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PRAXIS 5024/PRAXIS 5205 > Foundational Reading Skills PRAXIS 5205 > Flashcards

Foundational Reading Skills PRAXIS 5205 Flashcards

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1
Q

Open-Ended Question

A

questions that require more than a simple “yes” or “no” response and promote whole class and small group discussion

A question posed as a statement, such as “Tell me about the relationship between the main characters in the novel” is an open-ended question.

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2
Q

Phonological Awareness

A

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

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3
Q

Phoneme Manipulation

A

the ability to perform phoneme deletion, addition, and substitution.

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4
Q

Onset and Rime Production

A

the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime

In the word cat, the onset is /c/ and the rime is /at/

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5
Q

Word Awareness

A

knowing that individual words make up a sentence

“A brown cat jumped over the car.” has 7 words

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6
Q

Syllable Awareness / Syllabication / Syllable Segmentation

A

the ability to hear individual parts/syllables of words

“Education” has four syllables “ed-u-ca-tion”

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7
Q

Oral Language

A

The system that relates sounds to meanings through communicating by word of mouth.

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8
Q

Sentence Stems

A

Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.

“According to the author…” “We see in Chapter 2 that…” or “While X does this, Y…”

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9
Q

Phonemic Awareness / Sound Awareness

A

the ability to hear, identify, and re-create individual sounds in spoken words

A student can hear that /b/ makes first sound in the word “blue”

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10
Q

Rhyme Awareness / Rhyming

A

the ability first to hear words that rhyme and then to be able to produce a rhyme(s)

“Blue” and “Flew” rhyme

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11
Q

Grapheme

A

A written letter or a combination of letters that represents a single sound.

“ph” makes a “f” sound

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12
Q

Print Concepts

A

The general rules governing text

text is read from left to right and top to bottom

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13
Q

Directionality

A

the direction in which a language is read

The directionality of written English is from left to right.

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14
Q

Letter Recognition

A

the ability to name the letters in the alphabet and identify the characteristics of each letter

Letter recognition requires direct instruction that connects the letter shape to the letter name.

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14
Q

Word Analysis

A

breaking down words into morphemes, or the smallest units of meaning

Word analysis can be useful as a decoding tool and can help to determine word meaning.

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15
Q

Alphabetic Principle

A

The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English.

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16
Q

Alphabetic Knowledge

A

The ability to recognize, name, and write letters.

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17
Q

Encode

A

using individual sounds to spell a word

To encode, a student must represent the sounds of a word with letters. For example, the word cat would be encoded as /c/, /a/ and /t/.

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18
Q

Letter–Sound Correspondence

A

knowing what sound(s) each letter makes

the letter “f” makes the first sound in the word “foot”

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19
Q

Affix

A

A letter or letters that change a root word’s meaning

prefixes or suffixes

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20
Q

Consonant Digraph

A

two consonants that make a single consonant sound when together in a word

In the word “wish,” the letters s and h form the consonant digraph, sh.

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21
Q

Derivational Affix

A

an affix that changes the root or base word into a new word

When the derivational affix, “ful” is added to the noun, beauty, the word “beautiful” forms, meaning full of beauty.

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22
Q

Consonant Blend

A

two or more consonants that blend together when decoded, but each retains its own sound

In the word “blue,” the letters b and l form the consonant blend, bl.

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23
Q

Embedded Phonics Approach

A

an approach to phonics instruction that involves implicitly teaching through reading or in context

A student learns to decode the word “snake” when reading a short story about a boy who goes hiking.

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24
Q

Schwa

A

the vowel sound in an unstressed syllable, sounds like “uh”

the first a in again

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25
Q

High-Frequency Word

A

a word that appears often in grade-level text

Words like “and”, “the”, “as” and “it” are high-frequency words.

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26
Q

Continuous Consonant Sound

A

letters with sounds that can be lengthened or stretched

/s/ is an example of a continuous sound, as it can be held out indefinitely!

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27
Q

Short Vowel

A

the sound that most often corresponds to a vowel when the vowel occurs individually between consonants

When there is one vowel in a word, either at the beginning or between two consonants, it usually has the short vowel sound.

28
Q

Whole Word Reading

A

reading a word by sight, without attempting to decode it

Memorizing sight words helps to support whole word reading.

29
Q

Decodable Word

A

words that follow common letter/sound correspondence rules and can be “sounded out”

For a third grader, words like “family” and “afternoon” are decodable.

30
Q

Free Morpheme / Unbound Morpheme

A

type of morpheme that can stand alone or can appear with other morphemes in a lexeme

Simple words (i.e. words made up of one free morpheme, such as the, run, on, etc.) and compound words (i.e. words made up of two free morphemes, such as keyboard, greenhouse, etc.) are free morphemes.

