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My praxis > LA Combined > Flashcards

LA Combined Flashcards

1
Q

Grapheme

A

A symbol, letter, or the combination of letters that represents a single sound. Such as d, k, m , sh, th, and ea

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2
Q

Graphophonemic

A

The relationship between symbols (letter in words) and sounds of a language

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3
Q

Summative assessment

A

Tests that are given at certain points in time in order to determine what students know and don’t know. Summative test are typically standardize ones and include state assessment district benchmarks semester or six weeks test and end of unit or chapter tests

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4
Q

Formative assessment

A

Screenings, tests, and questions that are considered part of instructional process since they are given throughout the learning of new instructional objectives. They can be in the form of: Asking questions and or having students develop questionsObservations in the form of close monitoring and feedback while students are workingSelf and peer assessment

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5
Q

Characteristics of a fluent reader

A

NAME?

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6
Q

Metacognition

A

Thinking about your own thinking. And example might be to think about how to understand a certain chart with in the text. This says … right under the chart so that must mean…

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7
Q

Morphology

A

The way words are formed and are related to each other

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8
Q

Phonology

A

The study of speech and sounds used in language

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9
Q

Story elements

A

Setting, characters, theme, conflict, and resolution

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10
Q

Phonological awareness

A

Is the understanding and ability to hear individual words, syllables and sounds in spoken language apart from print. It is an umbrella term that includes - phonemic awareness- syllabication- rhyming- understanding spoken word

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11
Q

Phonemic awareness

A

The ability to hear and use individual units of sounds, or phonemes in words and can be considered ear training

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12
Q

Syntax

A

Is a set of rules that govern the construction of words in order to make phrases, clauses, and sentences.

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13
Q

Prosody

A

The range of vocal expressions a reader uses when reading aloud including rhythm internation and stress patterns

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14
Q

Denotative meaning

A

The clear specific meaning of a word often derived from a dictionary

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15
Q

Morphology

A

The study of word formation in a language including inflections, derivation and compound formations

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16
Q

Consonant digraphs

A

two consonant letters that represent only one distinct speech sound (th, sh, ch, wh, gh, ck, ng)

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17
Q

Vowel Digraphs

A

combinations of two vowel letters together in words representing only one distinct speech sound (ee, oo, ie, ai)

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18
Q

Onset

A

defined as all sounds in a spoken syllable that come before the vowel sound. For example, str – /s/-/t/-/r/– in street or /f/ in fit are onsets

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19
Q

Phoneme

A

is the smallest unit of sound in a spoken word

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20
Q

Morpheme

A

smallest unit of meaning in language

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21
Q

Semantics

A

involves connecting one’s background experiences, knowledge, interests, attitudes, and perspectives with spoken or written language to construct meaning

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22
Q

Expressive

A

requires the sender of a message to “encode” or to put his or her thoughts into a symbolic form. Most often takes the form of spoken or written words but may also be represented visually through gestures, art, pictures, video, or dramatization

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23
Q

Letter name knowledge

A

being able to state the name of the letter and not just the sound (saying the alphabet and not the sounds of the letters)

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24
Q

Schema theory

A

the belief that new knowledge is connected to related ideas one already knows

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25
Q

Diphthongs

A

combinations of two vowels together in words producing a single, glided sound (oi in oil, oy in boy)

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26
Q

Phonics

A

grasping the relationships between letters and sounds

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27
Q

Grapheme

A

a printed or visual symbol, usually a letter such as a, r, m, s, or o, that represents a phoneme

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28
Q

Free Morpheme

A

a free morpheme stands along as a word having meaning. Words like ball, peninsula, and chain consist of a single morpheme

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29
Q

Bound Morpheme

A

a bound morpheme must be connected to another morpheme. Examples include –ocracy, -ante, and bio- as well as other prefixes and suffixes like re-, -ed, and –es.

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30
Q

Inflected Morpheme

A

are added suffixes or meaningful word endings, such as –s, -ed, -ing, and –est.

