Reading Test Flashcards
(134 cards)
1
Q
SkinneR: BehavioRist
A
Behaviorists & believed learning is a function of change in behavior resulting from a reinforcer: verbal praise, a good grade, or feeling of accomplishment
Bottom up: reading is a linear process & the focus should be on phonics
2
Q
Behaviorist strategies or external rewards, such as pizza parties, extra library time
A
Are NOT the correct answer. Motivation for reading should come from intrinsic value
3
Q
Bottom up- Traditional
A
Focus is Phonics
4
Q
PiageT: Traditional/modern
A
Stages of cognitive developmenT; KWL- connecting information
Top down-building schema using background knowledge
5
Q
Vygotsky: cooperative learning/CIRCLES
A
Literature CIRCLES
Social interaction in development of cognition
Zone of Proximal Development: I do, we do, you do
Students work in Literature circles to read & analyze text
6
Q
Questions to ask when evaluating research:
A
Is it reliable & valid
Are authors experts in field
Is research current
Is research scholarly
Is research objective
Is it relevant to the profession
7
Q
Smith
A
Whole language encourages “authentic” reading & writing
8
Q
Rosenblatt: modern
A
Reading is a transaction between reader and text
Constructvism (reading response journals- text to self)
Metacognition (thinking about thinking)
Before reading, during reading, & after reading
9
Q
Metacognition
A
Thinking about thinking
10
Q
Chomsky
A
Universal grammar: language is BASIC INSTINCT
11
Q
Top Down-Traditional/Modern
A
Building schema & using background knowledge is essential to developing reading
12
Q
Constructivism-modern
A
Holistic philosophy-learning & problem solving should reflect real life & authentic tasks
13
Q
SCENARIO questions
A
Look for answers with philosophy of constructivism (real life, authentic tasks)
14
Q
Schema Theory
A
Students learn new knowledge that contradicts their previous knowledge
15
Q
Reliability (is it reliable?)
A
Quality of getting consistent results
Consistently of the measure
(Results are consistent when the test is administered again & again)
16
Q
Qualitative (Quality Check)
A
Data comes from OBSERVING> anecdotal responses
Noticing students struggling then may be change text or add interventiosn
17
Q
Quantitative (Quantity is a #)
A
Data that is reading levels or words read per minute
18
Q
Reader (can be measured both qualitatively & quantitative) and Task
A
Reader variables: motivation, knowledge, experience
Task variables: (purpose & complexity) generated by task assigned & question posed
19
Q
Emergent: lowest reading level
A
Kindergarten
Students are emergent
20
Q
Early-grade 1
Transitional-grades 2 & 3
A
Fluent- grades 4, 5, & 6
Proficient- grade 7, 8, 9-12
21
Q
A balanced literary approach in the classroom
A
Uses a variety of literary and informational test and select books from different genres and subgenres
22
Q
Multicultural literature
A
Accuracy, authentic dialogue, presentation of issues
23
Q
Third Person Limited
A
Told from the viewpoint of ONE character
24
Q
Third Person Objective
A
Narrator is a detached observer, telling ONLY the stories action and dialogue
25
Third Person Omniscient
Narrator is GOD, has unlimited knowledge and provides information about the characters THOUGHTS and BEHAVIORs
26
Reader and Task
When a teacher considers students’ understanding and interests when picking texts to read in class
27
Assessments should be used to…
Make instructional decisions (ALWAYS ALIGNED with STANDARDS!!)
28
Diagnostic
Pre-assessment
29
Formative Assessment (INFORMAL)
Form the lesson while ongoing: Before, during, & after learning process to modify instruction
FORMAL (quizzes) INFORMAL (Walk around doing quality checks and taking notes) checking
30
Summative Assessment
Come at the END of learning
Summary of performance outcomes, aka test or midterm exam
31
Performance Based Assessment
Students apply skills and knowledge by developing and creating something.
Students use HIGHER ORDER & CRITICAL thinking skils
32
Criterion Referenced Assessment (FSA Assessment)
Measures students performance against a fixed set of predetermined criteria (aka learning standards)
33
Norm (AL) referenced (Percentile) Assessment
Compares students to other groups of students
DATA PURPOSES to compare students’ reading scores across the US
34
Screening Assesssment
To place students in appropriate classroom or grade level
35
Progress Monitoring Assessment (aka FAST Reading)
Used to assess students’ academic performance, quantify their rates of improvement or progress towards a goal, and determine how they are responding to instruction
36
Authentic Assessments
Oral or written (fill in blank, essay, journal) which are more effective than multiple choice
37
Oral assessments
Students will answer questions about a story, measure fluency
Before reading: to measure prior knowledge
During reading: measures understanding
After reading: measure overall comprehension
38
Informal Assessments
Used to progress monitor
39
Formal Assessments
Used to measure outcomes and BOTH formal and informal assessments are used to make instructional decisions and to differentiate instruction based on each student’s individual needs
40
Informal Reading Inventory: IRI
Individually administered diagnostic oral assessments evaluating students’ reading performance
Read passage> answer oral questions on comprehension & recall
Used to measure progress and to make instructional decisions based in student’s individual needs.
