reading process Flashcards
stages of the writing process
prewriting, drafting, revising, editing, publishing
writing is a ____ process
recursive
getting ready to write, topic choice, purpose, ideas
prewriting
writers focus on getting their ideas down on paper, rough draft, attention grabber
drafting
clarify and refine ideas in their drafts, share drafts, content based
revising
putting the piece of writing into its final form, correct spelling, capitalization, punctuation, and grammar errors (cops)
editing
publishing
share completed writing
study and present both sides
argumentative
describing a person, place, or thing in such away that a picture is formed in the readers mind
descriptive writing
explanation of a topic, a main idea, logical reasons, sufficient supporting details, and a conclusion
expository writing
fake writing (fiction)
narrative
create supportive writing environment
first recommendation
teach foundational writing skills
second recommendation
enhance the planning, revising, and editing of text
fourth recommendation
types and purposes of text
third recommendation
21st century writing tools
fifth recommendation
write to promote understanding and learning
last recommendatiom
organization, idea, word choice, sentence fluency, conventions, voice
6 traits of good writing
content of the piece, main theme
idea
internal structure of the piece of writing, the pattern
organization
the heart and soul, the feeling of the writer coming out through words; gives writing personality, flavor, and style
voice
the use of rich, colorful language that moves and enlightens the reader
word choice
the rhythm and flow of the language, the sound of word patters, the way in which writing plays to the air
sentence fluency
the mechanical correctness of the piece, spelling, grammar and usage, paragraphing, punctuation
conventions
a published piece of writing whose idea, structure, and written craft can be use to inspire a student to write something
mentor text
the structure of language; that is, how words combine to form sentences
grammar
the socially preferred or correct way of using language
usage
person, place, thing
noun
tells how often, how, when, where. it can describe a verb, an adjective, or an adverb
adverb
a word or group of words that describes an action
verb
describes a noun or pronoun
adjective
used before a noun, pronoun, or gerund to show place, time, direction in a sentence
preposition
join words or groups of words in a sentence
conjunction
replace the name of a person, place, thing
pronoun
express strong emotion and is often followed by an !
interjection
adverb, noun, preposition, interjection, adjective, pronoun, conjunction, verb
8 parts of speech
consists of a subject and a predicate
clause
complete thought and can stand alone
independent clause
incomplete thought and cannot stand alone
dependent clause
contains only one independent clause
simple sentence
contains more than one independence clause
compound sentence
contains an independent clause and a dependent clause
complex sentence
two or more independent clauses and one or more dependent clauses
compound complex sentence
statements
declarative sentence
asks questions
interrogative sentence
issues commands
imperative sentences
communicates strong emotion or surprise
exclamatory sentence
scribbles, letters, and letter like forms, 3-5 years
emergent spelling
represent phonemes in words with letters, understand link between letters and sounds, 5-7
letter name-alphabetic
spell most one syllable short vowel words and learn to spell long vowel patterns and r-controlled, 7-9
within word pattern
focus on syllables and apply what they’ve learned, learn about endings, compound words, contractions, and prefixes and suffixes; 9-11
syllables and affixes
students explore relationship between spelling and meaning, root words, 11-14
derivational relations spelling
goal is to help students develop legible forms so they can communicate effectively through writing
handwriting
is manuscript or cursive easier for elementary
manuscript
basic words, academic vocabulary, specialized terms
three tiers of words
most basic words, do not have multiple meanings; words of everyday speech
tier 1
academic vocabulary, contain multiple meanings, multiple synonyms; used across a variety of subjects or environments
tier 2
specialized terms, technical words that are content specific and often abstract, specific to hobbies, subjects, occupations, geographic regions, technology, weather
tier 3
words we understand when we are reading
reading vocabulary
words we understand when we are listening
listening vocabulary
words we understand when we write
writing vocab
words we understand when we speak
speaking vocab
unknown words, initial recognition, partial word knowledge, full word knowledge
levels of word knowledge
students dont recognize the word
unknown word
students have seen or heard the word or can pronounce it, but they don’t know the meaning
initial recognition
students know one meaning of the word and can use it in a sentence
partial word knowledge
students know more than one meaning of the word and can use it in several ways
full word knowledge
words that sound alike but are spelled differently
