English Language Arts and Reading

Question 1

Environmental Print

Answer 1

the print students encounter in their everyday surroundings

Example.
signs, logos, labels

Question 2

Writing Conference

Answer 2

an individual meeting with students to discuss their drafts to help them revise their work before submitting a final product, and to help the teacher assess student understanding and modify instruction as needed

Question 3

Informal Reading Inventory

Answer 3

multi-step reading assessment used to gauge a student’s oral and silent reading abilities

Question 4

Emergent Reader (Stage of Reading Development)

Answer 4

when children understand that written language has meaning and gives messages

Question 5

Phoneme Addition

Answer 5

the ability to make a new word(s) by adding a phoneme to an existing word

Example.
What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.

Question 6

Prosody

Answer 6

the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

Question 7

Phoneme Manipulation

Answer 7

the ability to perform phoneme deletion, addition, and substitution.

Question 8

Return Sweep

Answer 8

when a reader moves from the end (right) of one line down to the beginning (left) of the next; often modeled with a finger

Question 9

Reading Comprehension

Answer 9

the ability to read a text and understand its meaning

Example.
Jessie read the book and was able to explain to me why the character lied in Chapter 3.

Question 10

Alphabetic Knowledge

Answer 10

the ability to recognize, name, and write letters

Question 11

Organizational Structure

Answer 11

text structure can include cause/effect, problem/solution, main idea/details, and/or sequence

Question 12

Onset and Rime Production

Answer 12

the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime

Example.
In the word cat, the onset is /c/ and the rime is /at/

Question 13

Alphabetic Principle

Answer 13

the understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English

Question 14

Phoneme Isolation

Answer 14

the ability to hear and recognize the individual sounds in words

Example.
What is the first sound you hear in dog? /d/

Question 15

Print Concepts

Answer 15

general rules governing text

Example.
A text is read from left to right and top to bottom.

Question 16

Explicit Teaching

Answer 16

the process of teaching by communicating clear expectations and giving specific feedback to students

Question 17

Decoding

Answer 17

in reading out loud, being able to sound out words by breaking them into simple forms; in reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning

Question 18

Phoneme Deletion

Answer 18

the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.

Example.
“What is bat without the /b/?” “at”

Question 19

Accuracy (when reading)

Answer 19

the reader’s ability to correctly pronounce words

Question 20

Reading Fluency

Answer 20

ability to read with appropriate speed, accuracy, and prosody

Question 21

Early Fluent / Fluent / Proficient Reader (Stage of Reading Development)

Answer 21

readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words

Question 22

Letter Recognition

Answer 22

the ability to name the letters in the alphabet and identify the characteristics of each letter

Example.
Letter recognition requires direct instruction that connects the letter shape to the letter name.

Question 23

Word Awareness

Answer 23

knowing that individual words make up a sentence

Example.
“A brown cat jumped over the car.” has 7 words

Question 24

Contextual Analysis

Answer 24

use of surrounding information in a text to help determine a word

Question 25

Phonics / Graphophonemic Principle

Answer 25

using the relationship between symbols (letters and words) and sounds of a language to read and write

Question 26

Guided Reading

Answer 26

reading done by students with teacher support; reading will be done within the lesson framework and often in a small group setting with the teacher

Question 27

Phoneme

Answer 27

the smallest individual sounds in a word Example. The word “bit” has three phonemes – b – i – t.

Question 28

Phoneme Substitution

Answer 28

the ability to substitute one phoneme for a different one Example. replace the first sound in 'bug' with 'r' . Rug

Question 29

Phoneme Segmentation

Answer 29

the ability to break down a word into separate sounds, as they say and count each sound Example. How many sounds are there in the word bug? /b/ /u/ /g/? There are three.

Question 30

Structural / Morphemic Analysis

Answer 30

using meaningful word parts (morphemes) to study a word and determine its meaning

Question 31

Phonemic Awareness / Sound Awareness

Answer 31

the ability to hear, identify, and re-create individual sounds in spoken words Example. A student can hear that /b/ makes first sound in the word blue.

Question 32

Instructional Reading Level

Answer 32

reading level that is challenging for the student but manageable with teacher support; they have difficulty with no more than one out of every ten words

Question 33

Phonological Awareness

Answer 33

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

Question 34

Syllable Awareness / Syllabication / Syllable Segmentation

Answer 34

the ability to hear individual parts/syllables of words Example. “Education” has four syllables “ed-u-ca-tion”

Question 35

Letter–Sound Correspondence

Answer 35

knowing what sound(s) each letter makes Example. the letter “f” makes the first sound in the word “foot”

Question 36

Schema (Reading)

Answer 36

background knowledge a reader brings to a text Example. Someone who plays baseball can use his experience to understand a biography of Babe Ruth.

Question 37

Early Reader (Stage of Reading Development)

Answer 37

Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print

Question 38

Phoneme Blending

Answer 38

the ability to blend two sounds to make a word Example. Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.

Question 39

Directionality

Answer 39

the direction in which a language is read Example. The directionality of written English is from left to right.

Question 40

Frustrational Reading Level

Answer 40

reading level that is difficult for the student and would require extensive teacher support for student comprehension