31
Q

Suffix

A

A letter or letters at the end of a root word that changes its meaning

s, es, ed, ing, ly, er, or, ion, tion, able, and ible

32
Q

Bound Morpheme

A

type of morpheme that can appear only as part of a larger word

Prefixes such as pre-, dis-, in-, un-, and suffixes such as -ful, -ment, -ly, -ise are bound morphemes.

33
Q

Phoneme Blending

A

the ability to blend two sounds to make a word

Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.

34
Q

Phoneme

A

the smallest individual sounds in a word

The word “bit” has three phonemes – b – i – t.

35
Q

Morphology

A

The study of forms of words, including affixes, roots, stems, and parts of speech.

The word “bicycles” is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.

36
Q

Vowel Digraph

A

two vowels that make a single vowel sound when together in a word, also known as “vowel teams”

the “ai” in paint; the “ee” in need; the “oa” in boat

37
Q

Stop Consonant Sound

A

letters with sounds that cannot be stretched without changing the sound

/t/ is an example of a stop sound, as it cannot be stretched out.

38
Q

Structural / Morphemic Analysis

A

using meaningful word parts (morphemes) to study a word and determine its meaning

39
Q

Diphthong

A

one vowel sound made by the combination of two vowel sounds

the “ou” in south; the “au” in taught; the “oy” in oyster

40
Q

Phonics / Graphophonemic Principle

A

Using the relationship between symbols (letters and words) and sounds of a language to read and write

41
Q

Sight Word Instruction

A

the approach taken when teaching high frequency, often irregular words to early readers

Sight word instruction helps students to memorize words that they will encounter often, by teaching them to read the words by sight, without attempting to decode them.

42
Q

Dolch Word List

A

the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English

Some words on the list include: am, are, at, be, but, came, did, have, he, into, like, now, on, our, out, please

42
Q

Contextual Analysis

A

use of surrounding information in a text to help determine a word

43
Q

Spelling-Based Phonics Approach

A

an approach to phonics instruction that involves spelling rules and phonemes

In a spelling-based phonics approach, students learn the sounds of each letter and put the sounds together to create a word.

44
Q

Tense

A

words that indicate if a statement is referring to past time, present time, or future time

Past- She spoke. Present- She speaks. Future- She will speak.

45
Q

Final Stable Syllable

A

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.

bugle, candle, bubble, circle, and trample

46
Q

Open Syllable

A

Syllable that ends in a vowel; the vowel has its long sound

vacant, brutal, agent

47
Q

Root

A

Base words to which prefixes, suffixes, and syllables can be added

48
Q

Sight Word

A

word that cannot be decoded because it doesn’t follow standard phonics rules and must be recognized by sight

of, was, the, would

49
Q

Analogy-Based Phonics Approach

A

an approach to phonics instruction in which students use knowledge of word patterns to decode new words

In an analogy-based phonics approach, to decode the unknown word “zap,” students would think of the word “map.”

50
Q

Synthetic Phonics Approach

A

an accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words.

A teacher first teaches the sounds of each letter and then focuses on how to blend the sounds together to pronounce whole words

51
Q

Morpheme

A

A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.

write, cat, laugh, box

52
Q

Inflectional Affix

A

an affix that changes the form of the root or base word

The inflectional affix, “ed” changes a verb to the past tense.

53
Q

Analytic Phonics Approach

A

Analytic Phonics Approach

54
Q

Automaticity

A

the ability to read words effortlessly

55
Q

Vowel-Consonant-E Syllable

A

The vowel-consonant-e syllable has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word

name, mice, cake, compete

56
Q

Accuracy (when reading)

A

the reader’s ability to correctly pronounce words

57
Q

Long Vowel

A

When a vowel sounds like its name, this is called a long vowel sound.

Long A sound is AY as in cake. Long E sound is EE an in sheet … etc.

58
Q

Speed (when reading)

A

the pace at which the reader reads the text

59
Q

Supervised Oral Reading

A

A strategy in which a student reads aloud to a teacher or tutor.

60
Q

Rereading Familiar Text

A

Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.

61
Q

Prosody

A

the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

62
Q

Words per Minute (WPM)

A

the number of words a student reads correctly in a 60-second time span

63
Q

Reading Fluency

A

The ability to read with appropriate speed, accuracy, and prosody

64
Q

Listening Vocabulary

A

words a listener can recognize when heard

People typically have a larger listening vocabulary than writing vocabulary, as the meaning of words can be determined from the context.

65
Q

Phrase-Cued Reading

A

adding slashes into a text to mark the ends of phrases or natural pauses

When a teacher creates a text for phrase-cue reading, she puts in single slashes (/) to represent a phrase break, and double slashes (//) to represent the end of sentences.

66
Q

Audio/Video-Assisted Reading

A

A strategy in which a teacher plays an audio recording of a book or show an animated illustration of a book while students read along

67
Q

Speaking Vocabulary

A

all the words known and used by a person in speech

Students typically have a clear understanding of a word in order to use it in their speaking vocabulary.

PRAXIS 5024/PRAXIS 5205 (5 decks)

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