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STR > Reading Development: Foundational Skills > Flashcards

Reading Development: Foundational Skills Flashcards

(48 cards)

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1
Q

Fluency

A

Accuracy, speed, and prosody

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2
Q

Reading Comprehension =

A

Fluency, Vocabulary, Schema, Skills (literal, evaluative, inferential)

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3
Q

Accuracy

A

Correctly pronounce words with automaticity

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4
Q

Prosody

A

Ability to convey expressions

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5
Q

Speed

A

The pace at which the reader reads the text

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6
Q

NAEP Oral fluency rating scale

A

Guide to rating fluency

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7
Q

ELPS

A

English Language Proficiency Standards- strategies that ELL’S need to become proficient in English.

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8
Q

TELPAS

A

Texas English Language Proficiency Assessment System- uses PLD’S to level ELL’s.

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9
Q

PLD’s

A

TELPAS Proficiency Level Descriptors- English that ELL’s can use and understand at then4 proficiency levels (beginning, intermediate, advanced, and advanced high).
Domains= listening, speaking, writing, and reading

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10
Q

SLA

A

Second Language Acquisition

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11
Q

Circumlocution

A

Saying something in a different way using familiar vocabulary.

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12
Q

LEA- Language Experience Approach

A

Teaching strategy that connects oral language to writing and reading skills
Ex: discuss an experience, students write about it, students read their writing

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13
Q

Stages of SLA

A

1- Pre-production
2-Early Production
3=Speech Emergence/Productive Language Use
4-Intermediate Fluency
5- Advanced Fluency

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14
Q

Phonological Awareness

A

Ability to recognize and manipulate the sounds in spoken language

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15
Q

Phonemic Awareness

A

Able to identify the individual sounds (smallest units) in a word

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16
Q

Components of Phonological Awareness

A

Recognize individual phonemes but ALSO syllables and words
*Rhyme awareness/alliteration
*Word awareness
*syllables
*onsets & rime
*phonemic awareness (isolating, blending, segmenting, manipulating)

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17
Q

Onset & Rime

A

Onset- sounds before the vowel in a syllable (consonants, consonant digraphs, consonant blends)
Rime- vowel sound and everything after

Ex. Fish /f/ = onset
/ish/= rime

Grape /gr/= onset
/ape/= rime

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18
Q

Directionality & Tracking

A

Proper ways to read
Directionality
Ex: text is written from left to right
Books are read from front to back
Tracking
Ex: identifying the next word to read
Return sweep

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19
Q

Alphabetic Knowledge (letter recognition)

A

The ability to recognize, name, and form letters

To develop this knowledge students should recite the name of the letter

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20
Q

Alphabetic Principle

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A

The understanding that speech sounds (phonemes) are represented by graphemes (written representations made of phonemes)

21
Q

Assessing (informal) Alphabetic Knowledge and Alphabetic Principle

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A

When assessing alphabetic KNOWLEDGE provide the letter.

When assessing alphabetic PRINCIPLE, provide the sound

22
Q

Intervention strategies for print concepts and letter recognition are generally the same as best-practice teaching strategies for all students, but they meet individual student needs through reteaching, slower pacing, and additional practice for missing skills.

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A

Something to remember

23
Q

Phonics

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A

Method of teaching the reading and writing of an alphabet and the ability to understand the relationship between letters and sounds.

Instruction connects the sounds (phonemes) to their written symbols (graphemes).

24
Q

Phonics knowledge helps students improve their reading and spelling skills.

