Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Praxis Reading & Language Arts > Foundational Skills in Reading > Flashcards

Foundational Skills in Reading Flashcards

1
Q

V-CV and VC-V

A

One consonant between two vowels

(e-ven, de-cent)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

VC-CV

A

Two or more consonants between two vowels

(nap-kin, pen-ny)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

CVCC

A

consonant-vowel-consonant-consonant (tack, hunt, fast)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

CCVC

A

consonant-consonant-vowel-consonant (trap, chop, grit)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

CVCe

A

consonant-vowel-consonant-silent e.

The vowels are long or say their name. (make, take, bake, late)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

CVC

A

consonant-vowel-consonant (bat, cat, tap)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

a syllable that makes one sound at the end of a word & can be taught as a recognizable unit

Examples: sion, tion, ture, sure, age, cious, tious

A

Other final stable syllables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Consonant le (-al, -el); final stable

A

syllable that has a consonant followed by the letters le, al, or el. the only syllable type without the vowel sound.

Examples: table, stable, local

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

r-controlled syllable

A

a syllable with one or two vowels followed by the letter r. “bossy r” influences or controls the vowel sound.

Examples: car, far, her, fur, sir.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Vowel teams

A

A syllable that has two consecutive vowels. can be divided into two types:

long (two vowels that make one long vowel sound). Examples: eat, seat, say, see.

and

variant (two vowels that make neither a long nor a short vowel sound but rather a variant. letters w and y act as vowels). Examples: stew, paw, book.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Vowel-consonant-silent e Syllable

A

A syllable with a single vowel followed by a consonant then the vowel e. The first vowel is usually long and the final e in the syllable is silent (ex; bike, skate, kite, poke)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

open syllable

A

syllable which ends in a vowel sound rather than a consonant (ex; go, no, fly, he)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

closed syllable

A

syllable with a single vowel that ends with one or more consonants (ex; cat, bat, clock, letter)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Effective Approaches for teaching ELLs

A

visual aides

cooperative learning

honor the “silent period”

allow use of native language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

When readers have ___________ ________ they use less cognitive energy on reading the text and more cognitive energy developing comprehension & critical thinking.

A

Cognitive Endurance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

asking students to summarize what they just read in their own words

A

Summarizing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

teacher/student reads and stops to think about what the text means

A

Read aloud/think aloud

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

having students ask questions based on what they are reading

A

Questioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

asking students what they think will happen next

A

Predicting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Students in this stage of reading are using high level skills to relate meaning in the text to themselves and to real life.

A

Critical Thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Students in this stage of reading understand what is happening, can form images in their mind, and do not need to decode because they read fluently with prosody, automaticity, and accuracy.

A

Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

looking over the running record, analyzing why the student miscued, and employing strategies to help the student with miscues

A

Miscue Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Following along as a student reads and marking when he or she makes a mistake or miscues.

A

Running records

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Method in which children reread a short, meaningful passage until a degree of fluency is achieved.

A

Repeated reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

reading aloud in unison with a whole class or group of students. this method helps build students’ fluency, self-confidence, and motivation.

A

Choral Reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

fast tests, usually one minute timed readings, focusing on accuracy, rate, automaticity, and prosody; what a student’s words per minute or words correct per minute are calculated.

A

Fluency Checks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

reading with expression. it is this element of fluency that sets it apart from automaticity.

A

Prosody

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

reading smoothly without having to stop and decode

A

Fluency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Fluency is necessary for _______.

A

Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Focuses on the meaning of the text; it’s when a reader uses word meaning and sentence context to read and comprehend. (cueing system)

A

Semantic Cueing System

31
Q

Focuses on the structure of the sentence; it’s when a reader uses grammatical patterns such as word order and affixes to read and comprehend. (cueing system)

A

Syntactic Cueing System

32
Q

two or more consonants together and each sound is heard, ie. “blend.” the consonant blends stick together (spec-trum).

A

Consonant Blend

33
Q

theorist who believed that humans have an inborn or “native” propensity to develop language

A

Noam Chomsky

34
Q

theorist who claimed that language acquisition is based on environmental factors/ is based on reinforcement principles by associating words with meanings.

advocates for positive reinforcement.

A

B.F. Skinner

35
Q

Refers to the type and use of structures, phrases, and words by ELLs. Some features include choices of intonation to convey meaning and types of grammatical structures.

