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FOUNDATIONS OF READING > FOUNDATIONS OF READING > Flashcards

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

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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

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3
Q

Phonics

A

____ was (not) able to make the correct association between the sounds and the symbols of language

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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

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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

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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

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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.

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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

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9
Q

Phoneme Segmentation

A
  • break a word into its separate sounds

- helps with writing

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10
Q

Standardized

A

Test has established non-varying procedure

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11
Q

DRA2

A

Helps you determine each child’s instructional plan and pinpoint students’ strengths, abilities through a 4 step plan

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12
Q

Purpose of DRA2

A
  1. Monitor student growth in skills and strategies
  2. Help teachers diagnose students’ needs and plan for instruction
  3. Prepare students to be successful
  4. Support teachers and school districts in keeping parents informed
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13
Q

Vocabulary

A

Knowledge of the individual word meanings in a text and the concepts that those words convey

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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
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15
Q

Phonemic Awareness

A

The ability to notice, think about, and manipulate the individual sounds in spoken words

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16
Q

Fluency

A
  • The ability of readers to read quickly, effortlessly, and efficiently with good, meaningful expression
  • Phrasing, expression, accuracy, and rate
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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
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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
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19
Q

How can you teach CAP

A
  • Big book readings
  • Language experience approach (LEA)
  • Environmental print
  • print-rich environment
  • language experience
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20
Q

Reliability

A

Test consistently measures things the same way with different groups

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21
Q

Validity

A

Test measures what it set out to measure

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22
Q

GO Shape Story

A

TRIANGLE: beginning: setting, characters, problem/goals

SQUARE: middle: sequence 4 event

CIRCLE: end: resolution/solution

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23
Q

Vocabulary Detective

A

Finds + defines unknown words

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24
Q

Phoneme Deletion

A

Recognize what remains when a phoneme is removed from another word

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25
Q

Thin VS thick Questions

A

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

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26
Q

Consonants

A

Speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth or lips

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27
Q

Phonemes

A
  • the individual sounds that make up a word
  • “speech sounds”
  • smallest part of spoken language
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28
Q

Syllabication

A

Knowledge of common syllable types CV (open), CVC (closed)

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29
Q

Automaticity

A

Correct word identification (accuracy) and appropriate speed (rate), fast effortless word recognition

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30
Q

How to teach sight words

A
  • 20 word chant
  • Word walks
  • Word bank/ring
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31
Q

4 Steps of DRA2

A
  • Reading engagement
  • 1 on 1 reading conferences
  • Comprehension
  • Teacher analysis
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32
Q

Vowel

A

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

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33
Q

Etymology

A

The origin of words

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34
Q

Narrative Text

A

Tells about sequence of events, usually with a structure of a story, fiction, written to entertain

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35
Q

Content area literacy

A

The reading and writing tasks that students complete while learning the content

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36
Q

Direct Vocab Instruction

A
  • Taught both individual words and word learning strategies

- Specific word instruction

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37
Q

Indirectly Develop Vocab

A
  • Daily oral language (conversations)
  • Listen to adults read
  • Read on their own
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38
Q

Connector

A
  • text to text
  • text to self
  • text to world
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39
Q

Literal Comprehension

A
  • 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
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40
Q

Inferential Comprehension

A
  • 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
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41
Q

3 Levels of Comprehension

A
  1. Literal
  2. Inferential
  3. Evaluative
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42
Q

Morphology (structural analysis)

A
  • The study of word formation

- Root words, prefixes, suffixes

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43
Q

Context clues

A

The use of surrounding words to identify and know the meaning of an unknown word

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44
Q

Phonics

A

The ability to make the association between the sounds and symbols of language

The relationship between letters and the sounds that they make

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45
Q

Sight Words

A

Words thought as whole unties

Those with irregular spelling patterns and those that appear frequently

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46
Q

Word Identification Strategies

A

Phonics

Contextual Analysis

Morpheme Analysis

Sight words

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47
Q

How do you calculate WPM (Words Per Minute)

A 
# of words correctly
—————————- x 60 
# of words to read
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48
Q

How to assess fluency

A

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
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49
Q

What is involved in good retelling?

A

Students will be able to:

  • recall important info from the text
  • tell the story in order
  • sequence main events in order
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50
Q

Criterion referenced

A

Student performance is measured against a rubric/continuum

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51
Q

R-Controlled Vowels

A

Vowels that have a special sounds when they are followed by an R

52
Q

Inflected Endings

A

Suffixes that change the tense or degree of a word

53
Q

Schwa

A

Any vowel that makes the “uh” sounds

54
Q

Improving comprehension of content area textbooks

A

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
Q

Activities that extend students meaning vocab (toolkit)

A

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
Q

Concepts About Print (CAP)

A

Basic principles about how letters, words, and sentences are represented in the English language

57
Q

Types of Miscues

A

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
Q

Literary Luminary

A

Highlight a passage that will help you remember the story

59
Q

Syntax and Semantics

A

Word order and context to support decoding and meaning

60
Q

Stanine Score

A

Raw scores are converted to a 9 point scale with 5 being average

61
Q

Vowel Digraphs

A

2 vowels that together make one sound (ee, ea, ai, oa, ay)

62
Q

Consonant Blends

A

Combining 2-3 sounds

63
Q

Consonant Diagraphs

A

2 consonant sounds that together make one sound (ch, sh, th, wh, ph, gh, nk, ng)

64
Q

Phonetic

A

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
Q

Semi-Phonetic

A

Begins to understand letter sound correspondence

Used single letters to represent words, sounds, and syllables (u —> you)

66
Q

Precommunitive Stage

A

Uses letters from the alphabet, but shows no knowledge of letter sound correspondence

67
Q

Reading Comprehension

A

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
Q

Assessment

A

The process of gathering, interpreting and using data

Uses multiple sources, ongoing, drives instruction, standards based

69
Q

What are the concepts in CAP?

