Reading & English Subtest I Flashcards
1
Q
Decoding words while reading aloud is an example of
A
Reading accuracy
2
Q
Ability to read with ease and automaticity
A
Fluency
3
Q
Stage:
Interest in conversation
Ability to self correct
A
Intermediate fluency
4
Q
Poetry
Role of emotion
Line structure
Stanza Structure
A
Emotion - Designed to appeal to the physical & emotional senses
Line structure - any length, any metrical pattern, determined by how it is written on the page
Stanza structure - group of lines, each group denotes a relationship among the lines
5
Q
One principle of both first - and second - language acquisition is that learning a first or second language occurs:
A
in predictable stages and patterns of development.
cross-linguistic and cross-cultural research – they exhibit common patterns of language development.
6
Q
Beginning Stages of Writing
A
- Drawing pictures - conveys thoughts & feelings
- scribble stage
- learning the alphabet and writing left to right
- written words - not complete, but usually correct beginning and end with attempts at vowels
- writing, spelling will be phonetic
7
Q
Fiction vs. Non-Fiction
A
Fiction - literary work usually presented as prose that is not true
Non-Fiction - literary work that is based on fact
8
Q
facts and opinions
A
Facts - statements that can be verified through research; who, what, when, why, where
Opinions - personal views
9
Q
Literacy
A
Ability to read and write, identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying context.
Subset includes phonological awareness, decoding, comprehension and vocabulary
10
Q
Short Story
A
prose fiction that has the same elements as a novel, plot, characters and point of view
11
Q
Vocabulary Development
A
- calling on a student’s prior knowledge and making comparisons
- defining a word and providing multiple examples of the use
- showing how to use context clues to discover the meaning
- providing instruction on prefixes, roots and suffixes
- showing how to use a dictionary or thesaurus
- studying a group of words related to a single subject
12
Q
POV:
Detached narrator all-knowing
One character perspective
Includes thoughts and feelings
He, she, it, they
A
Third person LIMITED omniscient
13
Q
Name some causes of Language Delays
A
- inadequate language stimulation
- delayed general development
- family who often talks for the child
- medical/physical problems
- family history of language delay
- learning disabilities
- autism spectrum disorder
14
Q
Study of the relationship btwn the spoken sounds in words and printed letters that correspond to those sounds
(Letter-sound correspondence)
A
Phonics
15
Q
3 key indicators of fluency
A
Accuracy
Rate
Prosody
16
Q
Understanding of how sounds, syllables, words and word parts can be manipulated to break apart words, make new words and create rhymes
A
Phonological awareness
17
Q
Three steps in the Listening Process
A
receiving, attending, assigning meaning
18
Q
3 ways an explanation can be presented in definition paragraphs or essays
A
- definition by synonym
- definition by class
- definition by negation
19
Q
General Teaching Strategies to help ESL students
A
1-Partner them up 2-Encourage questions 3-Dictate key sentences 4- Alternate difficult/easy tasks 5-label
20
Q
Literal Comprehension
Inferential Comprehension
Evaluative Comprehension
A
Literal: recognizing:
- facts
- main ideas
- supporting details
- sequence of events
- cause-and-effect relationships
Inferential: figuring out (inferring) ideas/relationships that aren’t explicitly stated
Evaluative: requires the reader to move beyond the text to consider what they think and believe in relation to the message in the text.
21
Q
Basic idea of what the author wants to convey
Expresses underlying OPINION related to texts subject
A
Theme
22
Q
Basic underlying idea of the text
Major focus of info provided in text
To determine: identify main points and decide which one is supported by all points and details
A
Central idea
23
Q
Literal vs. Critical Comprehension
A
Literal - refers to the skills a reader uses to deal with the actual words in a text. Identify topic sentence, main idea important facts, and sequencing of events
Critical - involves prior knowledge and an understanding that written material, especially nonfiction, is the authors version of the subject. Involves analysis of meaning, evaluation, validation, questioning and reasoning skills
24
Q
5 spelling and reading patterns
A
- emergent speller (reader)
- letter name-alphabetic spelling (beginning reader)
- within word pattern spelling (transitional reader)
- syllables and affixes spelling (intermediate reader)
- derivational relations spelling (advanced reader)
25
_ are added to words or roots to change their meaning
Affixes
26
POV:
Perspective is from an external you
Second person
27
_ syllables vowel and remaining consonants
Ex: block -ock
Rime
28
For a beginning reader to succeed in recognizing the meaning of the word that the reader has just decoded - which of the following must be true:
the word is already part of the reader's oral vocabulary.
