Achievement in ELA Flashcards
accuracy skill activities
Readers’ Theater
Supervised Oral Reading
Affix:
Words that attach to the root word and modify the meaning
After Reading Informational Texts strategy
Alphabetic Principle
understanding that words are composed of letters that represent sounds and it is the basis for phonics instruction
alphabetic principle
- the understanding that letters represent sounds which are then used to form words
Analogies
compare two things that are usually thought of as different but have something in common hand is to glove as foot is to sock cold is to hot as wet is to dry
Antonyms -
words with the opposite meanings hot/cold big/little
AT STAGE 1, TEACHERS CAN
Encourage children to make marks with writing/drawing material. In addition to initial “writing,” this enhances the development of gross motor skills.
Ask children to dictate while the teacher writes on the Smart Board or chart. The teacher then reads back the sentence(s) while pointing to each individual word.
Allow children to “read” their drawings/markings. Teach them to point to where they start and to each word.
Point to text on charts, big books, etc., while reading it orally to class. This helps children understand that print carries meaning. Always refer to directionality – that print and reading move from left to right.
Label items in the classroom, in the child’s home language when possible. Call on individual students to find and “read” the labels. This is sometimes called “environmental print.”
Place name cards on desks and during center time.
AT STAGE 2, TEACHERS CAN
Foster a positive learning environment that nurtures the enjoyment of writing and writers.
Write real-life, on-going stories or messages on wall charts or in Big Books. This might be about the weather, certain class activities, upcoming field trips, or holidays.
Look for words in print and discuss the words and letters and what they mean during transition times (e.g., office, nurse, restroom, boys, girls, other classrooms, etc.)
Write messages to students (e.g., directions for center work).
Show familiar word cards and ask individuals or the class for the initial sound. Then discuss the word, its letters, and meaning. These can be made into Word Walls.
Pair students together to share their “writing.”
Use story maps from familiar stories to retell stories or to have students retell the stories.
Provide specific directions in letter formation. Some teachers find a letter template helpful. Others use playdough to have students practice forming letters.
AT STAGE 3, TEACHERS CAN
Foster a positive learning environment that nurtures writing and writers.
Provide varied and frequent opportunities for using various purposes of writing (e.g, letters, cards, messages, stories, center assignments, classroom rules, etc.)
Increase students’ vocabulary in a variety of ways:
develop Word Walls
have students develop personal dictionaries of new and frequently used words
build word card and sentence banks relevant to new learning
Discuss and model the writing of texts moving from words to sentences to paragraphs.
Refer to new vocabulary on a daily basis, asking for spelling, meaning, and use of some of these words.
Model and discuss how writers use their own experiences, knowledge, and points of view to compose what they write.
Discuss, model and provide practice in the planning of writing such as with graphic organizers and/or storyboards.
AT STAGE 4, TEACHERS CAN
Foster a positive learning environment that nurtures the enjoyment of writing and writers.
Discuss and model reasons for the use of certain kinds of text, including ideas that are included or omitted from the text. Provide opportunities for students to practice writing these kinds of text.
Discuss, model, and provide practice in the planning of writing, such as with graphic organizers and/or storyboards.
Extend students’ knowledge and use of punctuation (e.g., periods, question marks, and apostrophes).
Build students’ vocabulary, including knowledge of word parts, spelling strategies, and use of new words.
AT STAGE 5, TEACHERS CAN
Foster a positive learning environment that nurtures the enjoyment of writing and writers.
Discuss, model, and provide practice in the building of organized paragraphs based on the purpose of students’ writing.
Enhance the use of spelling strategies, including the use of prefixes, suffixes, base words, and irregular spellings.
Encourage students to use new and appropriate vocabulary to clarify meaning.
Provide opportunities for students to share their writing with others.
Discuss, model, and provide practice in editing their own work and the writing of others.
automaticity
Building Vocabulary:
Change Double the Consonant
If a root ends in a short vowel followed by a consonant, you will double the consonant. bat → batter This rule does not apply to words ending the the consonants W, X, or Y.
Change Drop the E
Drop the e off of the end of a root word if the suffix begins with a vowel. hate → hating If a root ends in “ce’’ or “ge” and the suffix begins with a or o.
Change IE to Y
When the root word ends in “ie,” you will change it to “y” if the suffix begins with “i.” lie → lying
Change Y to I
When the root word ends with a “y,” you will often change the “y” to an “i.” worry → worrier You will usually keep the “y” if the preceding letter is a vowel (annoyance) and when the suffix begins with an “i” (worrying).
Choral Reading
Closed syllable
A closed syllable ends in a consonant. This is the most common spelling unit in English and accounts for 50% out of all the total syllables in text. For example: hot, help, and dog.
