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educ 3330 > reading process > Flashcards

reading process Flashcards

1
Q

stages of the writing process

A

prewriting, drafting, revising, editing, publishing

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2
Q

writing is a ____ process

A

recursive

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3
Q

getting ready to write, topic choice, purpose, ideas

A

prewriting

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4
Q

writers focus on getting their ideas down on paper, rough draft, attention grabber

A

drafting

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5
Q

clarify and refine ideas in their drafts, share drafts, content based

A

revising

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6
Q

putting the piece of writing into its final form, correct spelling, capitalization, punctuation, and grammar errors (cops)

A

editing

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7
Q

publishing

A

share completed writing

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8
Q

study and present both sides

A

argumentative

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9
Q

describing a person, place, or thing in such away that a picture is formed in the readers mind

A

descriptive writing

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10
Q

explanation of a topic, a main idea, logical reasons, sufficient supporting details, and a conclusion

A

expository writing

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11
Q

fake writing (fiction)

A

narrative

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12
Q

create supportive writing environment

A

first recommendation

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13
Q

teach foundational writing skills

A

second recommendation

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14
Q

enhance the planning, revising, and editing of text

A

fourth recommendation

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15
Q

types and purposes of text

A

third recommendation

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16
Q

21st century writing tools

A

fifth recommendation

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17
Q

write to promote understanding and learning

A

last recommendatiom

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18
Q

organization, idea, word choice, sentence fluency, conventions, voice

A

6 traits of good writing

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19
Q

content of the piece, main theme

A

idea

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20
Q

internal structure of the piece of writing, the pattern

A

organization

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21
Q

the heart and soul, the feeling of the writer coming out through words; gives writing personality, flavor, and style

A

voice

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22
Q

the use of rich, colorful language that moves and enlightens the reader

A

word choice

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23
Q

the rhythm and flow of the language, the sound of word patters, the way in which writing plays to the air

A

sentence fluency

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24
Q

the mechanical correctness of the piece, spelling, grammar and usage, paragraphing, punctuation

A

conventions

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25
Q

a published piece of writing whose idea, structure, and written craft can be use to inspire a student to write something

A

mentor text

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26
Q

the structure of language; that is, how words combine to form sentences

A

grammar

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27
Q

the socially preferred or correct way of using language

A

usage

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28
Q

person, place, thing

A

noun

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29
Q

tells how often, how, when, where. it can describe a verb, an adjective, or an adverb

A

adverb

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30
Q

a word or group of words that describes an action

A

verb

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31
Q

describes a noun or pronoun

A

adjective

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32
Q

used before a noun, pronoun, or gerund to show place, time, direction in a sentence

A

preposition

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33
Q

join words or groups of words in a sentence

A

conjunction

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34
Q

replace the name of a person, place, thing

A

pronoun

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35
Q

express strong emotion and is often followed by an !

A

interjection

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36
Q

adverb, noun, preposition, interjection, adjective, pronoun, conjunction, verb

A

8 parts of speech

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37
Q

consists of a subject and a predicate

A

clause

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38
Q

complete thought and can stand alone

A

independent clause

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39
Q

incomplete thought and cannot stand alone

A

dependent clause

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40
Q

contains only one independent clause

A

simple sentence

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41
Q

contains more than one independence clause

A

compound sentence

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42
Q

contains an independent clause and a dependent clause

A

complex sentence

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43
Q

two or more independent clauses and one or more dependent clauses

A

compound complex sentence

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44
Q

statements

A

declarative sentence

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45
Q

asks questions

A

interrogative sentence

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46
Q

issues commands

A

imperative sentences

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47
Q

communicates strong emotion or surprise

A

exclamatory sentence

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48
Q

scribbles, letters, and letter like forms, 3-5 years

A

emergent spelling

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49
Q

represent phonemes in words with letters, understand link between letters and sounds, 5-7

A

letter name-alphabetic

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50
Q

spell most one syllable short vowel words and learn to spell long vowel patterns and r-controlled, 7-9

A

within word pattern

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51
Q

focus on syllables and apply what they’ve learned, learn about endings, compound words, contractions, and prefixes and suffixes; 9-11

A

syllables and affixes

52
Q

students explore relationship between spelling and meaning, root words, 11-14

A

derivational relations spelling

53
Q

goal is to help students develop legible forms so they can communicate effectively through writing

A

handwriting

54
Q

is manuscript or cursive easier for elementary

A

manuscript

55
Q

basic words, academic vocabulary, specialized terms

A

three tiers of words

56
Q

most basic words, do not have multiple meanings; words of everyday speech

A

tier 1

57
Q

academic vocabulary, contain multiple meanings, multiple synonyms; used across a variety of subjects or environments

A

tier 2

58
Q

specialized terms, technical words that are content specific and often abstract, specific to hobbies, subjects, occupations, geographic regions, technology, weather

A

tier 3

59
Q

words we understand when we are reading

A

reading vocabulary

60
Q

words we understand when we are listening

A

listening vocabulary

61
Q

words we understand when we write

A

writing vocab

62
Q

words we understand when we speak

A

speaking vocab

63
Q

unknown words, initial recognition, partial word knowledge, full word knowledge

A

levels of word knowledge

64
Q

students dont recognize the word

A

unknown word

65
Q

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

A

initial recognition

66
Q

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

A

partial word knowledge

67
Q

students know more than one meaning of the word and can use it in several ways

A

full word knowledge

68
Q

words that sound alike but are spelled differently

A

homophones

69
Q

are words that are spelled the same but pronounced differently

A

homographs

70
Q

words that are both spelled and pronounced alike

A

homographic homophones

71
Q

added to the beginning of words

A

prefixes

72
Q

added to the endings of words

A

suffixes

73
Q

a creative, multifaceted thinking process in which students engage with the text

A

comprehension

74
Q

the successfulness depends on the interaction of ___ and _____

A

reader factors and text factors

75
Q

includes the background knowledge that readers bring to the reading process as well as the strategies they use while reading and their motivation and engagement during reading

A

reader factors

76
Q

include the authors ideas, the words the author uses to express those ideas, and how the ideas are organized and presented

A

text factors

77
Q

what are the 3 connections

A

text-to-self, text-to-text, text-to-world

78
Q

readers bring their background knowledge to every reading experience, in fact they read a text differently depending on their prior experiences

A

activating prior knowledge

79
Q

readers sift through the text to identify the important ideas as they read because it isn’t possible to remember everything

A

determining importance

80
Q

readers seem to read between the lines but what they actually do is synthesize their background knowledge of the authors clues to ask questions that point toward inferences

A

drawing inferences

81
Q

readers reflect on their reading experience and evaluate the text and what they’re learning

A

evaluating

82
Q

readers monitor their understanding as they read, regulates reader and text factors at the same time

A

monitoring

83
Q

readers make guesses about what will happen or what they will learn in the book

A

predicting

84
Q

readers ask themselves questions about the text as they read

A

questioning

85
Q

reading use this to fix comprehension problems that arise while reading; identify the problem and take action to solve it

A

repairing

86
Q

readers read for different reasons

A

setting a purpose

87
Q

pick the most important parts and their relationship among them and briefly state them so they can be remembered

A

summarizing

88
Q

create mental images of what theyre reading

A

visualizing

89
Q

fables, folktales, myths, legends

A

folklore

90
Q

comtemporary stories; historical

A

realistic fiction

91
Q

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

A

fantasy

92
Q

what are the most important story elements

A

plot, characters, setting, pov, theme

93
Q

___ has been the principal genre for reading and writing instruction in the primary grades. however, many students prefer to read ____ books and they’re able to understand them as well as fiction

A

fiction; nonfiction

94
Q

when does the shift to nonfiction happen

A

4th grade

95
Q

picture book, specialized collection, comprehensive anthologies

A

3 types of poetry books

96
Q

type of alliteration where vowel sounds are repeated in nearby words

A

assonance

97
Q

type of alliteration where consonant sounds are repeated in nearby words

A

consonance

98
Q

words and phrases that appeal to the senses and evoke mental pictures

A

imagery

99
Q

a comparison between two unlikely things, without using like or as

A

metaphor

100
Q

words that imitate sounds

A

onomatopoeia

101
Q

words, phrases, or lines that are repeated for special effect

A

repetition

102
Q

words that end with similar sounds used at the end of the lines

A

rhyme

103
Q

the internal beat in a poem that’s felt when poetry is read aloud

A

rhythm

104
Q

a comparison incorporating the word like or as

A

simile

105
Q

shared reading differs from reading aloud to students primarily because during shared reading:

A

student see the text as the teacher reads alouds

106
Q

literacy professionals use the term text to refer to

A

all reading materials

107
Q

a new teacher attended a workshop on the writing process in which she was correctly told that

A

the process involves a recurring cycle

108
Q

research suggests that students reading and writing ability to shows that the most improvement when

A

reading and writing instruction is integrated

109
Q

students focus upon mechanics such as capitalization, punctuation, and spelling when they reach the stage of the writing process

A

editing

110
Q

every day, first grade teacher kelly blume works with a small group of students who are reading at the same level. she selects a book at their instructional level and helps the children apply strategies as they read. this teacher is using the instructional technique known as

A

guided reading

111
Q

the most authentic type of reading is

A

independent reading

112
Q

which statement is not true of reading aloud to students

A

it should be used during the exploring phase of the reading process

113
Q

which of the following is not a characteristic of guided reading

A

books should be at students independent level

114
Q

it is most appropriate for students to seek and receive feedback on their writing during the

A

revising stage

115
Q

this is the stage of the writing process that students clarify and refine ideas in their drafts

A

revising

116
Q

this is the genre of writing that has a beginning middle and end. it also includes characters, setting and a plot

A

narrative

117
Q

this is the genre of writing in which both sides of an issue are presented and logical reasons are developed

A

argumentative

118
Q

this trait is the heart of the message, the content of the piece

A

ideas

119
Q

____ is the trait that addresses the rhythm and flow of the language, the sound of the word patterns, and the way in which writing plays to the ear

A

sentence fluency

120
Q

this trait gives the writing personality, flavor, and style.

A

voice

121
Q

this is a published piece of writing whose idea, structure, or written craft can be used to inspire a student to write something original

A

mentor text

122
Q

this trait is the mechanical correctness of the piece-spelling, grammar, and usage, paragraphing, use of capitals and punctuation

A

conventions

123
Q

if classroom teachers fail to do this often, regularly, and for reasonably long periods of time, their students are going to suffer in learning to write

A

read aloud

124
Q

which of the following is not a recommendation for teaching writing

A

provide feedback during the drafting stage of the writing process

125
Q

fluency, phonics, phonemic awareness, vocabulary development, reading comprehension

A

big five

educ 3330 (11 decks)

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