Integratjon Of Knowledhe And Understanding

Question 1

Phonemic awareness

Answer 1

The ability to identify and manipulate the individual sound in spoken words.

Question 2

Phonics

Answer 2

A method of teaching the relationship between the letters of the English language and the sounds they represent

Question 3

Consonants

Answer 3

B as in boy

Question 4

Consonant blends (has two sounds)

Answer 4

Bl as in Bled

Question 5

Consonant digraphs (which has one sound)

Answer 5

Sh as in ship

Question 6

Vowels

Answer 6

E as in egg

Question 7

Vowel digraphs

Answer 7

Ai which has on long vowel, as in WaiT

Question 8

Diphthongs
Which is two adjacent vowels in a single syllable where in articulation of the vowel sound “glides”; beginning as on sound and moving toward another

Answer 8

Oi as in oil

Question 9

Syllabication

Answer 9

Dividing words into syllables for decoding

Question 10

Decoding

Answer 10

The ability to apply letter sound relationships, including letter patterns

Question 11

Morphemic analysis

Answer 11

Analyzing words ( root word, prefix, suffix)

Question 12

High frequency words

Answer 12

Words that appear most frequently in texts

Question 13

Automaticity

Answer 13

Effortless word identification

Question 14

Fluency

Answer 14

Includes accuracy, rate, automaticity, and prosody

Accuracy - decoding words accurately
Rate - the speed at which words are read; rate should mirror natural speech
Automaticity- fast, effortless word recognition
Prosody- appropriate rhythm, intonation, phrasing, and expression when reading aloud

Question 15

Counted as errors

Answer 15

Words that are substituted
Words that are told by teacher

Question 16

Not counted as error

Answer 16

Words read correctly that are repeated more than once
Self corrections made by student
Words that are inserted by the student that are not in the text
Words mispronounced due to dialect or speech impairments

Question 17

⭕️ omission

Answer 17

Student omits, or leaves out a word

Question 18

^ insertion

Answer 18

The student inserts a word that is not present in the text.

Question 19

|| long pause

short pause

Answer 19

Student pauses but continues reading, not considered an error

Question 20

<— repetition

Answer 20

Student rereads words in the text. Not considered an error

Question 21

it
is. SUBSTITUtion

Answer 21

The student substitutes a different word for the one in the text

Question 22

Circle w a C in it (self correction)

Answer 22

Self correction occurs when a student realizes their error and corrects themselves. If the student self corrects, the omission or error is not counted as an error.

Question 23

T w a circle around it. (Told by teacher)

Answer 23

The student pauses for longer than 3 seconds on a particular word and the teacher says the word out loud.

Question 24

Instructional strategies

Answer 24

-teacher modeling
-gradual release of responsibility (I do, we do, you do)
-provide exemplars/visuals
-graphic organizers/concept map
-repeated exposure
-explicit 1:1 or small group instruction
-sentence stems

Question 25

Reasoning for strategy

Answer 25

Gradual release of responsibility- provides scaffolding and builds confidence

Scaffolding- chunks information into less overwhelming tasks; builds confidence; allows you to see where misunderstanding may be taking place.

Teacher modeling- allows students to see an exemplar/what is expected

Elkonin boxes- supports students when segmenting words into syllables or phonemes; letters can also be introduced to support encoding

Graphic organizers- helps students make connections/organize information

Background knowledge- allows students to make connections, apply learning to the real world, and increases engagement.

Small group/1:1 explicit instruction-
Focuses on one skill; allows teachers to create flexible groupings for targeting students instructional needs as identified through assessment.