MTEL Vocabulary

Question 1

Product Assessment

Answer 1

Quantifiable outcomes. Standardized assessments.

Question 2

What IRIs tell the teacher.

Answer 2

What reading processes students do and do not use when decoding print.

Question 3

IRIs student look-fors.

Answer 3

Asking the teacher for help, repeating certain words, mispronouncing words, and self-correcting errors.

Question 4

The standard cut off for grade-level reading.

Answer 4

80%

Question 5

Independent

Answer 5

96%+

Question 6

Instructional

Answer 6

90-95%

Question 7

Frustration

Answer 7

89% and below

Question 8

Substitution

Answer 8

Dig

Question 9

Deletion

Answer 9

[boxed]

Question 10

Insertion

Question 11

Repetitions

Question 12

Self-Correction

Answer 12

(C)

C circled

Question 13

Pause

Answer 13

|

Line in between words

Question 14

Meaning

Answer 14

Does that make sense?

Question 15

Syntax

Answer 15

Do we say that?

Question 16

Visual

Answer 16

Does this look right?

Question 17

First: Foundations of Decoding

Answer 17

Concepts about print

Phonemic awareness

Question 18

Second: Explicit Decoding Instruction

Answer 18

Phonics skills

Sight words

Question 19

Third: Ultimate Aim

Answer 19

Automatic decoding

Question 20

CAP

Answer 20

Concepts about Print

Question 21

CAP examples (6)

Answer 21

Parts of a book
Print carries meaning
Tracking print
Words in a sentence
Letters within words
Upper- and lowercase letter names

Question 22

Phonemes

Answer 22

Individual sounds

Question 23

Phonology

Answer 23

The study of sounds

Question 24

Phonological awareness

Answer 24

Recognizing that spoken words are made up of individual, identifiable sounds.

Question 25

How a sound is transcribed?

Answer 25

With two back slashes around it. /t/

Question 26

Phonemic awareness test trap

Answer 26

Any activities that deal with teaching sounds use only sounds; any activities that employ print are considered phonics activities.

Question 27

Parts of phonological awareness (4 parts)

Answer 27

Initial and final sound identification Discriminating sounds Blending sounds Segmenting spoken words

Question 28

How is phonological awareness assessed?

Answer 28

Spoken words and pictures | No print since this test is used to if they are ready for phonics instruction

Question 29

Phonics and decoding instruction (5)

Answer 29

``` Letter-sound correspondence Onset-rime instruction Phonics generalizations Polysyllabic word decoding High-frequency sight words ```

Question 30

Alphabetic principle

Answer 30

One letter represents one sound

Question 31

Onsets

Answer 31

Is the first consonant in a word

Question 32

Rimes

Answer 32

Simple end letter patterns

Question 33

Blend

Answer 33

Bl- you can hear both sounds

Question 34

Digraphs

Answer 34

ph come together to make an entirely different sound

Question 35

Common phonics generalizations (4)

Answer 35

CVC short vowel patterns (cap) CVCe long vowel patterns (cape) Hard and soft g (game, gym) Hard and soft c (cat, city)

Question 36

Complex vowel representations (2)

Answer 36

``` Long vowel Digraphs Vowel blends (diphthongs) ```

Question 37

Digraphs

Answer 37

Two vowels or a vowel and other letters come together to represent one sound (Beet, meat, piece, weigh)

Question 38

Diphthongs

Answer 38

Two vowels in one syllable where two sounds are heard. (Boil, joy, out, cow)

Question 39

Useful phonics activity

Answer 39

Word sort

Question 40

Four different types of polysyllabic words

Answer 40

``` Compound words (toolbox) Complex words (w/ prefixes & suffixes - unrecognized) Decodable words (elephant) Irregular words (Wednesday) ```

Question 41

Pseudo- or nonsense words

Answer 41

Typically used to assess if a child can effectively decode polysyllabic words

Question 42

Process Assessments

Answer 42

Look at both the strategy and skill the student uses/has. Individual assessment.