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31
Q

Oral language

A

the spoken form of communication

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32
Q

Receptive

A

requires the receiver of a message to “decode” or unlock the code of the spoken or written communication used by the sender in order to understand the message

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33
Q

Compound word

A

combining two words with separate meanings together for example dog and house = doghouse, note and book = notebook, hair and spray = hairspray

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34
Q

Neuroplasticity

A

when you encounter new language, your brain will often modify your existing knowledge network (schema) to “rewire itself” to accommodate new learning into permanent schema structures

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35
Q

Syntax

A

involves an understanding of how words are combined into larger language structures, especially sentences

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36
Q

Rime

A

defined as the vowel sound and every other sound that follows the vowel sound in a spoken syllable. The spoken words, an, it, a, ok, and I all contain a rime that includes the vowel sound (/a/, /e/, /i/, /o/, /u/) and the other sounds that follow the vowel sound

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37
Q

Phonemic awareness

A

Students’ awareness of phonemes

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38
Q

Alphabetic principle

A

is a critical insight that young children must achieve in learning to reach and write

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39
Q

Weak Syllable Deletion

A

Example – telephone, elephant, bananaDescription – kids take out a weak syllable, unstressed syllable

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40
Q

Final Consonant Deletion

A

Example – ball, dogDescription – drop off last consonant of a word

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41
Q

Substitution

A

Substitute one class of sounds for another1. fronting = back sound to front (key to tey, go to do)2. stopping = fricative becoming a stop (shoe to toe, sun to ton)3. gliding = (kelly to kewy, little to ylittle)

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42
Q

Blending

A

Sh, ch, gr, pl, sn, sw

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43
Q

Segmenting

A

This involves hearing a word, splitting it up into the phonemes that make it, using knowledge of GPCs to work out which graphemes represent those phonemes and then writing those graphemes down in the right order. This is the basis of spelling.

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44
Q

Closed Syllables

A

A syllable in which a single vowel is followed by a consonant. The vowel sound is usually short. (rabbit, camel, ham*ster)

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45
Q

Open Syllables

A

A syllable ending with a single vowel. The vowel is usually long. (me, ve*to)

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46
Q

CVe Syllables

A

A syllable with the long vowel-consonant-silent e pattern. (shape, cube, slide, be*have)

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47
Q

R-Controlled Syllables

A

A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long nor short and when heard, sounds like it is controlled by the r. (chart, fern, pour, target, whisper)

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48
Q

Vowel Team Syllables

A

A syllable containing two letters that together make one vowel sound. The vowel sound can be long, short, or a diphthong. (plain, show, heavy, boy, cow, cloudy, boil*ing)

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49
Q

Consonant + le Syllables

A

An unaccented final syllable containing a consonant plus –le. (apple, turtle, table, little)

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50
Q

Flunecy

A

the ability to speak easily and smoothly – related to reading reading with easy

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51
Q

Prosody

A

the patterns of rhythm and sound used in poetry.

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52
Q

Accuracy

A

Reading words in text with no errors.

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53
Q

Rate

A

The speed at which a person reads.

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54
Q

Stages of Developmental Writing

A

Stage 1: Random Scribbling (ages 2-3)Stage 2: Controlled Scribbling (age 3)Stage 3: Mock Writing (ages 3-4)Stage 4: Writing Letters (ages 4-5)Stage 5: Writing Words (ages 5-6)

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55
Q

Random Scribbling Writing Stage

A

Stage 1. Ages 2-3. Child makes random contact with the paper and exhibits little muscular control

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56
Q

Controlled Scribbling Writing Stage

A

Stage 2. Age 3. Pretend writing is produced as child scribbles across paper in a linear fashion. Patterns may be repeated over and over. Shows increased muscular control.

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57
Q

Mock Writing Stage

A

Stage 3. Ages 3-4. Writing includes letter-like forms, often arranged in groups and word-like strings. Mock letters may include characteristics of familiar letters but may be misshapen, combined, reversed, or inverted.

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58
Q

Writing Letters Writing Stage

A

Stage 4. Ages 4-5. Children name and write recognizable letters, although letters are frequently reversed.

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59
Q

Writing Words Writing Stage

A

Stage 5. Ages 5-6. Using invented spelling, children group letters to write many words. Mature writing grip has developed. Children write letters, including lowercased letters, more smoothly and automatically.

