Reading Flashcards
the sound system of english with 44 sounds
phonological system
the structural system of english that governs how words are combined into sentences
syntactic system
the meaning system of english that focuses on vocabulary
semantic system
the system of english that varies according to social and cultural uses
pragmatic system
the smallest unit of sound
phoneme
the written representation of a phoneme using one or more letters
grapheme
knowledge about the sound structure of words
phonological awareness
the ability to manipulate the sounds in words orally
phonemic awareness
knowledge about phoneme-grapheme correspondences and spelling rules
phonics
the structure or grammar of a sentence
syntax
the smallest meaningful unit of language
morpheme
a morpheme that stands alone
free morpheme
a morpheme that’s attached to a free morpheme
bound morpheme
meaning
semantics
teacher centered, focuses on observable changes in behavior, uses rewards
behaviorism
student centered, describes learning as the active construction of knowledge, views learners as curious
constructivism
emphasizes the importance of language and social interaction, explains learners learn best through activities
sociolinguistics
compares mind to a computer
cognitive/information processing
5 stage (reading process)
- prereading
- reading
- responding
- exploring
- applying
build knowledge, introduce vocabulary, make predictions
prereading stage
read independently, listen to teacher read, apply reading skills
reading stage
write in reading logs, participate in grand conversations
responding stage
reread, learn new vocabulary, participate in mini lessons
exploring stage
construct projects, read related books, reflect
applying stage
5 stages (writing process)
- prewriting
- drafting
- revising
- editing
- publishing
test-taking strategies
- read entire question first
- look for key words in the question
- read all answer choices
- answer easier questions first
- make smart quests
- stick with your first answer
- pace yourself
- check your work carefully
students read at their independent level comfortably, recognize almost all words, 95-100% accuracy, comprehend
independent reading level
students read and understand with support, recognize most words, 90-94% accuracy, sometimes fluent sometimes not
instructional reading level
books are too difficult, less than 90% accuracy, choppy, word by word
frustration reading level
notice environmental print, shows interest in books, pretends to read, identify some letter names, recognize up to 20 high freq. words, write letters or scribble, write name
emergent readers and writers
identify words automatically, read with expression, 100 words/minute, read silently, makes inferences, spell 75-100 words
fluent readers and writers
identify letters/sounds, recognize 20 high freq. words, self-correct while reading, points to words while reading, read orally
beginning readers and writers
how to develop phonemic awareness
- sound matching activities
- sound isolation activities
- sound blending activities
- sound addition activities
- sound substitution activities
sounds of c
cute, cat, city, cycle
two sounds of g
go, gate, giant, gym
cvc pattern
cat, dog
final e or cvce pattern
kite, home
cv pattern
go, be
R-controlled vowels
car, dear
-igh
high, night
Kn- and Wr-
knee, knock, write
3-5 years, how to make letters, the direction of writing, some letter-sound matches
emergent stage of spelling development
5-7 years, learn the alphabetic principle, consonant sounds, short vowel sounds, consonant blends
letter name-alphabetic stage of spelling development
7-9 years, learn long vowel spelling patterns, r- controlled vowels, complex consonant patterns
within-word pattern stage of spelling development
9-11 years, learn inflectional endings, rules for adding inflectional endings
syllables and affixes stage of spelling development
students apply their knowledge of sound-symbol correspondences, phonics rule, spelling patterns to read or write a word
phonic analysis
students use their knowledge of phonograms to deuce the pronunciation or spelling of an unfamiliar word
decoding by analysis
students break a multisyllabic word into syllables and then apply their knowledge of phonics to decode the word, syllable by syllable
syllabic analysis
students use their knowledge of root words and affixes to read or write an unfamiliar word
morphemic analysis
teachers check students knowledge of high freq. words and their ability to use word identification strategies to decode other words
accuracy
teachers time students as they read an instructional level passage aloud and determine how many words they read correctly per minute
speed
students don’t recognize the word
unknown word, levels of word knowledge
students have seen or heard the word or can pronounce it, don’t know meaning
initial recognition, levels of word knowledge
students know one meaning of the word and can use it in a sentence
partial word knowledge, levels of word knowledge
students know more than one meaning of the word, use in several ways
full word knowledge, levels of word knowledge
students activate their world and literacy knowledge to link what they know to their reading
background knowledge
students recognize the meaning of familiar words
vocabulary
students have adequate cognitive resources available to understand what they’re reading
fluency
actively direct their reading, monitor their understanding
comprehension strategy
automatic rote details that supply main idea
comprehension skills
motivated students are more engaged in reading, more confident, more likely to succeed
motivation
student recognizes the important ideas more easily when they understand the patterns that authors use to organize text
text structures
student apply their knowledge of the conventions and literary devices used in texts to deepen their understanding
text features
fables, folktales, myths, legends
folklore
modern literary tales, fantastic stories, science fiction, high fantasy
fantasy
contemporary stories, historical stories
realistic fiction
most common poetic form
rhymed verse
tells a story
narrative
japanese poetic form, 17 syllables, arranged in 3 lines of 5, 7, and 5 syllables
haiku
unrhymed poetic form
free verse
celebrate everyday objects, written to the object
odes
words and lines arranged to help convey meaning
concrete poems
steps to develop a literature focus unit
- select the literature
- set goals-what you want to learn
- develop a unit plan-teachers read or reread the book and think about the focus they’ll use for unit
- coordinate grouping patterns with activities-teacher thinks about how to incorporate whole class, small group, partner activity
- create a time schedule
- assessing students
teach essential content, meet student needs, provide more instruction and practice
content-differentiating reading and writing instruction
teachers group students for instruction and choose reading materials at levels of difficulty
process-differentiating reading and writing instruction
teachers vary the complexity of the projects
product-differentiating reading and writing instruction
adjust instructional program to match student needs
differentiating instrucution
screening and prevention-provide high quality instruction thats supported by research, screen students to identify those at risk for failure
RTI Tier 1
early intervention-provide enhanced, individualized instruction targeting student specific areas of difficulty
RTI Tier 2
intensive intervention-provide more intensive intervention to individual students and small group
RTI Tier 3
the SQ3R study strategy
- survey
- question
- read
- recite
- review
students use Taffy Raphael’s question-answer relationships to understand how to answer questions written at the end of the content area chapter
question answer relationships QAR
student chooses a topic and writes for 5-10 min
quickwriting
student writes entries as part of thematic unit
learning logs
pages are divided into 2 columns
double entry journal
student assume the role of a book character and write entries from the characters view point
simulated journal
