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Evans Final 2025 Flashcards

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1
Q

Umbrella

A

Left side:
words in sentences, syllables, on-set-rime, rhyme/alliteration, phoneme.
Right side: Phonemic Awareness
EARLY: isolation, identification, categorization
BASIC: Blending, Segmenting
ADVANCED: deletion, addition, substitution, reversals

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2
Q

Phonological Awareness

A

(left- larger speech)

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3
Q

Phonemic Awareness

A

(right- smaller, individual units of speech sound)

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4
Q

What does it mean when a second grade student is doing some independent reading? What should I expect them to be doing?

A

They are able to decode and understand what they are reading. Thinking about setting, events, characters, traits, key details, main idea, predicting and inferring.

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5
Q

The Literacy Continuum

A

In order:
Oral Language, Phonological Awareness, Phonemic Awareness, Alphabetic Principle, Phonics, Advanced Phonics, Word Recognition with Syllables, Word Recognition with Morphology, Vocabulary.

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6
Q

Where would the student begin if they have phonological awareness mastered?

A

Phonemic Awareness

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7
Q

What is an irregular word or heart word?

A

Doesn’t follow typical phonics rules. Temporarily regular and permanently regular. Don’t teach it as a whole word, teach them the parts they already know.

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8
Q

What is structural analysis for a word?

A

Pull it apart to see what is the prefix, what is the suffix, what is the root word.

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9
Q

When would we be talking or teaching about morphology?

A

1st or 2nd grade

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10
Q

Morpheme

A

smallest unit of meaning

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11
Q

What goes hand and hand with morphology?

A

Vocabulary because it deals with the meaning.

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12
Q

What are response journals or literary journals?

A

Facts, chronological order, sub headings, timelines, table of contents, glossary, index, pictures, pictures with titles. Have tot teach students how to utilize these structures.

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13
Q

What type of books are more challenging for students?

A

Informational Books

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14
Q

What would we be doing with the response journal, what would we ask them to do?

A

Summarizing, predicting, making claims, finding evidence, plot.

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15
Q

What is a graphic novel?

A

lots of pictures, looks like a comic book.

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16
Q

Trade Book

A

Going to get a book that best interests the kids from the library and reading it to them. That is above their grade level.

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17
Q

Informal Reading Assessment

A

Having the students read out loud (accuracy check)

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18
Q

Norm Referenced Test

A

Comparing Test Scores

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19
Q

Reading Miscue

A

Say I think they were using their meaning or pictures, looking more at their behaviors rather than their decoding.

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20
Q

Running Record

A

how accurate they are

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21
Q

Diagnostic Assessment

A

“diagnoses” areas of weakness

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22
Q

Screening

A

identifies students at risk

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23
Q

Two bottom processors and if we put them together what would we call them?

A

Word Recognition

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24
Q

Academic word for I can read and know all the features?

