
Automaticity
Not having to think about decoding... knowing words as sight words
38
Accuracy
The percentage of the text read correctly
39
W(C)PM
Words (correct) per minute
40
Expression
Reading sounds like spoken language (emotion, pauses, phrasing, prosody)
41
Phrasing
Adhering to punctuation and otherwise reading words in natural-sounding groups
42
Prosody
The pattern of stress and intonation in a language
43
What percentage of English conforms to "regular" spelling patterns?
84%
44
Linguistics
Formal study of language and how it works
45
Phonetics
Study of speech sounds
46
Consonant
A sound in which the airflow is cut off either partially or completely when the sound is produced
47
Vowel
A sound in which the airflow is unobstructed when the sound is made
48
Cluster
Two or more consonants that appear together in a word, each consonant retaining its own sound (ex. sn in snail)
49
Blend
The combined sound that a cluster stands for
50
Are vowel generalizations helpful?
No
51
Synthetic approach is also known as
Direct or explicit phonics (bottom-up model of learning)
52
Bottom-up Method of Learning
Letter names are taught, the sound that each letter stands for is taught and reviewed, some rules or generalizations may be discussed, and opportunities to blend unknown words in context are provided
53
Analytic approach is also known as
Indirect or implicit phonics
54
Discovery Method
A list of words with a common phonic element is shown, and children are asked to examine the words and discover what they have in common. When a common sound is discovered the respelling that represents that sound might be discussed, children are asked to verbalize a generalization about the sound and spelling
55
Metaphonics
Phonics combined with metacognition
56
Characteristics of Strong Phonics Instruction
Readiness skills, scope and sequence, blending, dictation, word awareness, high frequency, words, reading connected text
57
Three mandates required of a text are that they are
Comprehensible, instructive, and interesting
58
What is the major exception to consonant clusters?
Sc______
59
CVC
Consonant vowel consonant words
60
Allophone
A variant of a prticular sound caused by a reduction in stress on that sound in a word
61
A phonogram is often referred to as a
Word family
62
Prefix
The group of letters that is ppear at the front of the word (ex. UNhappy)
63
Suffix
Letter or group of letters that is added to the end of a root or base word (ex. s, ing, ed, ly)
64
Homophones
Words that sound the same but have different meanings and spellings
65
Syllable
Unit of pronunciation

ELEC 330 (1 decks)

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