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60
Q

Qualitative evaluation of the text

A

Levels of meaning, structure, language conventionality and clarity, and knowledge demands

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61
Q

Quantitative evaluation of the text

A

Readability measures and other scores of text complexity

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62
Q

Matching reader to text and task

A

Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

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63
Q

Primary Source

A

A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include:ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records CREATIVE WORKS: Poetry, drama, novels, music, art RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

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64
Q

Secondary Source

A

A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of seconday sources include:PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias Examples of secondary sources include:A journal/magazine article which interprets or reviews previous findings A history textbook A book about the effects of WWI

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65
Q

Paraphrasing

A

To express the meaning of (the writer or speaker or something written or spoken) using different words, especially to achieve greater clarity.

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66
Q

Plagiarizing

A

the practice of taking someone else’s work or ideas and passing them off as one’s own.

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67
Q

Phonology

A

encompasses the organization of sounds in language

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68
Q

Vocabulary (semantics)

A

encompasses both expressive (speaking) and receptive (listening) vocabulary

69
Q

Morphology

A

encompasses the smallest units of meaning in words

70
Q

Grammar (syntax)

A

is the structure of language and words

71
Q

Pragmatics

A

focuses on the social cues or norms in language…this is often referred to as situations in language

72
Q

Discourse

A

focuses on speaking and listening skills in language

73
Q

Phonemic Awareness

A

NAME?

74
Q

Phonics

A

understanding the rules of language. Students have to see the letters or words to engage in phonics- focuses on graphemes/letters and their corresponding sounds- written language/print- both visual and auditory- reading and writing letters according to sounds, spelling, patterns, and phonological structureEx. In the word receive, students know the c makes an /s/ sound. They have to look at the letter c and understand that it is followed by an e, i, or y, and therefore, makes an /s/ sound

75
Q

Semantic Cues

A

refers to the meaning in language that assists in comprehending texts including words, speech, signs, symbols, and other meaning-bearing forms, involves the learners’ prior knowledge of languageex. We were so hungry we had a picnic in the park. - Picnic is a strange word, but the student can use the words hungry and park to figure out the word picnic.

76
Q

Syntactic Cues

A

involve the structure of the word as in the rules and patterns of language (grammar), and punctuation, as students read, they use structural cuesex. The student reads, “Joey sit in class yesterday.”- In this case, the student mistakes the word sit for sat. Using syntactic cuing, the student will self-correct because the word yesterday indicates there needs to be a past tense verb - sat.

77
Q

Graphophonic Cues

A

involve the letter-sound or sound-symbol relationships of language, readers identifying unknown words by relating speech sounds to letters or letter patterns are using this, often called decodingex. The student knows that the word make has a long a sound because of the vowel after the k. This is a consonant, vowel, consonant, vowel (CVCV) word.

78
Q

Prosody

A

comprises timing, phrasing, emphasis, and intonation that readers use to help convey aspects of meaning and to make their speech lively, includes stopping periods, pausing at commas, reading with inflection, and reading with expression

79
Q

Automaticity

A

fast, effortless word recognition that comes with repeated reading practice, when students are reading at >95% accuracy, they have automaticity

80
Q

Accuracy

A

the amount of words a student reads correctly- Typically, accuracy is measured by having students read aloud during a fluency read (also called a running record). The student reads and the teacher marks any words the student miscues

81
Q

Rate

A

the speed at which students read words correctly, rate is typically expressed in correct words per minute (wpm)

82
Q

Critical Thinking

A

this is multi-step, high-level thinking. students are stretching in their thinking to analyze, evaluate, interpret, and synthesize information to reach a conclusion or make a judgment

83
Q

Creative Thinking

A

This requires students to create something by applying their skills. When students apply their skills, they are operating at a high cognitive level

84
Q

Reflective Thinking

A

Students look back on and reflect upon their learning process to promote abstract thinking and to encourage the application of learning strategies to new situations

85
Q

Bloom’s Taxonomy

A

a hierarchical model used to classify educational learning objectives into levels of complexity and specificity. The higher up the pyramid, the more complex the thinking skills. The skills are represented as verbs on the pyramid

86
Q

Metacognition

A

thinking about thinking, when students have metacognition, they understand the processes in their minds and can employ a variety of techniques to understand text

87
Q

Predicting

A

asking students what they think will happen next

88
Q

Questioning

A

having students ask questions based on what they are reading

89
Q

Read aloud/think aloud

A

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

90
Q

Summarizing

A

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

91
Q

Scribbling

A

random marks or scribbles often occur on a page with drawings, toddlers use the terms drawing and writing to describe their marks; however, 3- and 4-year-olds generally understand the difference between the twoex. children may say, “This says Tommy!” (child’s own name)