41
Running Record
To assess students’ oral fluency
42
Informal writing tasks
Essays, journal entries, story writing, letters, free writing
To measure language usage, organization, & mechanic
Then use the Qualitative data to instructional decisions based on students’ individual needs
43
The main reason you evaluate any type of Assessment Data is to
make instructional decisions
44
Analyzing Data to guide whole-group instruction is
data-driven decision making
45
Rubric is best assessment tool for
Performance Based Assessments
46
Rubric is best assessment tool for
Performance Based Assessments
47
Words per minute is only one measure of student reading levels also
Take into account Comprehension
48
Formative Assessments include observations
They are informal and used to monitor progress and make instructional decisions
49
Summative Assessments (SUM Up the WHOLE)
Measure outcomes.
They come at the end of learning
Pre-assessment>use program>Summative assessment: students show growth- it is or is not working
50
Higher Order Thinking activities are
Research papers, presentations, and formal debabtes
51
Homework is
Practice and should NEVER be used to assess expertise of mastery
52
Grouping Students
Literature Circles to evaluate text & discussing story or passsage
Partner reading for fluency
To employ interventions for struggling readers: Group according to skill
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Whole Group
Delivering direct instruction
54
Small group
Cooperative learning, small groups of 5 or less
55
HOMOgeneous groups
Students with all the same reading level
All need the same skill
56
Heterogeneous groups
Students with a variety of learning levels and skills
**MOST EFFECTIVE
57
One-on One instruction
Effective for feedback on writing
58
Intrinsic Motivation****
Behavior driven by internal rewards (INSIDE) rather than external rewards
Driven by autonomy, relatedness,and competence
59
Basal reading
Leveled reading books
60
SQ3R
Survey, Question, Read, Recite, Review
61
Question Answer Relationship (QAR)
An approach to reading comprehension where students generate reading questions (think & search, main idea, text to self Questions)
62
Choral Reading
Students read in unison: this helps ELL students with fluency and confidence
63
Silent sustained reading
Popcorn reading
Usually NOT the answer
64
Autonomy
Students’ independence and self-governance
Allowing students to decide how and what they learn
65
Extrinsic motivation (SO EXTRA)
Refers to behavior that is driven by rewards
Take the reward away and there goes the behavior: no bueno
AVOID answer choices that highlight extrinsic rewards
66
Look for answer choices where the teacher and the student find a solution
By increasing INTRINSIC motivation for the student. Allowing the student to choose activities increases autonomy
67
Phonology
Phone-sounds in language
68
Vocabulary (Semantics)
Expressive speaking and receptive listening
69
Morphology***
Smallest units of meaning in words
Example: break up compound words and their meanings***
70
Grammar/Syntax
Structure of language and words
71
Pragmatics
Social cues or norms or situations in language
72
Discourse
Dialogue
73
**Semantic Cues
**Does that sound make sense?
Meaning in language
Relate new information to what is already known aka PRIOR KNOWLEDGE
74
Syntactic cues**
Prefixes and suffixes
Structure of the words as in rules and patterns of language and punctuation
75
Graphophonic cues
Letter-sound or sound-symbol relationship of language
aka DECODING
76
Emergent literacy
Involves skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading & writing
77
Pre-Alphabetic Phase
Students read memorizing visual features or guessing words
78
Partial-Alphabetic Phase
Students recognize some letters and can use to remember words by sight
79
Full-Alphabetic Phase
Students know graphophonemic system, can analyze connections between graphemes & phonemes in words, and decode unfamiliar words and story fully analyzed sight words in memory
80
Consolidated-Alphabetic Phase
Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words
81
Phonological Awareness**ALWAYS the ANSWER
Umbrella encompassing many skills students need for literary
Skill include identifying & manipulating units of oral language
82
Phonemic awareness**
**Pronounce individual sounds in words
Understanding individual *sounds (or phonemes) in words, spoken language, mostly auditory, manipulating sounds in words
83
Phonics
Understanding relationships between sounds and spelling patterns (graphemes), written language/print, both visual and auditory, reading and writing letters according to sounds, spelling patterns, & phonological structure
84
Phonemes
Smallest units of SOUNDS in words
85
Morphology**
Study of word structure: THE MEANING OF WORDS
86
Morphemes**
The smallest units of meaning in a word
aka USE compound words, prefixes, suffixes, and roots to teach Morphology
87
Syllables
Units of pronunciation
88
Onsets
Beginning consonants
89
Rimes
Vowel and consonants that follow
90
PHONEmic awareness
Just sounds
91
Phonics
Just spelling
Understanding rules of language
92
When test refers to DIVERSE LEARNERS
Means students who struggle in reading or whose first language is not English
DIFFERENTIATE INSTRUCTION******
93
Stages of Oral Fluency/Phonemic awareness
Phonics (sounds) and Phonemic awareness
AFTER comes Decoding words (spelling)
94
High Frequency sight words
Need to be memorized
95
Listening Vocabulary
Words we need to know to understand what we HEAR
Receptive Vocabulary
96
Speaking Vocabulary
Words we use when we speak
Expressive Vocabulary: Express Yourself
97
Speaking Vocabulary
Words we use when we speak
Expressive Vocabulary: Express Yourself
98
Reading Vocabulary
Words we need to now to understand what we read
Receptive Vocabulary
99
Reading Vocabulary
Words we need to now to understand what we read
Receptive Vocabulary
100
Writing Vocabulary
Words we use in writing
Expressive Vocabulary: Express Yourself
101
Teach Vocabulary in Context aka Incidental Learning**
Use definitions and parts of speech
Teacher walks into a loud room and says, “Don’t bring that cacophony into my class!”