Clustering Concepts:
Good readers make connections between related important concepts or ideas in a text. Transition words help readers construct meaning by clarifying how ideas relate to each other. Teachers should provide students tools to scaffold drawing these connections.
Chart
Outline
Web
Comparing and Contrasting:
Connecting to Previous Knowledge:
Consonant + -le syllable
A consonant + -le syllable occurs at the end of a word. If the consonant + -le syllable is found next to an open syllable, then the vowel in the open syllable stays long. If the consonant + -le is next to a closed syllable, the vowel in the closed syllable stays short. For example: bugle, candle, bubble, circle, and trample.
Contextual analysis
use of surrounding information in a text to help determine a word In the sentence “I went to the store to buy groceries.” the word “buy” could be determined based on the clues in the rest of the sentence.
Conventional spelling Stage 5
When children know and use most basic spelling rules and spell most words correctly. They can often recognize misspelled words, which is a tremendous help in editing either their own or others’ writing drafts.
Criterion- referenced state tests
Tests against a standard Examples: state standardized tests, SATs Formal Summative
Curriculum- based assessments
Assessment covering curriculum that is being taught at that time Could cover information from the previous week or two Allows teachers to check for understanding and adjust Formal or Informal Formative
CVC:
consonant, vowel, consonant Ex- bag
CVCC
consonant, vowel, consonant, consonant Ex.- camp
CVCe:
consonant, vowel, consonant, silent “e” Ex- lane
CVVC
consonant, vowel, vowel, consonant Ex.- heat
Determining fact and opinion:
Diagnostic assessment
Used to assess current level and skills Example: pretest before starting a new unit Formal or Informal Summative
Diverse and Extensive Classroom Library:
During Reading Informational Texts strategies
Reading Rate:
Clustering Concepts:
Comparing and Contrasting:
Early fluent/fluent readers/proficient readers
recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words. Fluent readers do a better job at reading more easily and with accuracy and expression. These students are improving their skills in revising their writing and using correct punctuation and spelling.
Early readers
begin understanding that reading from the printed page needs to make sense - both from the pictures and from the print. The students can usually identify most letters and know the sounds of some. These skills help them decode words and they sometimes even know a few words by sight, including times when they see the words in different locations/texts. Early readers are usually able to write a few words or at least beginning sounds of words and should be able to re-read their own writing.
emergent stage of development
when children understand that written language has meaning and gives messages. The students begin to recognize words in the environment or in text such as signs at McDonald’s, Walmart, etc. These students may be able to write a few letters, especially in their names, even though some of the letters could be reversed or in upper case.
Evaluative comprehension
- The ability to evaluate or analyze the text through questioning.
Analyzing character development
Evaluate word choice
Detecting faulty reasoning
Explaining the point of view
Exit slips
Students write a response to a teacher prompt or question on a card or slip of paper at the end of class (in order to exit) Informal Formative
reading Motivation:
five typical stages of development
pre-conventional, emergent, transitional, conventional, and proficient.
Fluency can be accurately measured
Formal Assessment
tests, quizzes, projects, Traditional style assessment that use standard rubric
Formal summative assessment
Examples: Traditional state assessments, district benchmarks, semester or six weeks tests, and end of unit or chapter tests Formal Summative
Formative Assessment
Assessments that are part of the instruction Given throughout learning process Assessing the learning as it is FORMED
Grapheme
a symbol, letter, or the combination of letters that represents a phoneme (a single sound)
Heterogeneously
different. Best for collaboration.
High frequency sight words
words that students are expected to memorize without decoding. Examples for a 2nd grader: “because” and “said”
Homogeneously
similar. Best for differentiation to work on a skill.
Homographs
words that have the same spelling as another word but have different meaning (verb) tired meaning fatigue / (noun) tire meaning the rubber around a wheel of an automobile
Homophones
words that are pronounced the same as another word but have a different meaning and/or spelling carat/carrot/caret to/too/two
I Chart
a type of graphic organizer especially used for inquiry and research and usually used beginning in upper elementary grades
In the word unacceptable:
In the word unacceptable: Root: “accept” a verb to agree to take something offered The affixes: “un” prefix that changes the word to the opposite “able” suffix that changes the word for a verb to an adjective
Independent Reading
Independent reading level
Inferential comprehension
The ability to infer or understand parts of what has been read without it being stated explicitly.
Drawing conclusions
Inferring cause-and-effect relationships
Determining morals, lessons, and themes
Making predictions
Informal Assessment
Flexible assessment Adjust to situation and might not count as grade Examples: observations, discussions
Instructional reading level
Irregular High–Frequency words
words that frequently appear in printed English but are not readily decodable in the early stages of reading instruction. A few examples of these words for younger students are you, said, know, there, what, who, two, and too. Some examples for older students include enough, through, their, where, brought, and though.