29
Listening skills children should develop
- follow oral instruction consistently
- actively listen to peers & teachers
- avoid distracting behaviors
- respond to listening activities and exhibit ability to discuss, illustrate or write about the activity
- respond to listening activities and exhibit ability to identify themes, ideas, etc.
- respond to persuasive speaker and exhibit ability to analyze and evaluate credibility
- demonstrate appropriate social behavior while part of an audience
30
Text leveling determined by professional judgments of educators who match text based on student needs
Reader and task considerations
31
Metacognition
thinking about thinking. Taking an active role in reading
taking control of their own learning process, self-monitoring progress, evaluating effectiveness of strategy and making adjustments as needed.
Awareness, Planning, Self monitoring and reflecting
32
Alphabetic principle
use of letters and combinations of letters to represent speech sounds
33
POV:
One character tells story from their direct experience
“I, my, mine, we”
First person
34
Separate each phoneme in a word
**produce the sounds they hear in the word
Phoneme segmentation
35
Narrative Theme -
thread that ties all elements of the story together and gives them purpose. central idea of a work. The theme is not the subject of a work, but what a work says about a subject and must be universal
36
Prepositional phrase
A group of words that begins with a preposition and ends with a noun or pronoun ("across the bridge", "toward the sunset")
37
Emergent Literacy
The critical stage of language development between birth and the early elementary school years helps prepare children with the skills important for conventional literacy
38
5 stages of second language acquisition
```
Prepare
Every
Second
In
All you do
```
```
Preproduction. 500
Early production 1000
Speech emergence 3000
Intermediate fluency 6000
Advanced fluency
```
39
Invalid arguments - 4 types
1. ad hominem - attacks person's character or behavior
2. hasty generalization - condemnation of a group based on the behavior of one person or a part
3. faulty causation - assigning wrong cause to an event
4. bandwagon effect - everyone is doing, must be right
important for reader to be able to identify various types of invalid arguments ot prevent being deceived and making faulty conclusions
40
Alliteration
Assonance
Onomatopoeia
Alliteration - repetition of the first sound or syllable with words in close proximity
Assonance - Repetition of identical or similar vowel sounds
Onomatopoeia - words that imitate sounds
41
It has been estimated that _____ English words make up _____ percent of all words in typical English-language books or newspapers, perhaps more in books for young children.
100, 50
42
Critical Thinking Tools for readers
1. Summarization - main points and important details
2. Question generation - constantly ask questions while reading about comprehension, vocab, predictions, etc.
3. Textual Marking - engages the reader by having him interact with text, highlight, shorthand, etc.
43
intrapersonal communication
communicating with oneself (ie. thought processing, personal decision making, self-talk, listening)
44
Grapheme
Written symbols used to represent phonemes
45
```
Phoneme Blending
Phoneme Isolation
Phoneme Identity
Phoneme Substitution
Phoneme Deletion
```
Blending: combining phonemes to create words
Isolation: recognizing the individual sounds in words ie. "tell me the first sound you year in the word top (/t/)."