A

Language Usage

36
Q

the quantity and variety of language used by ELLs at the discourse level and refers to how ELLs express their ideas and understand interactions

A

Linguistic Complexity

37
Q

ELLs understand:

Pictorial or graphic representation of the language related to content areas

Words, phrases, or chunks of language when presented with one step directions or statements with visual and graphic support

A

Entering (WIDA)

38
Q

ELLs understand:

general language related to content areas

phrases or short sentences

how to produce oral/written language with errors that often impede meaning, when presented with one to multi-step directions with visual and graphic support

A

Beginning (WIDA)

39
Q

ELLs understand:

Specific and some technical language of the content areas

How to produce a variety of sentence lengths of varying complexity in oral discourse or writing

A

Expanding (WIDA)

40
Q

ELLs understand:

General and some specific language of content areas

How to create expanded sentences in oral interaction/written paragraphs

How to produce oral/written language with errors that may impede communication but retain much of the meaning when presented with oral or written, narrative, or expository descriptions with occasional visual and graphic support

A

Developing (WIDA)

41
Q

ELLs understand:

The technical language of content areas

How to produce a variety of sentence lengths of varying complexity in extended or oral written discourse, including stories, essays, or reports

A

Bridging (WIDA)

42
Q

ELLs understand:

Specialized or technical language reflective of the content area at grade level

How to produce a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by grade level

How to communicate orally or through writing in English, comparable to proficient English peers

A

Reaching (WIDA)

43
Q

this language acquisition stage is where the student can converse fluently and think clearly in the second language.

A

Advanced Fluency Stage

44
Q

In this stage of language acquisition; the student gains competency speaking in more complex sentences and demonstrates a larger vocabulary.

A

Intermediate Fluency Stage

45
Q

During this stage (of language acquisition), students will start to communicate with simple phrases and sentences.

A

Speech Emergence Stage

46
Q

During this stage (of language acquisition), students can show understanding by answering yes/no questions, and forming short phrases. Students at this stage will use pictures to represent ideas in the new language.

A

Early Production Stage

47
Q

This stage (of language acquisition) is most commonly known as The Silent Period. Students are listening and deciphering vocabulary. They may have receptive (listening) vocabulary, but they are not speaking yet. In this stage students benefit from repetition.

A

Pre-Production Stage

48
Q

second language

A

L2

49
Q

first language

A

L1

50
Q

Process of breaking words apart by prefixes, suffixes and roots, and interpreting meaning

A

Structural Analysis

51
Q

parts added to the beginning (prefix) or end (suffix) of a root word

A

Affixes

52
Q

parts of words (without the affixes) that provide the basic meaning of the word

A

Roots

53
Q

can be sounded out and follow letter-sound correspondence and spelling conventions or rules

A

Decodable words

54
Q

The words that appear most often in grade-level texts; sight words. These words do not always follow English language rules and cannot always be sounded out.

A

High-frequency words

55
Q

the rules that English words follow

A

Spelling Conventions

56
Q

The matching of an oral sound to its corresponding letter or group of letters.

A

Letter-Sound Correspondence

57
Q

Skills needed to be able to make sense of an unknown word in the context of reading. These skills rely on phonemic awareness. More advanced levels of these involve using context, prefixes or suffixes or a dictionary to determine what a word means.

A

Word Attack Skills

58
Q

the process of using the relationships between spelling and pronunciation to identify words

A

Word Analysis

59
Q

The study of words and their forms

A

Morphology

60
Q

taking a word, removing one sound (phoneme) and pronouncing the word without the removed sound

A

Deleting

61
Q

replacing one phoneme with another in a word

A

Substituting

62
Q

breaking words apart (whether breaking a compound word into two parts, by onset and rime, by syllables, or breaking the word into individual phonemes)

A

Segmenting

63
Q

the ability to string together the sounds that each letter stands for in a word

A

Blending

64
Q

vowel sound and any consonants that follow

A

Rimes

65
Q

beginning consonant and consonant cluster

A

Onsets

66
Q

units of pronunciation containing one vowel sound

A

Syllables

67
Q

in language, the smallest unit that carries meaning

A

Morpheme

68
Q

the smallest unit of written language that represents a phoneme in the spelling of a word

A

Grapheme

69
Q

smallest unit of sound in a language

A

Phoneme

70
Q

Understanding the individual sounds (phonemes) in words

A

Phonemic Awareness

71
Q

the relationship between sounds and their spelling patterns/letters (graphemes)

A

Phonics

72
Q

An overarching skill that includes identifying and manipulating units of ORAL language (including parts of words, syllables, onsets, and rimes)

A

Phonological Awareness

73
Q

Strategies for boosting comprehension, critical thinking, and metacognition:

A

Predicting, Questioning, Read-aloud/Think-aloud, and Summarizing (higher-order/critical thinking skills)

Praxis Reading & Language Arts (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions