FOUNDATIONS OF READING Flashcards
1
Q
Inferential Comprehension
A
____ was (not) able to draw conclusions using background knowledge and information from text. Inferential information is implied within the text, but not directly or explicitly stated. _____ needed to “search and find” clues within the text and then read between the lines
2
Q
Sight Words
A
____ could (not) identify sight words. ____ was (not) able to identify some words as whole united without breaking the word down by phonemes and morphology. Two types of words should be learned as sight words: those with irregular spelling patterns and those that appear frequently in printed English, high frequency words
3
Q
Phonics
A
____ was (not) able to make the correct association between the sounds and the symbols of language
4
Q
Word Structure/Structural Analysis
A
Morphology is the study of word formation. ____ was (not) able to use morphological clues to identify words when they rely on root words, prefixes, and suffixes. Using morphological clues is also called structural analysis
5
Q
Literal Comprehension
A
_____ was (not) able to recall basic information explicitly stated in the text. The read was (not) able to distinguish between more significant details and less significant information
6
Q
Self-Monitoring
A
____ was (not) able to be aware of what they do understand, identify what they do not understand, and use appropriate fix up strategies. ____ was (not) able to evaluate their comprehension of what they are reading and realize when they do not understand the text
7
Q
Engagement of Schema
A
____ (does not) use background knowledge about how stories work to understand the text and it’s meaning. A schema id a mental framework that the reader uses to organize and construct meaning.
8
Q
Context Clues
A
____ was (not) able to figure out an unknown word by knowing the meaning of the words surrounding the unknown word. When ____ does (not do) this, they have (not) used the context of the sentence or paragraph to identify the words
9
Q
Phoneme Segmentation
A
- break a word into its separate sounds
- helps with writing
10
Q
Standardized
A
Test has established non-varying procedure
11
Q
DRA2
A
Helps you determine each child’s instructional plan and pinpoint students’ strengths, abilities through a 4 step plan
12
Q
Purpose of DRA2
A
- Monitor student growth in skills and strategies
- Help teachers diagnose students’ needs and plan for instruction
- Prepare students to be successful
- Support teachers and school districts in keeping parents informed
13
Q
Vocabulary
A
Knowledge of the individual word meanings in a text and the concepts that those words convey
14
Q
How can a student show they have phonological awareness?
A
- Identify and make oral rhymes
- Identify and work with syllables in spoken words
- Identify onsets and rimes in spoken syllables or one syllable words
- Identify individual phonemes in spoken words
15
Q
Phonemic Awareness
A
The ability to notice, think about, and manipulate the individual sounds in spoken words
16
Q
Fluency
A
- The ability of readers to read quickly, effortlessly, and efficiently with good, meaningful expression
- Phrasing, expression, accuracy, and rate
17
Q
Traditional Reading Groups
A
- Teaching skills take a long time
- Lessons focus on decoding words, finding/telling answers
- Predetermined text
- Vocab introduced in isolation
- Standardized tests
- Choral/round robin reading
18
Q
Frustration Level
A
- 89% and below
- withheld at this level until instructional level rises
- difficult for the reader
- more than 1 in 10 words are difficult
19
Q
How can you teach CAP
A
- Big book readings
- Language experience approach (LEA)
- Environmental print
- print-rich environment
- language experience
20
Q
Reliability
A
Test consistently measures things the same way with different groups
21
Q
Validity
A
Test measures what it set out to measure
22
Q
GO Shape Story
A
TRIANGLE: beginning: setting, characters, problem/goals
SQUARE: middle: sequence 4 event
CIRCLE: end: resolution/solution
23
Q
Vocabulary Detective
A
Finds + defines unknown words
24
Q
Phoneme Deletion
A
Recognize what remains when a phoneme is removed from another word
25
Thin VS thick Questions
Thin: “cut and dry”, answers found in the test, basic recall
Thick: make you think, not found in text-use text and brain, higher level thinking
26
Consonants
Speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth or lips
27
Phonemes
- the individual sounds that make up a word
- “speech sounds”
- smallest part of spoken language
28
Syllabication
Knowledge of common syllable types CV (open), CVC (closed)
29
Automaticity
Correct word identification (accuracy) and appropriate speed (rate), fast effortless word recognition