A

I am a great decoder

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25
I can write?
Encode
26
What is the author's opinion?
"I think" or "I believe"
27
Level Text
Text that is on their grade level or reading level
28
Full Fluent student, what do they have under control?
decoding, accuracy, vocabulary, fluency. Whole four part processor is under control.
29
Relatively high or low
It doesn't translate into the highest or low. It means you are just shooting over that way.
30
Concept of Print
how to interact with text, directionality, page numbers, titles.
31
ELL, What is one thing that supports students well in the classroom?
Visual Aids
32
Alphabetic Principle
every letter has a sound.
33
Explicit Instruction
step-by-step instruction
34
-ed endings, what are the 3 different types?
-id, -t, -d
35
Progress Monitoring Assessment
assesses student progress
36
Criterion referenced assessment
comparing a student's scores to a standard or rubric
37
Miscue Analysis
focuses on the errors the student makes, searching for patterns.
38
What is MSV?
Meaning, Syntax, Visual
39
Why do we not use MSV?
MSV is not supported by the science of reading, it assesses how a student guesses, not how they decode.
40
Validity
does this assessment measure what it is supposed to measure
41
Reliability
does this assessment give consistent results over time, regardless of when the assessment is given or who administered it?
42
What strategies do we look for when students decode multisyllabic words?
We want students to decode the word in larger chunks rather than individual phonemes.
43
Which of the following types of assessments would best provide information about the comparative reading proficiency of students in an elementary school? A. A test of vocabulary development B. A norm-referenced survey test C. Reading miscue inventory D. A diagnostic portfolio
B. This is correct because a norm-referenced survey test gives you a broad comparative view and allows you to compare a student's performance to other students of the same age or grade level.
44
Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them:
Recognize different ways in which one sound can be represented in print. Count the number of syllables in a written word. identify in spoken language separate sounds that can be mapped to letters Understand the concept of a silent letter.
45
According to basic principles of research-based, systematic phonic instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce FIRST? A. ir B. kn C. th D. oi
C. TH - correct - Common consonant digraphs like "th" are taught first because they occur more frequently and are easy for students to decode. They are predictable sounds that the students are able to decode confidently early in their phonics instruction.
46
An entering second-grade student performs well below benchmarks on the universal screening for oral reading fluency. These results are aligned with the teacher’s observation that the student does not read with fluency when reading aloud during daily reading activities. At this stage of reading development, the factor that is most likely disrupting the student’s reading fluency is that the student does not: A. Have the phonics knowledge and skills needed to decode the words in the texts. B. Know the meaning of most of the vocabulary words that appear in the texts. C. Know how to deconstruct the complex language structures used in the texts. D. Have sufficient background knowledge related to the texts’ topics.
A. CORRECT: This is correct because, in early reading development, students often struggle with fluency due to insufficient decoding abilities. This is needed for students to read accurately and efficiently. Without a solid understanding of phonics and decoding, students find it very challenging to read, much less read with fluency.
47
Which of the following sets of words would be most effective to use when introducing students to the concept of structural analysis? A. late, great, wait, eight B. afraid, obtain, explain, remain C. swim, swims, swam, swum D. Pretest, retest, tested, testing
D. Pretest, retest, tested, testing
48
A second-grade student demonstrates automaticity decoding grade-level regular and irregular words. However, the student frequently experiences poor text comprehension. Which of the following is the first step the teacher should take in order to promote this student's reading proficiency? A. evaluating the student's ability to apply grade-level phonics skills B. determining the rate of the student's phonological processing C. evaluating the degree to which the student use syntactic clues D. determining the extent of the student's vocabulary knowledge
D. Determining the extent of the student's vocabulary knowledge
49
After students in a seventh-grade class finish reading a historical novel about the Revolutionary War, the teacher asks each student to bring in an object, or a picture or illustration of an object, that, to them, represents the book. The students must also identify a passage or passages from the book that they can use to support their choices when they present their objects to the class. This activity is most likely to promote students' reading development by helping them understand the importance of: A. determining an author's stated or implied main point of view B. using text structure to develop a general summary of a literary work C. identifying a novel's mood by analyzing the author's use of figurative language. D. basing interpretations about a literary work on textual evidence
D. CORRECT: By asking students to think about an object that represents the novel to them and to identify passages from the text to support their choice, the teacher prompts the students to reflect on ideas and/or feelings the book evoked in them as they read and to ensure that their reflections are in fact derived from events in the text and not from their own experience or imagination.
50
Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks? A. evaluating the validity of information on an Internet Web site B. previewing a chapter in a content-area textbook C. synthesizing information from various sources for a research report D. studying specific facts for a content-area exam
B: correct because skimming involves a quick, superficial reading of a text to get an overall impression of the material. This would be an appropriate and effective strategy for previewing a textbook chapter.
51
What is the difference between a running record and miscue analysis?
Running records simply measure student errors while miscue analyses try to understand why a student made an error.
52
Automaticity vs Fluency
Automaticity- effortless recognition of familiar words Fluency- reading text smoothly with appropriate pace, accuracy, and prosody.
53
Top Half of Scarborough's Rope
Language Comprehension -background knowledge -vocabulary -language structures -vocal reasoning -literacy knowledge
54
Bottom Half of Scarborough's Rope
Word Recognition - phonological awareness -decoding -recognition of familiar words
55
Tier 1 - Vocabulary
Basic everyday words
56
Tier 2 - Vocabulary
High frequency words used across multiple content areas
57
Tier 3 - Vocabulary
domain specific academic vocabulary
58
Conventions of Reading
Accurate reading - check Substitution Repetition (R) Self-correction (SC) Omission Insertion Told (T) Appeal (A) TTA (Try that again)
59
Four-Part Processor
content, meaning, phonological, orthographic
60
The Simple View of Reading
Decoding and Comprehension Decoding- phonemic awareness, phonics Comprehension- vocabulary, text comprehension Both- fluency
61
Four Phases of Word-Reading Development
Pre-alphabetic, Early Alphabetic, Later Alphabetic, Consolidated Alphabetic
62
Ehri's Phases
Pre-Alphabetic, Partial Alphabetic, Full Alphabetic, Consolidated Alphabetic
63
7 Syllable Types
Closed, Open, Magic e, Vowel Team, R-controlled, Diphthong, Consonant-le
64
Reading Fluency
accurate reading of connected text at a conversational rate with appropriate prosody
65
Accuracy
ability to recognize or decode words correctly
66
Rate
how quickly and accurately a reader reads connected text
67
Prosody
tonal and rhythmic aspects of spoken language
68
Stages of Reading Development
Emergent, Early, Transitional, Fluent
69
Developmental Stages of Writing
Pre-Literate, Emergent, Transitional, Fluent
70
Pre-literate - writing
scribble, symbolic, directional scribble, symbolic/mock letters
71
Emergent - writing
Strings of letters, groups of letters, labeling pictures, environmental print
72
Transitional - writing
letter/word representation, first/last letter representation, medial letter sounds
73
Fluent- writing
beginning phase writing, sentence writing, six traits of writing
74
Explicit vs. Implicit Instruction
Explicit- structured and direct approach to teaching where teachers clearly explain concepts, model skills, and provide guided practice before giving students an application activity to apply their learning to. Implicit - student-driven approach to teaching, where students learn through exploration, discussion, and inference without direct explanation.
75
Literal vs. Inferential Comprehension
Literal- understanding of information that is explicitly stated in the text. Inferential - requires the reader to go beyond what is explicitly stated in the text by making connections, drawing conclusions, and understanding underlying themes or motives.
76
Schema vs. Self-Monitoring
Schema- refers to the way a reader actively connects new information from a text with prior knowledge Self-monitoring - a reader actively checks their understanding as they go through a text.

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