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Reading Flashcards

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1
Q

the sound system of english with 44 sounds

A

phonological system

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2
Q

the structural system of english that governs how words are combined into sentences

A

syntactic system

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3
Q

the meaning system of english that focuses on vocabulary

A

semantic system

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4
Q

the system of english that varies according to social and cultural uses

A

pragmatic system

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5
Q

the smallest unit of sound

A

phoneme

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6
Q

the written representation of a phoneme using one or more letters

A

grapheme

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7
Q

knowledge about the sound structure of words

A

phonological awareness

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8
Q

the ability to manipulate the sounds in words orally

A

phonemic awareness

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9
Q

knowledge about phoneme-grapheme correspondences and spelling rules

A

phonics

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10
Q

the structure or grammar of a sentence

A

syntax

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11
Q

the smallest meaningful unit of language

A

morpheme

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12
Q

a morpheme that stands alone

A

free morpheme

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13
Q

a morpheme that’s attached to a free morpheme

A

bound morpheme

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14
Q

meaning

A

semantics

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15
Q

teacher centered, focuses on observable changes in behavior, uses rewards

A

behaviorism

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16
Q

student centered, describes learning as the active construction of knowledge, views learners as curious

A

constructivism

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17
Q

emphasizes the importance of language and social interaction, explains learners learn best through activities

A

sociolinguistics

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18
Q

compares mind to a computer

A

cognitive/information processing

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19
Q

5 stage (reading process)

A
  • prereading
  • reading
  • responding
  • exploring
  • applying
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20
Q

build knowledge, introduce vocabulary, make predictions

A

prereading stage

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21
Q

read independently, listen to teacher read, apply reading skills

A

reading stage

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22
Q

write in reading logs, participate in grand conversations

A

responding stage

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23
Q

reread, learn new vocabulary, participate in mini lessons

A

exploring stage

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24
Q

construct projects, read related books, reflect

A

applying stage

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25
Q

5 stages (writing process)

A
  • prewriting
  • drafting
  • revising
  • editing
  • publishing
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26
Q

test-taking strategies

A
  • 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
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27
Q

students read at their independent level comfortably, recognize almost all words, 95-100% accuracy, comprehend

A

independent reading level

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28
Q

students read and understand with support, recognize most words, 90-94% accuracy, sometimes fluent sometimes not

A

instructional reading level

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29
Q

books are too difficult, less than 90% accuracy, choppy, word by word

A

frustration reading level

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30
Q

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

A

emergent readers and writers

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31
Q

identify words automatically, read with expression, 100 words/minute, read silently, makes inferences, spell 75-100 words

A

fluent readers and writers

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32
Q

identify letters/sounds, recognize 20 high freq. words, self-correct while reading, points to words while reading, read orally

A

beginning readers and writers

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33
Q

how to develop phonemic awareness

A
  • sound matching activities
  • sound isolation activities
  • sound blending activities
  • sound addition activities
  • sound substitution activities
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34
Q

sounds of c

A

cute, cat, city, cycle

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35
Q

two sounds of g

A

go, gate, giant, gym

36
Q

cvc pattern

A

cat, dog

37
Q

final e or cvce pattern

A

kite, home

38
Q

cv pattern

A

go, be

39
Q

R-controlled vowels

A

car, dear

40
Q

-igh

A

high, night

41
Q

Kn- and Wr-

A

knee, knock, write

42
Q

3-5 years, how to make letters, the direction of writing, some letter-sound matches

A

emergent stage of spelling development

43
Q

5-7 years, learn the alphabetic principle, consonant sounds, short vowel sounds, consonant blends

A

letter name-alphabetic stage of spelling development

44
Q

7-9 years, learn long vowel spelling patterns, r- controlled vowels, complex consonant patterns

A

within-word pattern stage of spelling development

45
Q

9-11 years, learn inflectional endings, rules for adding inflectional endings

A

syllables and affixes stage of spelling development

46
Q

students apply their knowledge of sound-symbol correspondences, phonics rule, spelling patterns to read or write a word

