Reading Flashcards
(86 cards)
1
Q
the sound system of english with 44 sounds
A
phonological system
2
Q
the structural system of english that governs how words are combined into sentences
A
syntactic system
3
Q
the meaning system of english that focuses on vocabulary
A
semantic system
4
Q
the system of english that varies according to social and cultural uses
A
pragmatic system
5
Q
the smallest unit of sound
A
phoneme
6
Q
the written representation of a phoneme using one or more letters
A
grapheme
7
Q
knowledge about the sound structure of words
A
phonological awareness
8
Q
the ability to manipulate the sounds in words orally
A
phonemic awareness
9
Q
knowledge about phoneme-grapheme correspondences and spelling rules
A
phonics
10
Q
the structure or grammar of a sentence
A
syntax
11
Q
the smallest meaningful unit of language
A
morpheme
12
Q
a morpheme that stands alone
A
free morpheme
13
Q
a morpheme that’s attached to a free morpheme
A
bound morpheme
14
Q
meaning
A
semantics
15
Q
teacher centered, focuses on observable changes in behavior, uses rewards
A
behaviorism
16
Q
student centered, describes learning as the active construction of knowledge, views learners as curious
A
constructivism
17
Q
emphasizes the importance of language and social interaction, explains learners learn best through activities
A
sociolinguistics
18
Q
compares mind to a computer
A
cognitive/information processing
19
Q
5 stage (reading process)
A
- prereading
- reading
- responding
- exploring
- applying
20
Q
build knowledge, introduce vocabulary, make predictions
A
prereading stage
21
Q
read independently, listen to teacher read, apply reading skills
A
reading stage
22
Q
write in reading logs, participate in grand conversations
A
responding stage
23
Q
reread, learn new vocabulary, participate in mini lessons
A
exploring stage
24
Q
construct projects, read related books, reflect
A
applying stage
25
5 stages (writing process)
- prewriting
- drafting
- revising
- editing
- publishing
26
test-taking strategies
- read entire question first
- look for key words in the question
- read all answer choices
- answer easier questions first
- make smart quests
- stick with your first answer
- pace yourself
- check your work carefully
27
students read at their independent level comfortably, recognize almost all words, 95-100% accuracy, comprehend
independent reading level
28
students read and understand with support, recognize most words, 90-94% accuracy, sometimes fluent sometimes not
instructional reading level
29
books are too difficult, less than 90% accuracy, choppy, word by word
frustration reading level
30
notice environmental print, shows interest in books, pretends to read, identify some letter names, recognize up to 20 high freq. words, write letters or scribble, write name
emergent readers and writers
31
identify words automatically, read with expression, 100 words/minute, read silently, makes inferences, spell 75-100 words
fluent readers and writers
32
identify letters/sounds, recognize 20 high freq. words, self-correct while reading, points to words while reading, read orally
beginning readers and writers
33
how to develop phonemic awareness
- sound matching activities
- sound isolation activities
- sound blending activities
- sound addition activities
- sound substitution activities
34
sounds of c
cute, cat, city, cycle
35
two sounds of g
go, gate, giant, gym
36
cvc pattern
cat, dog
37
final e or cvce pattern
kite, home
38
cv pattern
go, be
39
R-controlled vowels
car, dear
40
-igh
high, night
41
Kn- and Wr-
knee, knock, write
42
3-5 years, how to make letters, the direction of writing, some letter-sound matches
emergent stage of spelling development
43
5-7 years, learn the alphabetic principle, consonant sounds, short vowel sounds, consonant blends
letter name-alphabetic stage of spelling development
44
7-9 years, learn long vowel spelling patterns, r- controlled vowels, complex consonant patterns
within-word pattern stage of spelling development
45
9-11 years, learn inflectional endings, rules for adding inflectional endings
syllables and affixes stage of spelling development
46
students apply their knowledge of sound-symbol correspondences, phonics rule, spelling patterns to read or write a word
phonic analysis
47
students use their knowledge of phonograms to deuce the pronunciation or spelling of an unfamiliar word
decoding by analysis
48
students break a multisyllabic word into syllables and then apply their knowledge of phonics to decode the word, syllable by syllable
syllabic analysis
49
students use their knowledge of root words and affixes to read or write an unfamiliar word
morphemic analysis
50
teachers check students knowledge of high freq. words and their ability to use word identification strategies to decode other words
accuracy
51
teachers time students as they read an instructional level passage aloud and determine how many words they read correctly per minute
speed
52
students don't recognize the word
unknown word, levels of word knowledge
53
students have seen or heard the word or can pronounce it, don't know meaning
initial recognition, levels of word knowledge
54
students know one meaning of the word and can use it in a sentence
partial word knowledge, levels of word knowledge
55
students know more than one meaning of the word, use in several ways
full word knowledge, levels of word knowledge
56
students activate their world and literacy knowledge to link what they know to their reading
background knowledge
57
students recognize the meaning of familiar words
vocabulary
58
students have adequate cognitive resources available to understand what they're reading
fluency
59
actively direct their reading, monitor their understanding
comprehension strategy
60
automatic rote details that supply main idea
comprehension skills
61
motivated students are more engaged in reading, more confident, more likely to succeed
motivation
62
student recognizes the important ideas more easily when they understand the patterns that authors use to organize text
text structures
63
student apply their knowledge of the conventions and literary devices used in texts to deepen their understanding
text features
64
fables, folktales, myths, legends
folklore
65
modern literary tales, fantastic stories, science fiction, high fantasy
fantasy
66
contemporary stories, historical stories
realistic fiction
67
most common poetic form
rhymed verse
68
tells a story
narrative
69
japanese poetic form, 17 syllables, arranged in 3 lines of 5, 7, and 5 syllables
haiku
70
unrhymed poetic form
free verse
71
celebrate everyday objects, written to the object
odes
72
words and lines arranged to help convey meaning
concrete poems
73
steps to develop a literature focus unit
1. select the literature
2. set goals-what you want to learn
3. develop a unit plan-teachers read or reread the book and think about the focus they'll use for unit
4. coordinate grouping patterns with activities-teacher thinks about how to incorporate whole class, small group, partner activity
5. create a time schedule
6. assessing students
74
teach essential content, meet student needs, provide more instruction and practice
content-differentiating reading and writing instruction
75
teachers group students for instruction and choose reading materials at levels of difficulty
process-differentiating reading and writing instruction
76
teachers vary the complexity of the projects
product-differentiating reading and writing instruction
77
adjust instructional program to match student needs
differentiating instrucution
78
screening and prevention-provide high quality instruction thats supported by research, screen students to identify those at risk for failure
RTI Tier 1
79
early intervention-provide enhanced, individualized instruction targeting student specific areas of difficulty
RTI Tier 2
80
intensive intervention-provide more intensive intervention to individual students and small group
RTI Tier 3
81
the SQ3R study strategy
1. survey
2. question
3. read
4. recite
5. review
82
students use Taffy Raphael's question-answer relationships to understand how to answer questions written at the end of the content area chapter
question answer relationships QAR
83
student chooses a topic and writes for 5-10 min
quickwriting
84
student writes entries as part of thematic unit
learning logs
85
pages are divided into 2 columns
double entry journal
86
student assume the role of a book character and write entries from the characters view point
simulated journal
