reading process Flashcards
1
Q
stages of the writing process
A
prewriting, drafting, revising, editing, publishing
2
Q
writing is a ____ process
A
recursive
3
Q
getting ready to write, topic choice, purpose, ideas
A
prewriting
4
Q
writers focus on getting their ideas down on paper, rough draft, attention grabber
A
drafting
5
Q
clarify and refine ideas in their drafts, share drafts, content based
A
revising
6
Q
putting the piece of writing into its final form, correct spelling, capitalization, punctuation, and grammar errors (cops)
A
editing
7
Q
publishing
A
share completed writing
8
Q
study and present both sides
A
argumentative
9
Q
describing a person, place, or thing in such away that a picture is formed in the readers mind
A
descriptive writing
10
Q
explanation of a topic, a main idea, logical reasons, sufficient supporting details, and a conclusion
A
expository writing
11
Q
fake writing (fiction)
A
narrative
12
Q
create supportive writing environment
A
first recommendation
13
Q
teach foundational writing skills
A
second recommendation
14
Q
enhance the planning, revising, and editing of text
A
fourth recommendation
15
Q
types and purposes of text
A
third recommendation
16
Q
21st century writing tools
A
fifth recommendation
17
Q
write to promote understanding and learning
A
last recommendatiom
18
Q
organization, idea, word choice, sentence fluency, conventions, voice
A
6 traits of good writing
19
Q
content of the piece, main theme
A
idea
20
Q
internal structure of the piece of writing, the pattern
A
organization
21
Q
the heart and soul, the feeling of the writer coming out through words; gives writing personality, flavor, and style
A
voice
22
Q
the use of rich, colorful language that moves and enlightens the reader
A
word choice
23
Q
the rhythm and flow of the language, the sound of word patters, the way in which writing plays to the air
A
sentence fluency
24
Q
the mechanical correctness of the piece, spelling, grammar and usage, paragraphing, punctuation
A
conventions
25
a published piece of writing whose idea, structure, and written craft can be use to inspire a student to write something
mentor text
26
the structure of language; that is, how words combine to form sentences
grammar
27
the socially preferred or correct way of using language
usage
28
person, place, thing
noun
29
tells how often, how, when, where. it can describe a verb, an adjective, or an adverb
adverb
30
a word or group of words that describes an action
verb
31
describes a noun or pronoun
adjective
32
used before a noun, pronoun, or gerund to show place, time, direction in a sentence
preposition
33
join words or groups of words in a sentence
conjunction
34
replace the name of a person, place, thing
pronoun
35
express strong emotion and is often followed by an !
interjection
36
adverb, noun, preposition, interjection, adjective, pronoun, conjunction, verb
8 parts of speech
37
consists of a subject and a predicate
clause
38
complete thought and can stand alone
independent clause
39
incomplete thought and cannot stand alone
dependent clause
40
contains only one independent clause
simple sentence
41
contains more than one independence clause
compound sentence
42
contains an independent clause and a dependent clause
complex sentence
43
two or more independent clauses and one or more dependent clauses
compound complex sentence
44
statements
declarative sentence
45
asks questions
interrogative sentence
46
issues commands
imperative sentences
47
communicates strong emotion or surprise
exclamatory sentence
48
scribbles, letters, and letter like forms, 3-5 years
emergent spelling
49
represent phonemes in words with letters, understand link between letters and sounds, 5-7
letter name-alphabetic
50
spell most one syllable short vowel words and learn to spell long vowel patterns and r-controlled, 7-9
within word pattern
51
focus on syllables and apply what they've learned, learn about endings, compound words, contractions, and prefixes and suffixes; 9-11
syllables and affixes
52
students explore relationship between spelling and meaning, root words, 11-14
derivational relations spelling
53
goal is to help students develop legible forms so they can communicate effectively through writing
handwriting
54
is manuscript or cursive easier for elementary
manuscript
55
basic words, academic vocabulary, specialized terms
three tiers of words
56
most basic words, do not have multiple meanings; words of everyday speech
tier 1
57
academic vocabulary, contain multiple meanings, multiple synonyms; used across a variety of subjects or environments
tier 2
58
specialized terms, technical words that are content specific and often abstract, specific to hobbies, subjects, occupations, geographic regions, technology, weather
tier 3
59
words we understand when we are reading
reading vocabulary
60
words we understand when we are listening
listening vocabulary
61
words we understand when we write
writing vocab
62
words we understand when we speak
speaking vocab
63
unknown words, initial recognition, partial word knowledge, full word knowledge
levels of word knowledge
64
students dont recognize the word
unknown word
65
students have seen or heard the word or can pronounce it, but they don't know the meaning
initial recognition
66
students know one meaning of the word and can use it in a sentence
partial word knowledge
67
students know more than one meaning of the word and can use it in several ways
full word knowledge
68
words that sound alike but are spelled differently
homophones
69
are words that are spelled the same but pronounced differently
homographs
70
words that are both spelled and pronounced alike
homographic homophones
71
added to the beginning of words
prefixes
72
added to the endings of words
suffixes
73
a creative, multifaceted thinking process in which students engage with the text
