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CLASS > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

How is grammar a bridge between reading comprehension and writing comprehension?

A

Help students to understand sentences and then being able to understand what they are writing

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2
Q

Subject

A

Thing doing something (the who)

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3
Q

Predicate

A

Thing being done (did what)

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4
Q

Object

A

Thing being acted upon (to whom or what)

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5
Q

Noun

A

Who or what did it

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6
Q

What is biologically primary knowledge?

A

Evolutionary skills we acquire naturally (ex: being able to speak a language)

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7
Q

What is biologically secondary knowledge?

A

Cultural knowledge we don’t acquire naturally (ex: reading, writing)

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8
Q

🧠 Frontal lobe

A

Responsible for planning and executing motor movements for writing ✍️

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9
Q

Broca’s area is located in the frontal lobe, what does it do?

A

Where we think about grammar

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10
Q

🧠 Parietal Lobe

A

Responsible for integrating information from the other lobes ⛓️

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11
Q

🧠 Occipital Lobe

A

Visual processing 👁️

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12
Q

What does wernicke’s area do?

A

It recognizes individual sounds and remembers where they’ve heard it before (recall) 🤔

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13
Q

What does the word form area do?

A

Stores sight words 👀

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14
Q

🧠 Temporal lobe

A

Stores sounds (individual sounds) 👂

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15
Q

What does the four part processing model for word recognition consist of?

A

(Context)
|
(Meaning)
/ \
(Phonological) {phonics} (orthographic)

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16
Q

Prealphabetic

A

Know general print concepts
Recognize incidental visual features of words

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17
Q

Early Alphabetic

A

Know some letter/sound correspondence
Early phonological phonemic awareness skill

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18
Q

Later Alphabetic

A

Begin to recognize sight words with automaticity
Uses grapheme-phoneme correspondence
Segment and blend 3-4 phonemes

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19
Q

Consolidated Alphabetic

A

Developing sight words
Orthographic mapping links, word families, syllables, and morphemes
Deletes, substitutes, and reverses phonemes

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20
Q

Dyslexia is a specific learning disability that is ___________ in origin

A

Neurobiological

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21
Q

Characteristics of Dyslexia

A

Difficulties with accurate or fluent word recognition
Poor spelling and decoding skills

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22
Q

Dyslexia often occurs because of deficiencies in the ____________________ component of language processing

A

Phonological

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23
Q

In the dyslexic brain, the _______ and ________ areas of the brain don’t light up

A

WFA … Wernicke’s area

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24
Q

In the dyslexic brain, _______________ is advanced in their language (very verbal)

A

Broca’s area

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25
Q

What is kinetic reversal

A

When the full order of a word is flipped

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26
Q

What is static reversal

A

When one letter is flipped in a word

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27
Q

Instructional planning for Explixit instruction (how will you design the lesson for the subject knowledge to be attainable for students?)

A

Focus on critical content
Sequence skills logically
Break down complex ideas

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28
Q

Explicit Instruction is… (what are its components?)

A

Clear about the purpose and rationale for learning
Clear expectations
Modeling
Supported practice
Feedback
Less support till student achieves independent mastery

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29
Q

Strategy for helping students with dyslexia

A

Having them repeat the directions in their own words

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30
Q

Multi sensory approach to teaching reading involves…

A

Integrating visual, auditory, tactile, kinesthetic learning elements

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31
Q

What does Dyslexia affect?

A

It affects reading and writing

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32
Q

What is orthographic processing

A

Ability to recognize written words

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33
Q

What is language comprehension

A

The ability to understand and use language in oral form

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34
Q

Purpose of content coverage

A

To ensure that students have a deep understanding of a specific topic

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35
Q

What is the recommended frequency of review?

A

Daily

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36
Q

What is the estimated increase in potential active engagement Time for students when routines are developed and instructional session start on time

A

10 minutes a day

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37
Q

What is decodable text

A

Text that is designed to match the phonics skills that students are learning

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38
Q

What is the importance of assessment in Structural Literature

A

To ensure that students are retaining previously learned skills over time

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39
Q

What is EXplicit Instruction

A

Provides Clear and Direct instruction

40
Q

What is IMplicit Instruction

A

Teaching through example and observation

41
Q

What is meaning

A

The interpretation of word meaning
organize words into meaning networks

42
Q

What is phonological 📞 👂

A

Detects, recalls, and understands phonemes

43
Q

What is orthography 👁️

A

Recognizes, stores, and recalls letters and combination of letters that we use to recognize written language
Spelling
Consistent way to think about sequence

44
Q

What is Context

A

Is this appropriate for this time/moment
What impact will it have
Language of a sentence

45
Q

What is a verb

A

Most tell what the nouns do (the predicate)

46
Q

Design organized lesson plan for Explicit Instruction

A

Review ( connect to prior knowledge)
Presentation (objective)
Guided practice
Corrections and feedback
Independent practice
Weekly/monthy practice
Deliver at brisk pace

47
Q

Explicit Instruction characteristics of structured literacy

A

Student teacher interaction
Decidable text
Review
Modeling
Providing feedback
Being intentional
Scaffolding

48
Q

Teaching of literacy at multiple levels-phonemes, letter-sound relationships, syllable patterns, morphemes, vocabulary, sentence structure, paragraph structure, and text structure is …

A

Explicit, systematic, and sequential

49
Q

For structured literacy, practice is _________ and ongoing review

A

Cumulative

50
Q

Structured Literacy has a high level of ___________-____________ interaction

A

Student- teacher

51
Q

What kind of text does Structured Literacy use?