30
How to teach sight words
- 20 word chant
- Word walks
- Word bank/ring
31
4 Steps of DRA2
- Reading engagement
- 1 on 1 reading conferences
- Comprehension
- Teacher analysis
32
Vowel
Sounds made when the air leaving your lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth
33
Etymology
The origin of words
34
Narrative Text
Tells about sequence of events, usually with a structure of a story, fiction, written to entertain
35
Content area literacy
The reading and writing tasks that students complete while learning the content
36
Direct Vocab Instruction
- Taught both individual words and word learning strategies
| - Specific word instruction
37
Indirectly Develop Vocab
- Daily oral language (conversations)
- Listen to adults read
- Read on their own
38
Connector
- text to text
- text to self
- text to world
39
Literal Comprehension
- Identifying factual ideas that are explicitly stated in the text
- Recall and recognition of ideas (answers found in text)
- Who, what, where, when
- Main idea, important details, sequence of events
40
Inferential Comprehension
- Uncovering idea that are not only implied
- Understand implies meaning
- How, why
- Infer main idea, cause-effect relationships, possible endings, why a character acted a way
41
3 Levels of Comprehension
1. Literal
2. Inferential
3. Evaluative
42
Morphology (structural analysis)
- The study of word formation
| - Root words, prefixes, suffixes
43
Context clues
The use of surrounding words to identify and know the meaning of an unknown word
44
Phonics
The ability to make the association between the sounds and symbols of language
The relationship between letters and the sounds that they make
45
Sight Words
Words thought as whole unties
Those with irregular spelling patterns and those that appear frequently
46
Word Identification Strategies
Phonics
Contextual Analysis
Morpheme Analysis
Sight words
47
How do you calculate WPM (Words Per Minute)
```
# of words correctly
—————————- x 60
# of words to read
```
48
How to assess fluency
Timed repeated readings - 100 word passages
Graph fluency progress in WPM
Rubric score kms continue for DRA2
1. Intervention/frustration
2. Instructional
3. Independent
4. Advanced
49
What is involved in good retelling?
Students will be able to:
- recall important info from the text
- tell the story in order
- sequence main events in order
50
Criterion referenced
Student performance is measured against a rubric/continuum
51
R-Controlled Vowels
Vowels that have a special sounds when they are followed by an R
52
Inflected Endings
Suffixes that change the tense or degree of a word
53
Schwa
Any vowel that makes the “uh” sounds
54
Improving comprehension of content area textbooks
Before Reading - link to what has been learning previously and preview with a graphic organizer
While Reading - focus attention with study guides, learning logs, data retreat charts
55
Activities that extend students meaning vocab (toolkit)
Increase the amount of independent reading and types of books that they read
Teach children the meaning of important words
Conceptual and morphemic analysis
Encourage word consciousness
56
Concepts About Print (CAP)
Basic principles about how letters, words, and sentences are represented in the English language
57
Types of Miscues
Semantic (meaning related errors)
- example: dad/father
- does it make sense?
Graphemic (sound/symbol)
- example: feather/father
- does it look right?
Syntactic (word order/part of speech)
- example: into/through
- does it sound right?
58
Literary Luminary
Highlight a passage that will help you remember the story
59
Syntax and Semantics
Word order and context to support decoding and meaning
60
Stanine Score
Raw scores are converted to a 9 point scale with 5 being average
61
Vowel Digraphs
2 vowels that together make one sound (ee, ea, ai, oa, ay)
62
Consonant Blends
Combining 2-3 sounds
63
Consonant Diagraphs
2 consonant sounds that together make one sound (ch, sh, th, wh, ph, gh, nk, ng)
64
Phonetic
Use letters or a group of letters to represent every speech sound that they hear
Attempts to spell words are systematic and easily understood
65
Semi-Phonetic
Begins to understand letter sound correspondence
Used single letters to represent words, sounds, and syllables (u —> you)
66
Precommunitive Stage
Uses letters from the alphabet, but shows no knowledge of letter sound correspondence
67
Reading Comprehension
Comprehension skills and strategies, background knowledge, and verbal reasoning are all employed by good readers to understand, remember, and communicate what has been read
68
Assessment
The process of gathering, interpreting and using data
Uses multiple sources, ongoing, drives instruction, standards based
69
What are the concepts in CAP?