92
Q

Mock Handwriting or Wavy Scribble

A

children produce lines of wavy scribbles as they imitate adult cursive writing, children will often pretend they are writing something they have seen their parents write such as a grocery list or a letter

93
Q

Mock Letters

A

children attempt to form alphabetic representations, which also often appear in their drawings, writing in this stage is often vertical versus horizontal, children make shapes that resemble conventional letters

94
Q

Conventional Letters

A

children begin to write letters, usually from their name or a family member’s name, as children’s mock letters become more and more conventional, real letters of the alphabet begin to appear, children will often create strings of letters across a page and “read” them as real sentences or a series of sentences

95
Q

Invented Spelling (also known as Approximated Spelling)

A

children write words using phonemic awareness, the words are not spelled correctly but do resemble the sounds of the wordsEx. invented spelling of the word was may be wuz, or the invented spelling of the word other may be uther

96
Q

Conventional Spellings

A

children’s approximated spellings gradually become more and more conventional, the child’s own name is usually written first, followed by words such as mom, dad, and love- Initially, children may incorrectly copy words. Eventually, words will be written correctly. Adults can support the child’s move to conventional spelling by being patient and by continuing to serve as a good writing model

97
Q

Opinion/argumentative

A

writing that persuades or convinces using support, details, and examples from the text in logical order- In early grades, this is called opinion writing

98
Q

Informative/explanatory

A

writing that informs, explains, or tells “how to” without using opinions (just the facts)

99
Q

Descriptive

A

writing that describes or helps form a visual picture using sensory details and spatial order

100
Q

Narrative

A

a first-person account that tells a story as it happens using sensory details and chronological order

101
Q

Pre-writing

A

brainstorming, considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece

102
Q

Drafting

A

working independently to draft the sentence, essay, or paper

103
Q

Peer review

A

students evaluate each other’s writing in the peer review process

104
Q

Revising

A

reworking a piece of writing based on structure, tone, and clear connections

105
Q

Editing

A

editing based on conventions and mechanics

106
Q

Rewriting

A

incorporating changes as they carefully write or type their final drafts

107
Q

Publishing

A

producing and disseminating the work in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website

108
Q

Tone

A

Refers to the overall feeling of the piece of writing. When writing a narrative vs. an opinion, the tone or position may be different depending on the content. The tone will convey a specific attitude toward the audience and the subject Ex. Pete the Cat by Eric Litwin and James Dean expresses an optimistic tone . Pete the Cat runs into various obstacles but is able to prevail by having a positive attitude

109
Q

Purpose

A

refers to the reason for the piece of writing, is the student writing to persuade, to entertain, or to explain? Ex. If a student is writing her state representative to pass a new law, the student should write a persuasive essay. However, if a student is writing to her grandmother to describe how summer camp is going, the student should write a narrative

110
Q

Audience

A

refers to the individuals the writer expects to read the piece of writing, as explained above, a student will write very differently in a letter to her grandmother than she will in a letter to her congressional representative

111
Q

Parts of Speech

A

noun, verb, adjective, adverb

112
Q

Fragments

A

non-sentences, phrases that do not have a subject and a predicate

113
Q

Subject verb agreement

A

The subject and the predicate must agreeEx. the girl run to the car should be the girl runs to the car

114
Q

Phonological Awareness

A

a broad set of skills that includes identifying and manipulating units of oral language - parts such as phonemes in words, syllables, and onsets and rimes

115
Q

alphabetic principle

A

the alphabetic principle is the understanding that letters represent sounds which form words; it is the knowledge of predictable relationships between written letters and spoken sounds

116
Q

anecdotal record

A

a factual written record of a person’s conduct, based on succinct, spontaneous, and descriptive observations made by an onlooker. This constitutes the person’s view of an individual - as opposed to specific assessments

117
Q

background knowledge

A

information that is essential to understanding a situation or problem

118
Q

compare and contrast

A

to look closely at something in order to show likenesses and differences. compare is used for showing the likenesses between two or more things. compare these sofas for size and comfort. contrast is used for showing the differences and especially the characteristics which are opposite