102
Vocabulary instruction should be differentiated
Intentional instruction
Repetition & multiple exposures
Learning in rich contents
Entails active engagement
Computer technology can be used
Can be acquired through INCIDENTAL LEARNING
DO NOT depend on one single instructional method to teach vocabulary
103
Use vocabulary in authentic real-world manner**
Word Walls**
Model thinking aloud strategies
104
Incidental Learning
Is learning vocabulary in context
105
Vocabulary differs from content area to content area
Tier 1 words
Commonly used in everyday speech
106
Tier II Words
High-frequency words that occur across texts and more common in writing and speech
Knowing them enhances comprehension of a text
These words are best used to target explicit vocabulary instruction
107
Tier III Words
Low frequency words
Limited to a specific domain aka pertain to a specific content area
Best learned within context of lesson or subject matter
108
***Choose answers that promote TEACHING VOCABULARY IN CONTEXT
This promotes relevance
Not just copy words from a dictionary or glossary
109
Fluency
Ability to read with speed, accuracy, and proper expression and a necessary skill for reading comprehension
110
Fluency checks or reads
As student reads, teacher checks for automaticity- effortless, speedy word recognition
111
Fluency checks or reads
As student reads, teacher checks for automaticity- effortless, speedy word recognition
112
Prosody**
Timing, PHRASING, emphasis, & intonation
Includes stopping @ periods, PAUSING @ commas, reading with inflection and expression
“James reads at approximately 125 WPM at the end of the school year. He is able to sound out unfamiliar words and Ames few mistakes while reading. He does not skip words and has good word recognition.”
113
Automaticity**
Fast, effortless word recognition (Automatically)
**when students are reading at 95% accuracy they have automaticity
**USE repeated reading exercises
114
**Accuaracy
Amount for words a student reads correctly—running record
115
Rate**
Speed at which students read words correctly
Correct words per minute (WPM)
116
Fluency supports COGNITIVE ENDURANCE
Ability to read through large sections of text and build meaning
Comprehension and Critical Thinking (not decoding)
117
**Most Common Activity to activate prior knowledge is…
a KWL chart
118
**Most Common Activity to activate prior knowledge is…
a KWL chart
119
**Everything I do aligns to
120
**Everything I do aligns to
The State Standards
121
Critical Thinking = Bloom’s Taxonomy
Critical thinking, evaluating text, and supporting claims
122
Verbs*
to apply, create, analyze, evaluate
123
**if anything is related to evidence-based writing or discussion
Is is the answer
124
Teachers help students support claims made in both writing and speaking
With evidence from the text!!
125
Using a balance literary approach
Means using both Informational and Literary texts
126
Metacognition
Thinking about thinking
Strategies to boost critical thinking & Metacognition- predicting, questioning, read aloud/think aloud, summarizing
127
Jigsaw activity
In groups students read and analyze a piece of text, then group members join with members of other groups, and each student shares and discusses his/her section of the text. As each group shares, the ENTIRE text is covered
128
Stakeholders
People invested in the success of the school and its students: students, parents, teachers, admin, community members, and business owners
129
Best practices
Appeal to stakeholders and implement at home resources
130
Cultural Diversity**
Send information home in native language AND provide a hard copy of
131
Teachers should encourage reading at home and
Provide SUGGESTIVE guidelines for caregivers:
IDEAS: Identify story elements
Define unknown words
Elicit inferential and literal information
Analyze illustrations
132
Communication between teaches and stakeholder is best when
Parent-teacher conference or
Student-led conference
TO: evaluate achievement results, qualitative data, & quantitative data to work together to map a plan for success
133
Action Research*** it is the correct answers
Is when teachers continuously collect both formative and summative data and use it to differentiate instruction
134
Authentic and INCLUSIVE way to promote reading @ home is
Parent and child pick out books together