homophones
are words that are spelled the same but pronounced differently
homographs
words that are both spelled and pronounced alike
homographic homophones
added to the beginning of words
prefixes
added to the endings of words
suffixes
a creative, multifaceted thinking process in which students engage with the text
comprehension
the successfulness depends on the interaction of ___ and _____
reader factors and text factors
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
reader factors
include the authors ideas, the words the author uses to express those ideas, and how the ideas are organized and presented
text factors
what are the 3 connections
text-to-self, text-to-text, text-to-world
readers bring their background knowledge to every reading experience, in fact they read a text differently depending on their prior experiences
activating prior knowledge
readers sift through the text to identify the important ideas as they read because it isn’t possible to remember everything
determining importance
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
drawing inferences
readers reflect on their reading experience and evaluate the text and what they’re learning
evaluating
readers monitor their understanding as they read, regulates reader and text factors at the same time
monitoring
readers make guesses about what will happen or what they will learn in the book
predicting
readers ask themselves questions about the text as they read
questioning
reading use this to fix comprehension problems that arise while reading; identify the problem and take action to solve it
repairing
readers read for different reasons
setting a purpose
pick the most important parts and their relationship among them and briefly state them so they can be remembered
summarizing
create mental images of what theyre reading
visualizing
fables, folktales, myths, legends
folklore
comtemporary stories; historical
realistic fiction
modern literary tales, fantastic stories, science fiction, high fantasy
fantasy
what are the most important story elements
plot, characters, setting, pov, theme
___ 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
fiction; nonfiction
when does the shift to nonfiction happen
4th grade
picture book, specialized collection, comprehensive anthologies
3 types of poetry books
type of alliteration where vowel sounds are repeated in nearby words
assonance
type of alliteration where consonant sounds are repeated in nearby words
consonance
words and phrases that appeal to the senses and evoke mental pictures
imagery
a comparison between two unlikely things, without using like or as
metaphor
words that imitate sounds
onomatopoeia
words, phrases, or lines that are repeated for special effect
repetition
words that end with similar sounds used at the end of the lines
rhyme
the internal beat in a poem that’s felt when poetry is read aloud
rhythm
a comparison incorporating the word like or as
simile
shared reading differs from reading aloud to students primarily because during shared reading:
student see the text as the teacher reads alouds
literacy professionals use the term text to refer to
all reading materials
a new teacher attended a workshop on the writing process in which she was correctly told that
the process involves a recurring cycle
research suggests that students reading and writing ability to shows that the most improvement when
reading and writing instruction is integrated
students focus upon mechanics such as capitalization, punctuation, and spelling when they reach the stage of the writing process
editing
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
guided reading
the most authentic type of reading is
independent reading
which statement is not true of reading aloud to students
it should be used during the exploring phase of the reading process
which of the following is not a characteristic of guided reading
books should be at students independent level
it is most appropriate for students to seek and receive feedback on their writing during the
revising stage
this is the stage of the writing process that students clarify and refine ideas in their drafts
revising
this is the genre of writing that has a beginning middle and end. it also includes characters, setting and a plot
narrative
this is the genre of writing in which both sides of an issue are presented and logical reasons are developed
argumentative
this trait is the heart of the message, the content of the piece
ideas
____ 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
sentence fluency
this trait gives the writing personality, flavor, and style.
voice
this is a published piece of writing whose idea, structure, or written craft can be used to inspire a student to write something original
mentor text
this trait is the mechanical correctness of the piece-spelling, grammar, and usage, paragraphing, use of capitals and punctuation
conventions
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
read aloud
which of the following is not a recommendation for teaching writing
provide feedback during the drafting stage of the writing process
fluency, phonics, phonemic awareness, vocabulary development, reading comprehension
big five