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A

Something to remember

25
Consonant blend
Two or more consonants that blend together but retain their own sound Ex: bl, cl, dr
26
Consonant digraph
Two consonants that make a single consonant sounds Ex: sh, ch, th
27
Vowel digraph (vowel teams)
Two vowels that make a single sound Ex: ai, ay , oy
28
Diphthongs
One vowel sound made by a combo of two vowel sounds Ex: au, aw, oo
29
Inflectional endings
Suffix added to a word that’s changes function, but not meaning Ex: -ed, -er, -est
30
Digraphs are two letters that make one sound. Diphthongs are unique vowel sounds. For example, in coin the o and i come together to make a sound unlike short or long o or i. The sound is a diphthong; the letters are a digraph. The same vowel combination can be considered both a vowel digraph and a vowel diphthong. Pay close attention to how your questions about them are phrased.
Something to remember
31
Morpheme
Meaningful word parts Smallest unit of language that contains meaning Morphemes are a combination of sounds that have meaning in speech or writing and cannot be divided into smaller grammatical parts.
32
Embedded Phonics
Embedded phonics focuses on using the initial letter sound in combination with the context of the sentence to make an educated guess.
33
Grapheme
the letters and spellings that represent those sounds in written language
34
Decoding Skills Progression
CVC CCVC CVCC CVCe CVVC/vowel digraphs (teams)/vowel diphthongs Multisyllabic words
35
Open vs Closed Syllables
Ex: robot Ro- open bot- closed Open- ends with a vowel sound that is spelled with a single vowel letter Closed- has a short vowel ending in a consonant
36
6 syllable types
open-- syllable spelled with a single vowel letter that ends with its long vowel sound Ex. me, a-gent, ro-bot, re-act closed-syllable that has a short vowel sound spelled with one vowel letter and ends in one or more consonants; this is the most common spelling unit in English and accounts for almost 50% out of all the total syllables found in text Ex. hot, help, ad-mit, bas-ket vowel team ( digraph/diphthong)- syllable with a long, short, or unique vowel sound that uses 2-4 letters to spell the vowel sound Ex. south, taught, aw-ful, team-mate r-controlled-syllable with a vowel followed by the letter r; the r changes the way the vowel is pronounced Ex. stir, gui-tar, mo-ther, or-ange VCe- syllable with a long vowel sound made from one vowel + one consonant + silent e Ex. name, mice, com-plete, trom-bone final -le (final stable)- - syllable made with a consonant + l + silent e Ex. bu-gle, can-dle, cir-cle, tram-ple
37
Sight word - cannot be decoded, must be memorized High-frequency word - appears often in grade-level text, may or may not be decodable Decodable word - student can read using learned phonics skills
Just remember
38
Synthetic Phonics Approach
*Systematic and explicit * Students learn to make letters and combinations into sounds and blend together to form words * Practice materials, such as decodable text, are provided
39
Analogy-Based Phonics Approach
* Students learn to use a rime (phonogram) in a familiar word to read an unfamiliar word with the same rime * Unfamiliar word is decoded by blending the shared rime with the new onset Back Track Both words contain ‘ack’
40
Analytic Phonics
* Instruction begins by identifying a familiar word * Teacher introduces a sound/spelling relationship within word Sit ———lip, bib, fin
41
Embedded Phonics
* Instruction is embedded within authentic literacy experiences * Rules of phonics are introduced informally as students come across them * Instruction is focused on word-solving skills o context o illustrations o familiar word parts o first and last letters of words
42
Morphemic Analysis
inferring word meanings by examining their parts (i.e., prefixes, suffixes, roots, etc.).
43
Morphology
Study of word form in a language
44
Roots
Roots are the bases to which affixes may be attached. They provide the core meaning of a word. Stand alone: help love friend Cannot stand alone: geo (earth) omni (all)
45
Affixes
Affixes are morphemes that can be attached to roots to modify them in some way. An affix cannot stand alone as its own word. Prefix- un- re- dis- Suffix- -ed -ful -ing
46
Derivational Affix
alters the meaning or part of speech of a word Ex. Re- added to ‘do’ changes the meaning Can be prefixes AND suffixes
47
Inflectional Affix
alters the form of the word; typically does not change the part of speech Ex. Loud, louder, loudest Jump, jumps, jumped Usually only suffixes
48
If you are assessing alphabetic knowledge, provide the letter. If you are assessing the alphabetic principle, provide the sound.
Just remember it

STR (3 decks)

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