Book orientation
Print carries meaning
Directionality
Sentence, word, and letter representation
Letter recognition
70
Expository Text
Reports factual info and the relationship among ideas
71
Percentile Ranks
Compare individual to group or one group to another
72
Grade Equivalent
Shows how a student is performing compared to “typical” students in a grade
73
SQ3R
SURVEY the chapter
QUESTION 2-3 at a time
READ the chapter
RECITE key points
REVIEW what was learned
74
Phoneme Categorization
Recognize the word in a set of three words that starts with a different sound
75
Phoneme Blending
Listen to a sequence of separate sounds then combine them to form a word
Helps with reading
76
Phoneme Addition
Make a new words by adding a phoneme to an existing word
77
Phoneme Substitution
Substitute one phoneme for another to make a new word
78
How to assess CAP
Marie Clay: CAP test
Informal checklists
79
Structural Analysis
Knowledge of word structures for decoding and gaining meaning
80
Diphthongs
Two vowels that come together to make a new sound
81
Reading Level Formula
Total # of words read - miscues
———————————————
Total # of words read
Must know oral reading and comprehension
82
7 Habits of Good Readers
See themselves as readers
Make sense of the text
Use what they know
Understand how stories work
Monitor and organize ideas and information
Think critically about books
83
How to teach comprehension strategies
Direct explanation from teacher
Modeling and verbalizing his/her thought process
Guided practice
Student practice
(I do, we do, you do)
84
Norm Referenced
Allow for comparison between the students taking the test and the national average
85
3 Tiers of Words
Level One - most students know these words
Level Two - highlight these words to teach explicitly
Level Three - provide a brief definition in context then move on
86
How to assess vocab
Use words in a sentence
Choose a synonym
Analogies
Match word to definition
Test morphemic analysis
87
How to test phonics
Decode in isolation ( give a list of words and flash cards or strips)
Decode in context (give a graded passage, child reads and errors are recorded)
88
How to teach fluency
Improved word identification skills
Choral (unison) Reading
Partner reading
Readers theatre
Monitored oral reading with the teacher
Repeated readings
Modeling
Echo reading
89
Correct stage
Know common letter sounds relationships and rules for spelling, how to use morphemic info in spelling
90
Stages of Spelling Development
Precommunicative
Semiphonetic
Phonetic
Transitional
Correct Stage
91
Orthographic Knowledge
Knowledge of common letter patterns that skilled readers use to rapidly and accurately associate letters with sounds
92
Syllable
A word that contains a vowel or a vowel sounds
93
Running Record
Teacher records performance using coding symbols to mark the error/miscue
94
Independent Level
95% and above
Relatively easy for the reader, no more than 1 in 20 words are difficult
Books at this level for independent and at home reading
95
Phoneme Isolation
Recognize the individual sounds in a word
96
Raw Score
correct / # of items given
97
How to assess sight words
San Diego Quick Assessment
DIBELS Next
- non sense words
- whole words
- correct letter sounds
98
How to prepare to effectively retell
Model during shared readings
Use picture books - provide only important info
Provide opportunities to retell families books
Construed group story maps
99
How can you test phonemic awareness
Yopp-Singer Test of phoneme segmentation
DIBELS Next (phoneme segmentation fluency PSF)
100
Phoneme Identity
Recognize the same sound in different words
101
How to explicitly teach phonics
Direct instruction
Modeling
Guided practice
Application
Whole —> part (analytic)
Part —> whole (synthetic)
102
Transitional
Begins to assimilate the conventional alternative for representing sounds
Greater understand of common letter patterns and the structure of words
103
Strategies for improving text comprehension
Monitoring comprehension
Using graphic organizers
Answering questions
Generating questions
Recognizing story structure
Summarizing
104
Semantic Cues
The prior knowledge and experiences that readers bring to reading situations
105
Syntactic Cues
Grammatical info in a text that readers process to construct meaning
106
Guided Reading Groups
Fluid/flexible grouping
Students learn strategies for self help and independence
Reading for meaning
Taught reading strategies and vocab
Text matched to need/ability
107
What does the DRA2 assess?
Reading engagement
Oral reading fluency
Comprehension
108
Read Aloud
The frequency of teacher reading aloud to students
109
Guided Reading
Work with a small group of students to help them learn effective strategies for processing text with understanding
Meet varying instructional needs of all students
Select, introduce, read, discuss/revise, teach for processing strategies
110
Shared reading
Introduce and read enlarged text or a text that every student has a copy of
On refrains/multiple readings students join in and read in unison
111
Independent Reading
Increase the amount of time students read independently
Increase different types of books
112
Skimming
Fast reading to preview/review key words, subtitles, and important sentences
113
Scanning
Rapid reading to find specific info
114
In-Depth Reading
Very careful read aiming at a full understanding of the information
115
Graphemes
The smallest part of written language that represents a phoneme in the spelling of a word
116
Discussion Director
Comes up with good questions
117
Instructional Level
90-94 percent accuracy
Challenging but manageable
1 in 10 words are difficult
Books at this level are for 1 on 1 or small group
118
Miscue Analysis
Teacher analyzes the students record to identify and classify errors/miscues
119
Illustrator/Artful Artist
“See the story”
Draw picture, diagram, story map
Label the parts
120
Oral Vocab
The words we use in speaking or recognize in listening
121
Evaluative Comprehension
Making judgements based on what is understood both literally and inferentially
122
Reading vocab
Words we recognize or use in print
123
Why is vocab important?
Learning to read/decode — use words they have heard to make sense of words in print
Learning to comprehend — cannot understand what they read without knowing what the words mean
124
Balanced Literacy Framework
The importance of read aloud in a balanced approach
Read aloud, guided reading, shared reading, independent reading
125
What is Comprehension?
An active process by which the reader uses his or her background knowledge to construct meaning from texts
126
How to implicitly teach phonics
Shared book experience
Language play with rhymes and chants
Morning message, environmental print