119
Q

cloze procedure

A

a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. this procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuable reading comprehension information

120
Q

comprehension

A

an ability to understand the meaning or importance of something

121
Q

concept of print

A

the awareness of how print works including emerging knowledge about books, print, and written language, and how we use them

122
Q

concept web

A

visual diagrams that connect abstract ideas. students use these to connect prior knowledge and experiences to new information. to create a concept web, draw a central circle

123
Q

conferencing

A

when a teacher is conferencing with a student or a small group of students, they are working on skills that need to be reinforced or skills that will provide enrichment. there are many benefits to conferencing with students: conferences provide individualized instruction for each student. conferences can provide insight into what the student is doing while reading and writing. conferences can help the teacher investigate student knowledge. conferencing can help assess the student. conferencing can provide reinforcement and/or enrichment of skills. conferencing can help students improve their reading level

124
Q

context clues

A

hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new or unfamiliar words

125
Q

decodeable text

A

a type of text often used in beginning reading instruction. decodable texts are carefully sequenced to progressively incorporate words that are consistent with the letters and corresponding phonemes that have been taught to the new reader

126
Q

decoding

A

the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. understanding these relationships gives children the ability to recognize familiar words quickly and to figure out words they haven’t seen before

127
Q

developmentally appropriate

A

the practice of making a curriculum based on what students are able to do cognitively, physically and emotionally at a certain age

128
Q

during-reading

A

to interact with the text and to monitor (keep track of) comprehension, paying attention to points at which the material is not clear or the terms are not familiar: https://www.rit.edu/ntid/sea/processes/comprehension/process/during

129
Q

dyslexia

A

a specific learning disability that is neurobiological in origin. it is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. these difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. the 4 types of dyslexia include phonological dyslexia, surface dyslexia, rapid naming deficit, and double deficit dyslexia: https://www.medicinenet.com/what_are_the_4_types_of_dyslexia/article.htm

130
Q

emergent literacy

A

the idea that learning literacy actually begins at a very early age, long before official lessons in school. this term is used to describe the knowledge a child has of reading and writing before reaching the age where those skills are taught. emergent literacy argues that right after birth, children are already in the process of becoming literate: https://study.com/academy/lesson/emergent-literacy-definition-theories-characteristics.html

131
Q

expository text

A

non-fiction texts that give facts and information about a topic. these academic texts are common in subjects such as science, history and social sciences

132
Q

fluency

A

the ability to read with speed, accuracy, and proper expression. in order to understand what they read, children must be able to read fluently whether they are reading aloud or silently

133
Q

graphic organizer

A

a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams

134
Q

inference

A

a conclusion reached on the basis of evidence and reasoning

135
Q

informal reading inventory (IRI)

A

an individually-administered diagnostic tool that assesses a student’s reading comprehension and reading accuracy. the IRI measures three reading levels: independent, instructional and frustrational: https://www.readingrockets.org/article/informal-reading-inventory-qualitative-reading-inventory

136
Q

language acquisition

A

the process whereby children learn their native language. it consists of abstracting structural information from the language they hear around them and internalising this information for later use

137
Q

language arts

A

the subjects (such as reading, spelling, literature, and composition) that aim at developing the student’s comprehension and capacity for use of written and oral language

138
Q

linguistically diverse

A

a broad term used to describe the differences between different languages and the ways that people communicate with each other. this mechanism has been instrumental in allowing humans to communicate with each other and form complex cultures and civilizations

139
Q

literacy

A

the ability to read and write

140
Q

miscue analysis

A

an analytical procedure for assessing students’ reading comprehension based on samples of oral reading

141
Q

morphology

A

the study of words and their parts. morphemes, like prefixes, suffixes and base words, are defined as the smallest meaningful units of meaning. morphemes are important for phonics in both reading and spelling, as well as in vocabulary and comprehension

142
Q

narrative text

A

any text, story or narrative that tells a certain anecdote, that is, a succession of actions in a limited period of time. it can have literary or merely communicative purposes. in addition, narrative texts can have many forms and can be in different supports, both oral and written

143
Q

onset

A

the initial phonological unit of any word (e.g. c in cat)