A

phonic analysis

47
Q

students use their knowledge of phonograms to deuce the pronunciation or spelling of an unfamiliar word

A

decoding by analysis

48
Q

students break a multisyllabic word into syllables and then apply their knowledge of phonics to decode the word, syllable by syllable

A

syllabic analysis

49
Q

students use their knowledge of root words and affixes to read or write an unfamiliar word

A

morphemic analysis

50
Q

teachers check students knowledge of high freq. words and their ability to use word identification strategies to decode other words

A

accuracy

51
Q

teachers time students as they read an instructional level passage aloud and determine how many words they read correctly per minute

A

speed

52
Q

students don’t recognize the word

A

unknown word, levels of word knowledge

53
Q

students have seen or heard the word or can pronounce it, don’t know meaning

A

initial recognition, levels of word knowledge

54
Q

students know one meaning of the word and can use it in a sentence

A

partial word knowledge, levels of word knowledge

55
Q

students know more than one meaning of the word, use in several ways

A

full word knowledge, levels of word knowledge

56
Q

students activate their world and literacy knowledge to link what they know to their reading

A

background knowledge

57
Q

students recognize the meaning of familiar words

A

vocabulary

58
Q

students have adequate cognitive resources available to understand what they’re reading

A

fluency

59
Q

actively direct their reading, monitor their understanding

A

comprehension strategy

60
Q

automatic rote details that supply main idea

A

comprehension skills

61
Q

motivated students are more engaged in reading, more confident, more likely to succeed

A

motivation

62
Q

student recognizes the important ideas more easily when they understand the patterns that authors use to organize text

A

text structures

63
Q

student apply their knowledge of the conventions and literary devices used in texts to deepen their understanding

A

text features

64
Q

fables, folktales, myths, legends

A

folklore

65
Q

modern literary tales, fantastic stories, science fiction, high fantasy

A

fantasy

66
Q

contemporary stories, historical stories

A

realistic fiction

67
Q

most common poetic form

A

rhymed verse

68
Q

tells a story

A

narrative

69
Q

japanese poetic form, 17 syllables, arranged in 3 lines of 5, 7, and 5 syllables

A

haiku

70
Q

unrhymed poetic form

A

free verse

71
Q

celebrate everyday objects, written to the object

A

odes

72
Q

words and lines arranged to help convey meaning

A

concrete poems

73
Q

steps to develop a literature focus unit

A
  1. select the literature
  2. set goals-what you want to learn
  3. develop a unit plan-teachers read or reread the book and think about the focus they’ll use for unit
  4. coordinate grouping patterns with activities-teacher thinks about how to incorporate whole class, small group, partner activity
  5. create a time schedule
  6. assessing students
74
Q

teach essential content, meet student needs, provide more instruction and practice

A

content-differentiating reading and writing instruction

75
Q

teachers group students for instruction and choose reading materials at levels of difficulty

A

process-differentiating reading and writing instruction

76
Q

teachers vary the complexity of the projects

A

product-differentiating reading and writing instruction

77
Q

adjust instructional program to match student needs

A

differentiating instrucution

78
Q

screening and prevention-provide high quality instruction thats supported by research, screen students to identify those at risk for failure

A

RTI Tier 1

79
Q

early intervention-provide enhanced, individualized instruction targeting student specific areas of difficulty

A

RTI Tier 2

80
Q

intensive intervention-provide more intensive intervention to individual students and small group

A

RTI Tier 3

81
Q

the SQ3R study strategy

A
  1. survey
  2. question
  3. read
  4. recite
  5. review
82
Q

students use Taffy Raphael’s question-answer relationships to understand how to answer questions written at the end of the content area chapter

A

question answer relationships QAR

83
Q

student chooses a topic and writes for 5-10 min

A

quickwriting

84
Q

student writes entries as part of thematic unit

A

learning logs

85
Q

pages are divided into 2 columns

A

double entry journal

86
Q

student assume the role of a book character and write entries from the characters view point

A

simulated journal

Reading Praxis (1 decks)

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