A

Book orientation

Print carries meaning

Directionality

Sentence, word, and letter representation

Letter recognition

70
Q

Expository Text

A

Reports factual info and the relationship among ideas

71
Q

Percentile Ranks

A

Compare individual to group or one group to another

72
Q

Grade Equivalent

A

Shows how a student is performing compared to “typical” students in a grade

73
Q

SQ3R

A

SURVEY the chapter

QUESTION 2-3 at a time

READ the chapter

RECITE key points

REVIEW what was learned

74
Q

Phoneme Categorization

A

Recognize the word in a set of three words that starts with a different sound

75
Q

Phoneme Blending

A

Listen to a sequence of separate sounds then combine them to form a word

Helps with reading

76
Q

Phoneme Addition

A

Make a new words by adding a phoneme to an existing word

77
Q

Phoneme Substitution

A

Substitute one phoneme for another to make a new word

78
Q

How to assess CAP

A

Marie Clay: CAP test

Informal checklists

79
Q

Structural Analysis

A

Knowledge of word structures for decoding and gaining meaning

80
Q

Diphthongs

A

Two vowels that come together to make a new sound

81
Q

Reading Level Formula

A

Total # of words read - miscues
———————————————
Total # of words read

Must know oral reading and comprehension

82
Q

7 Habits of Good Readers

A

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
Q

How to teach comprehension strategies

A

Direct explanation from teacher

Modeling and verbalizing his/her thought process

Guided practice

Student practice

(I do, we do, you do)

84
Q

Norm Referenced

A

Allow for comparison between the students taking the test and the national average

85
Q

3 Tiers of Words

A

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
Q

How to assess vocab

A

Use words in a sentence

Choose a synonym

Analogies

Match word to definition

Test morphemic analysis

87
Q

How to test phonics

A

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
Q

How to teach fluency

A

Improved word identification skills

Choral (unison) Reading

Partner reading

Readers theatre

Monitored oral reading with the teacher

Repeated readings

Modeling

Echo reading

89
Q

Correct stage

A

Know common letter sounds relationships and rules for spelling, how to use morphemic info in spelling

90
Q

Stages of Spelling Development

A

Precommunicative

Semiphonetic

Phonetic

Transitional

Correct Stage

91
Q

Orthographic Knowledge

A

Knowledge of common letter patterns that skilled readers use to rapidly and accurately associate letters with sounds

92
Q

Syllable

A

A word that contains a vowel or a vowel sounds

93
Q

Running Record

A

Teacher records performance using coding symbols to mark the error/miscue

94
Q

Independent Level

A

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
Q

Phoneme Isolation

A

Recognize the individual sounds in a word

96
Q

Raw Score

A

correct / # of items given

97
Q

How to assess sight words

A

San Diego Quick Assessment

DIBELS Next

  • non sense words
  • whole words
  • correct letter sounds
98
Q

How to prepare to effectively retell

A

Model during shared readings

Use picture books - provide only important info

Provide opportunities to retell families books

Construed group story maps

99
Q

How can you test phonemic awareness

A

Yopp-Singer Test of phoneme segmentation

DIBELS Next (phoneme segmentation fluency PSF)

100
Q

Phoneme Identity

A

Recognize the same sound in different words

101
Q

How to explicitly teach phonics

A

Direct instruction

Modeling

Guided practice

Application

Whole —> part (analytic)

Part —> whole (synthetic)

102
Q

Transitional

A

Begins to assimilate the conventional alternative for representing sounds

Greater understand of common letter patterns and the structure of words

103
Q

Strategies for improving text comprehension

A

Monitoring comprehension

Using graphic organizers

Answering questions

Generating questions

Recognizing story structure

Summarizing

104
Q

Semantic Cues

A

The prior knowledge and experiences that readers bring to reading situations

105
Q

Syntactic Cues

A

Grammatical info in a text that readers process to construct meaning

106
Q

Guided Reading Groups

A

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
Q

What does the DRA2 assess?

A

Reading engagement

Oral reading fluency

Comprehension

108
Q

Read Aloud

A

The frequency of teacher reading aloud to students

109
Q

Guided Reading

A

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
Q

Shared reading

A

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
Q

Independent Reading

A

Increase the amount of time students read independently

Increase different types of books

112
Q

Skimming

A

Fast reading to preview/review key words, subtitles, and important sentences

113
Q

Scanning

A

Rapid reading to find specific info

114
Q

In-Depth Reading

A

Very careful read aiming at a full understanding of the information

115
Q

Graphemes

A

The smallest part of written language that represents a phoneme in the spelling of a word

116
Q

Discussion Director

A

Comes up with good questions

117
Q

Instructional Level

A

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
Q

Miscue Analysis

A

Teacher analyzes the students record to identify and classify errors/miscues

119
Q

Illustrator/Artful Artist

A

“See the story”

Draw picture, diagram, story map

Label the parts

120
Q

Oral Vocab

A

The words we use in speaking or recognize in listening

121
Q

Evaluative Comprehension

A

Making judgements based on what is understood both literally and inferentially

122
Q

Reading vocab

A

Words we recognize or use in print

123
Q

Why is vocab important?

A

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
Q

Balanced Literacy Framework

A

The importance of read aloud in a balanced approach

Read aloud, guided reading, shared reading, independent reading

125
Q

What is Comprehension?

A

An active process by which the reader uses his or her background knowledge to construct meaning from texts

126
Q

How to implicitly teach phonics

A

Shared book experience

Language play with rhymes and chants

Morning message, environmental print

FOUNDATIONS OF READING (1 decks)

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