144
Q

orthographic knowledge

A

the information that is stored in memory that tells us how to represent spoken language in written form: https://link.springer.com/article/10.1007/s10212-020-00464-7

145
Q

phoneme

A

any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat: https://www.britannica.com/topic/phoneme

146
Q

phonemic awareness

A

a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest mental units of sound that help to differentiate units of meaning

147
Q

phonics

A

a method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system

148
Q

phonological awareness

A

the awareness of and ability to work with sounds in spoken language, sets the stage for decoding, blending, and, ultimately, word reading. phonological awareness begins developing before the beginning of formal schooling and continues through third grade and beyond

149
Q

phonology

A

a branch of linguistics that studies how languages or dialects systematically organize their sounds (or constituent parts of signs, in sign languages). the term also refers to the sound or sign system of any particular language variety: https://all-about-linguistics.group.shef.ac.uk/branches-of-linguistics/phonology/

150
Q

portfolios

A

a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas

151
Q

post-reading

A

post-reading strategies help readers summarize their learning, check for understanding, and organize their thoughts and ideas: http://www.balancingthesword.com/study_support/glossaryword.asp?ID=77&_Word=post-reading+strategies

152
Q

predictable text

A

a specific type of book used in the earliest stages of reading instruction. predictable texts are constructed to encourage beginning readers to memorize whole words and sentences and to use picture cues to ‘read’ unknown words. the texts have a repeated sentence or phrase on each page, typically with one variable word. a picture accompanies each sentence that allows the student to guess the variable word using the picture

153
Q

prereading

A

an initial stage in the process of teaching a student to read; a skill seen as leading to the ability to read: https://www.theedadvocate.org/using-pre-reading-stage-to-develop-great-readers/

154
Q

previous knowledge

A

the information and educational context a learner already has before they learn new information. a learner’s understanding of educational material can be improved by taking advantage of their prior knowledge before dealing with the new material

155
Q

print-rich environment

A

an environment in which children are exposed to books, read to daily, provide with writing materials, their writing is displayed at children’s eye level, and meaningful reading and writing experiences are presented

156
Q

readability

A

the ease with which a reader can successfully decipher, process, and make meaning of the text read. typographical features of the text are critical; letter shape, size, and spacing all meaningfully impact fluency and comprehension

157
Q

retelling stories

A

involves students orally reconstructing a story that they have read or has been read to them. a student’s retell should include characters, settings, and events in the logical sequence of the story

158
Q

rime

A

the string of letters that follow, usually a vowel and final consonants (e.g. at in cat)

159
Q

running record

A

help teachers measure students’ progress, plan for future instruction, provide a way for students to understand their progress, and communicate progress to parents and the school community

160
Q

scanning

A

reading a text quickly in order to find specific information

161
Q

semantic map

A

map that can visually display a word or phrase and a set of related words or concepts: https://vocabularyluau.com/how-to-use-semantic-maps-for-teaching-vocabulary/#:~:text=What%20is%20a%20Semantic%20Map,maps%E2%80%9D%20or%20webs%20of%20words.

162
Q

semantics

A

the study of the meaning of language: https://study.com/learn/lesson/semantics-meaning-examples.html

163
Q

structural analysis

A

a strategy that is used to facilitate decoding as students become more proficient readers. these advanced decoding strategies help students learn parts of words so they can more easily decode unknown multi-syllabic words. in structural analysis, students are taught to read prefixes and suffixes

164
Q

syllable

A

a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word; e.g., there are two syllables in water and three in inferno

165
Q

syntactic

A
  1. of or pertaining to syntax. 2. consisting of or noting morphemes that are combined in the same order as they would be if they were separate words in a corresponding construction. The word blackberry, which consists of an adjective followed by a noun, is a syntactic compound
166
Q

theme

A

a universal idea, lesson, or message explored throughout a work of literature

167
Q

trade books

A

books published by a commercial publisher and intended for general readership. chapter, picture, fiction and non-fiction books are all examples of trade books.

168
Q

vocabulary development

A

refers to the collection of words that a person knows and uses. vocabulary development is the process of acquiring new words: https://en.wikipedia.org/wiki/Vocabulary_development

169
Q

word analysis

A

when students engage in “word analysis” or “word study,” they break words down into their smallest units of meaning — morphemes. each morpheme has a meaning that contributes to our understanding of the whole word

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