comprehension
74
the successfulness depends on the interaction of ___ and _____
reader factors and text factors
75
includes the background knowledge that readers bring to the reading process as well as the strategies they use while reading and their motivation and engagement during reading
reader factors
76
include the authors ideas, the words the author uses to express those ideas, and how the ideas are organized and presented
text factors
77
what are the 3 connections
text-to-self, text-to-text, text-to-world
78
readers bring their background knowledge to every reading experience, in fact they read a text differently depending on their prior experiences
activating prior knowledge
79
readers sift through the text to identify the important ideas as they read because it isn't possible to remember everything
determining importance
80
readers seem to read between the lines but what they actually do is synthesize their background knowledge of the authors clues to ask questions that point toward inferences
drawing inferences
81
readers reflect on their reading experience and evaluate the text and what they're learning
evaluating
82
readers monitor their understanding as they read, regulates reader and text factors at the same time
monitoring
83
readers make guesses about what will happen or what they will learn in the book
predicting
84
readers ask themselves questions about the text as they read
questioning
85
reading use this to fix comprehension problems that arise while reading; identify the problem and take action to solve it
repairing
86
readers read for different reasons
setting a purpose
87
pick the most important parts and their relationship among them and briefly state them so they can be remembered
summarizing
88
create mental images of what theyre reading
visualizing
89
fables, folktales, myths, legends
folklore
90
comtemporary stories; historical
realistic fiction
91
modern literary tales, fantastic stories, science fiction, high fantasy
fantasy
92
what are the most important story elements
plot, characters, setting, pov, theme
93
___ has been the principal genre for reading and writing instruction in the primary grades. however, many students prefer to read ____ books and they're able to understand them as well as fiction
fiction; nonfiction
94
when does the shift to nonfiction happen
4th grade
95
picture book, specialized collection, comprehensive anthologies
3 types of poetry books
96
type of alliteration where vowel sounds are repeated in nearby words
assonance
97
type of alliteration where consonant sounds are repeated in nearby words
consonance
98
words and phrases that appeal to the senses and evoke mental pictures
imagery
99
a comparison between two unlikely things, without using like or as
metaphor
100
words that imitate sounds
onomatopoeia
101
words, phrases, or lines that are repeated for special effect
repetition
102
words that end with similar sounds used at the end of the lines
rhyme
103
the internal beat in a poem that's felt when poetry is read aloud
rhythm
104
a comparison incorporating the word like or as
simile
105
shared reading differs from reading aloud to students primarily because during shared reading:
student see the text as the teacher reads alouds
106
literacy professionals use the term text to refer to
all reading materials
107
a new teacher attended a workshop on the writing process in which she was correctly told that
the process involves a recurring cycle
108
research suggests that students reading and writing ability to shows that the most improvement when
reading and writing instruction is integrated
109
students focus upon mechanics such as capitalization, punctuation, and spelling when they reach the stage of the writing process
editing
110
every day, first grade teacher kelly blume works with a small group of students who are reading at the same level. she selects a book at their instructional level and helps the children apply strategies as they read. this teacher is using the instructional technique known as
guided reading
111
the most authentic type of reading is
independent reading
112
which statement is not true of reading aloud to students
it should be used during the exploring phase of the reading process
113
which of the following is not a characteristic of guided reading
books should be at students independent level
114
it is most appropriate for students to seek and receive feedback on their writing during the
revising stage
115
this is the stage of the writing process that students clarify and refine ideas in their drafts
revising
116
this is the genre of writing that has a beginning middle and end. it also includes characters, setting and a plot
narrative
117
this is the genre of writing in which both sides of an issue are presented and logical reasons are developed
argumentative
118
this trait is the heart of the message, the content of the piece
ideas
119
____ is the trait that addresses the rhythm and flow of the language, the sound of the word patterns, and the way in which writing plays to the ear
sentence fluency
120
this trait gives the writing personality, flavor, and style.
voice
121
this is a published piece of writing whose idea, structure, or written craft can be used to inspire a student to write something original
mentor text
122
this trait is the mechanical correctness of the piece-spelling, grammar, and usage, paragraphing, use of capitals and punctuation
conventions
123
if classroom teachers fail to do this often, regularly, and for reasonably long periods of time, their students are going to suffer in learning to write
read aloud
124
which of the following is not a recommendation for teaching writing
provide feedback during the drafting stage of the writing process
125
fluency, phonics, phonemic awareness, vocabulary development, reading comprehension
big five