Identity: recognizing the common sound in different words ie. "tell me the sound that is the same in pig, pot, and pie (/p/)/"
Substitution: turning one word into another by substituting one phoneme for another ie. initial sounds (top-mop), middle sounds (top-tap), or ending sounds (top-tot)
Deletion: identifying sounds that have been deleted from a word ie. teacher shows the word "top" and asks the children to silence the 'p' to create "to"
46
Affixes
Prefixes
Root Words
Suffix
Affixes - syllables attached to the beginning or end of a word to make a derivative form of the word
Prefix - a syllable that appears at the beginning of a word
Root word - base word to which affixes can be added
Suffix - syllable that appears at the end of a word
47
interpersonal communication
takes place between two or more persons who establish a communicative relationship (ie. face-to-face or mediated conversations, interviews, and small group discussions)
48
Fluency
goal of literacy development, evidence includes ability to read quickly and accurately
49
speaking skills children should have
- speak at an appropriate volume, tone and page
- pronounce most words accurately
- use complete sentences
- make eye contact
- use appropriate gestures
- exhibit awareness of audience and made adjustments
- ask relevant questions
- respond appropriately when asked information or opinion
- speak in turn
- provide a summary
- participate in small or large group discussions/debates
- read orally before an audience
- conduct short interviews
- provide directions and explanations
50
Photos, charts, graphs, maps are examples of:
Text features
51
POV:
All-knowing narrator
All characters perspective
Thoughts and feelings included
Third person omniscient
52
Ability to understand what is NOT directly stated by the author
Read between the lines
Inference
53
6 reading comprehension strategies that benefit students in learning reading comprehension
1. predicting
2. think-alouds
3. text structure
4. visual representation in texts
5. questions and questioning
6. summarization
54
Topic Sentence
states the paragraph's subject, presents the main idea
55
Types of Paragraphs & Essays
```
Illustrative
Narrative
Descriptive
Comparison & Contrast
Classification
Cause & Effect
Persuasive
```
pg 23
56
Condensation of a text into main idea and details
Summarization
57
Print-rich environment
A setting in which printed materials are used throughout the classroom in meaningful ways
58
Words repeated often in text - help to read sentences with optimal fluency
( high frequency words)
Sight words
59
Meter
```
Iambic
Anapestic
Trochaic
Dactylic
Spondaic
Pyrrhic
```
Meter - recurring pattern of stressed an unstressed syllables to create rhythm
Iambic - an unstressed syllable followed by a stressed
syllable
Anapestic - Two unstressed syllables followed by a
stressed syllable
Trochaic - 1 stressed syllable followed by an unstressed
syllable
Dactylic - a stressed syllable followed by 2 unstressed
syllables
Spondaic - 2 consecutive syllables that are stressed
almost equally
Pyrrhic - 2 consecutive syllables that are equally
unstressed
60
Cause & Effect
cause - reason for actions or events
effect - results of cause or causes
ability to identify is part of critical thinking
61
Inductive vs. Deductive reasoning
inductive reasoning- reasoning from the specific to the general, forming concepts about all members of a category based on some members.
deductive reasoning- reasoning from the general to the specific.
62
Primary & Secondary Research
Primary Research - material that comes from “the horse's mouth” - the person or persons that have the experience / understanding first hand
Secondary Research - anything that is not primary
63
Comprehension
when the student has the vocabulary and reading skills necessary to make sense of the whole picture, not just the word
64
Writing Process (in order)
Drafting
Revising
Editing
Proofreading
65
Inductive & Deductive Reasoning
Inductive - using particulars to draw a general conclusion. Starts with data
Deductive - general facts or premise to come to a specific conclusion
66
4 Language development theories
Learning approach - language is first learned by imitating then solidified in school through drills and rules
Linguistic approach - Noam Chombsky, 1950s, ability to use language is innate
Cognitive approach - Piaget, 1970s, children must develop appropriate cognitive skills before they can acquire language
Sociocognitive approach - 1970s, language development is a complex interaction of linguistics, social and cognitive influences
67
Fairy Tale
Fable
Tall Tale
Fairy Tale - fictional story involving humans, magical events and animals
Fable - animals, plants and forces of nature act like humans and it teaches a moral lesson
Tall Tale - exaggerates human abilities or describes unbelievable events
68
Measures of text leveling based on text element and structure, language clarity and knowledge demands
Qualitative measures
69
Stage:
| Multi word responses, model after others’ speech
Speech emergence
70
What are the two types of verbs?