A

Decodable text

52
Q

What does the strive for five look like?

A

Having a meaningful conversation with a student that broadens what they know
*teacher asks a question
*student replies
*teacher challenges (encourages student to expand/broaden their response (tell me more)) -scaffold up or down
*student replies
*teacher expansion (expand the idea of what the student said, and what you were hoping for the student to understand)

53
Q

What characteristics of letters is important for teachers to know when teaching reading and spelling?

A

Letter name, shape, and sound

54
Q

When teaching the alphabet, if the visual form of a letter is similar for an upper and lowercase letter, should we teach them together or separate?

A

Teach them together (Ex: Ww)

55
Q

When letters are visually similar, make sure students can _____________, ____________, and ____________ one letter in the pair before focusing on the next visually similar letter

A

Recognize Name Produce

56
Q

For explicit instruction of alphabet knowledge, how much time should we aim for in practice?

A

Aim for about 15 minutes

57
Q

What is phonological awareness?

A

It allows students to work with spoken language in order to learn how to read and write

58
Q

What does the phonological awareness ladder look like?

A

|____________________|
| phonemes |
|____________________|
| onset & rime |
|____________________|
| syllables |
|____________________|
|rhyme & alliteration|
|____________________|
| words |

59
Q

What is phonological awareness: words

A

The ability to separate a sentence into the words that make up that sentence

60
Q

What is phonological awareness: rhyme awareness

A

The ability to recognize the commonality in the vowel and consonant sounds at the end of words

61
Q

What is phonological awareness: alliteration awareness

A

The ability to recognize the commonality of initial sounds in a series of words

62
Q

What is phonological awareness: syllable awareness

A

The ability to separate words into syllables and blend those syllables into words

63
Q

What is phonological awareness: onset and rime awareness

A

The ability to recognize a rime and create new words utilizing different onsets

64
Q

Define orthographic 👁️

A

Recognizing letters within a word

65
Q

Define orthographic 👁️

A

Recognizing letters within a word

66
Q

Define phoneme 📞

A

Smaller unit of sound that differentiates one word from another

67
Q

Define grapheme

A

A visual representation of a sound

68
Q

Define grapheme

A

A visual representation of a sound

69
Q

What is the most complex skill in phonemic awareness

A

Phoneme deletion

70
Q

What is orthography?

A

Refers to the correct sequences of letters in words

71
Q

How is orthography connected to phonics

A

Phonics is bridging phonology with orthography
Reproducing oral language in our head when reading

72
Q

Why is it important for students to have word knowledge

A

Students develop a general knowledge of English spelling

Students also increase their specific knowledge of words particularly the spellings and meanings of individual words

73
Q

What is the Alphabetic layer of English Orthography

A

Represents the relationship between letters and sounds (ex: alphabetic principle)

74
Q

What is the Pattern layer of English Orthography

A

Represents the groupings of letters to address the ratio of sounds to available letters (ex: digraphs)

75
Q

What is the Meaning layer of English Orthography

A

Represents the smallest units of meaning (morphemes) in the English language (ex: structural analysis)

76
Q

What is the Developmental Spelling Inventory

A

An assessment tool that allows teachers to gauge how students are applying phonics knowledge to spelling

77
Q

Articulation refers to how ___________ are made in the ________________

A

Speech sounds Vocal tract

78
Q

What is voicing

A

There are voiced and unvoiced consonants
Voiced (vocal chords vibrate)
Unvoiced (no vibration)

79
Q

Which place of articulation uses just the lips 👄

A

Bilabial

80
Q

Which place of articulation uses the lips and teeth 👄 🦷

A

Labiodental

81
Q

Which place of articulation uses the tongue and teeth 👅 🦷

A

Interdental

82
Q

Which place of articulation uses the tongue and ridge 👅 7

A

Alveolar

83
Q

Which place of articulation uses the hard palate 🤫

A

Palatal

84
Q

Which place of articulation uses the velum🗣️

A

Velar

85
Q

Which place of articulation uses the glottis 👤

A

Glottal

86
Q

Which manner of articulation uses stopping the breath

A

Stops

87
Q

Which manner of articulation uses push air into smaller spaces ~ funneling creating friction

A

Fricatives

88
Q

Which manner of articulation uses a stop quality and fricative (holding in air, but also have funneling)

A

Affricates

89
Q

Which manner of articulation uses taking in air through nose

A

Nasal

90
Q

Which manner of articulation uses little obstruction in vocal chords as possible

A

Liquid

91
Q

Which manner of articulation uses gliding motion of the tongue

A

Glides

92
Q

Which manner of articulation uses aviolar ridge - tip of tongue touches ridge

A

Tap

93
Q

What is an analogy

A

A comparison between two typically unlike things

94
Q

Why are analogy charts helpful

A

They help students to differentiate and apply a concept

95
Q

When creating word study sorts, how should we provide scaffolding

A

Picture/word
Target sound
Letter representing sound
Which anchor word the picture belongs under

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