action (e.g. run, jump, swim), linking (e.g. Mary IS a good teacher), helping (e.g. I should HAVE GONE... "have" and "gone" are helping verbs)
71
Reading at an appropriate speed, smoothly and steadily
Reading rate
72
How to develop language skills
- modeling enriched vocab and teaching new words
- using questions and examples to exude descriptive language
- provide ample response time to encourage speech practice
- ask for clarification to develop communication skills
- promote conversation among children
- provide feedback to let them know they were heard and understood
73
Gerund
verb form used as a noun. Ends in ing
| Ex: walking is good exercise
74
```
Parallelism
Euphemism
Hyperbole
Pathos
Bathos
```
P: similarity of structure in a pair or series of related words, phrases, or clauses ("The killer behaved coldly, cruelly, and inexplicably"
E: An indirect, less offensive way of saying something that is considered unpleasant (saying "expired" instead of "dead")
H: exaggeration
Path: insincere or overly sentimental quality of writing/speech intended to evoke pity
B: Descent from the sublime to the ridiculous
75
Prose & Poetry - describe each
Prose - everyday communication. Writing or speech in its normal continuous form, without the rhythmic or visual line structure of poetry
Poetry - literary works written in verse, in particular verse writing of high quality, great beauty, emotional sincerity or intensity, or profound insight. Manipulation of language with respect to meaning, meter, sound and rhythm.
76
Reading Strategies for ESL students
1-Read aloud
2-Ask them to explain
3- Partner them up
77
A parent is reading a familiar book one-on-one with a child. The parent asks the child to point to the words of the story as the parent reads them aloud. this activity would be most effective for enhancing the child's awareness of:
the tracking of print.
| a book handling skill that helps them exercise knowledge of several print concepts.
78
Blank vs Free verse
Blank verse - unrhymed verse that consists of lines of iambic pentameter which is five feet of unstressed and stressed syllables
Free verse - lacks regular patterns of poetic feet but has more controlled rhythm than prose in terms of pace and pause, no rhyme
79
Context Clues
| 4 types
words or phrases that help a reader figure out the meaning of an unknown word
synonyms - word with a similar meaning is placed close for comparison
antonyms - word with a different meaning is placed close for comparison
explanation - obvious explanation given close to the word
examples - examples of what the word means are given to help define the term
80
Remove phonemes to make new words
Phoneme deletion
81
Decoding
method or strategy used to make sense of printed words and figure out how to correctly pronounce them
82
7 basic syllable patterns
1. closed (bad)
2. open (hi)
3. vowel-consonant-silent e (bike)
4. vowel teams (loan)
5. r-controlled (car)
6. consonant -le (table)
7. others (sion, tion, ture, etc.)
83
Print & Book awareness provides:
Basic understanding about the way print works including the direction of print, spacing, punctuation, letters, and words
- book has parts and authors
- illustrations carry meanings
- letters and words are different
- words and sentences are separated by spaces and communication
- different text forms are used for different functions
- print represents spoken language
84
The lesson the author wants to teach the reader
| More direct than the theme
Moral
85
1. Focuses on sounds in a language
2. Each unit of sound forms the language by creating new meanings of words
How many?
1. Phonemic awareness
2. Phoneme
44
86
Replace phonemes in words to make new words
Phoneme substitution
87
_ establish the meaning of a word, usually Latin or Greek
Roots
88
Decoding
The method or strategy used to make sense of printed words and figure out how to correctly pronounce them
89
Figurative language
```
Simile
Metaphor
Personification
Synecdoche
Metonymy
```
Simile - comparison between 2 unlike things using like or as
Metaphor - comparison between 2 unlike things without using like or as
Personification - Giving a human characteristic to non human thing or idea
Synecdoche - using a part of something to symbolize the whole
Metonymy - one term associated with the other to mean the other
90
Combine phonemes to make a word
Phoneme blending
91
Phonics
Process of learning to read by learning how spoken language is represented by letters. ("sounding out the word") Commonly used method to teach decoding and reading
92
Automaticity
the ability to recognize words quickly, effortlessly, and accurately
93
Tools of communication children use to form their understanding of language. Sometimes called modalities.
reading, writing, listening, speaking
94
Phonological Awareness
ability to perceive sound structures in a spoken word, such as syllables and individual phonemes within syllables
- auditory skill
Teaching can include - clapping, practice saying blended phonemes, reading poems, songs, nursery rhymes, alliterative text, etc.
95
Measures of text leveling determined by algorithms and statistics
Quantitative measures
96
POV:
Perspective of detached narrator
No thoughts or feelings
Third person objective
97
Readers ability to use appropriate vocal expressions when reading aloud
Prosody
98
Teachers can promote emergent literacy skills when they...
1. model reading aloud
2. point to words as they read
3. explain punctuation
4. encourage students to participate in the reading activity
99
_of a syllable is the beginning consonant or consonant blend
Ex: block /bl/
Onset
