SEREVALLO TERMS

Question 1

Procedural Knowledge

Answer 1

The “how-to” aspect of learning strategies. Focuses on:
- Step by step instructions
- Modeling and demonstration
- Practice and repetition
Ex: The teacher might break down the steps of summarizing, such as identifying key points, eliminating unnecessary details, and combining the main ideas into a coherent summary.

Question 2

Conditional Knowledge

Answer 2

Knowing “when and why” to use a strategy.
Focuses on:
Contextual awareness
Purpose and goals
Flexibility in application
Ex: The teacher would also discuss when summarizing is particularly useful, such as after reading a complex text or when preparing for a test, and why it helps improve comprehension and retention.

Question 3

The Simple View of Reading

Answer 3

A framework that breaks down reading comprehension into two primary components:
1. Decoding- (word recognition)- the ability to accurately and fluently read words.
Language comprehension- The ability to understand spoken language.

Question 4

Decoding Strategy

Answer 4

“Break it Down” (Strategy 2.2) helps students decode multisyllabic words by breaking them into smaller, more manageable parts

Question 5

Language Comprehension Strategy

Answer 5

“Retell the Text” (Strategy 8.1) encourages students to summarize what they have read, aiding in comprehension and retention.

Question 6

Scarborough’s Reading Rope

Answer 6

language comprehension (background knowledge, vocabulary, language structure, verbal reasoning, literacy)

Word Recognition- (phonological awareness, decoding, sight recognition)

Question 7

Active Reading View

Answer 7

-Word recognition
- Bridging processes
- langauge comprehension
- Active self-regulation
-reading

Question 8

Narrative Instruction

Answer 8

Encourages understanding of story elements and structures, whether in factual recounting or imaginative tales.

Question 9

Fiction Instruction

Answer 9

Focuses on creative aspects, encouraging students to invent characters, settings, and plots, and to understand the different genres within fiction.

Question 10

Expositiory Texts

Answer 10

type of nonfiction that aim to inform, explain, describe, or present information and ideas clearly and logically.
Ex: Textbooks, articles, reports, instruction manuals, and informational websites.

Question 11

Nonfiction

Answer 11

not all nonfiction texts are expository. Nonfiction also includes narrative forms like biographies and memoirs, which tell true stories

Question 12

Principles of Effective Feedback

Answer 12

• specificity
  -actionability
• timeliness
  -constructiveness
  -clarity
  -balance
  -individualization
  -encouragement

Question 13

Types of Feedback

Answer 13

-positive
-corrective
-guided
-descriptive
-actionable

Question 14

Interest Inventories

Answer 14

Interest inventories are assessments or surveys that gather information about students’ reading interests, favorite genres, topics they enjoy, and types of books they prefer.

The goal is to tailor reading instruction and book selections to match students’ individual interests.

Question 15

Orthographic Mapping

Answer 15

Connecting the sounds of spoken language (phonemes) to their written representations (graphemes) to form a mental map of words. It helps readers decode new words by using their knowledge of letter-sound relationships

Question 16

Prosody

Answer 16

How a reader’s voice rises and falls, emphasizes certain words, and uses pauses to convey meaning and emotion.

Question 17

Characteristics of Prosody

Answer 17

-intonation: The rise and fall of the voice when reading, which can indicate questions, exclamations, or statements.

• Stress: Emphasizing certain words to highlight their importance or emotional weight.

Pausing: Using pauses effectively to separate phrases, sentences, and ideas, which aids in understanding the text’s structure and flow.

Question 18

Whole to Part

Answer 18

Instruction begins with the whole text or concept and then breaks it down into its individual components.

Ex: Starting with a complete story or passage and then analyzing specific elements such as vocabulary, sentence structure, or specific reading strategies.

Application: Use when students need to understand the context and overall structure before focusing on specific details.

Question 19

Part to Whole

Answer 19

• instruction begins with the individual components and then integrates them into the whole text or concept.

Ex: Teaching phonics and decoding skills before expecting students to read full sentences or passages…. & Learning vocabulary words individually, then seeing how they fit into sentences and contribute to the overall meaning of a paragraph or story.

Application: Use when students need to build foundational skills, phonics, vocabulary, and grammar instruction.

Question 20

Text Features

Answer 20

• Elements within a text that help readers understand and navigate the information presented

-Application: Previewing a Text: Teaching students to look at headings, subheadings, and other features before reading to get a sense of what the text will be about.

Question 21

Annotating

Answer 21

• Helps readers interact with the text, making it easier to understand and remember. It involves marking or commenting on key parts of the text to highlight important information or personal reactions. Helps students track their thoughts.
• Application: Highlighting, Marking important details, main ideas, or unfamiliar vocabulary.

Notes: Adding comments or questions about the text, making connections, or summarizing sections.

Symbols: Using symbols like question marks for confusion or exclamation points for surprising information

Question 22

Phonics

Answer 22

Phonics is like a key that unlocks the door to reading. When you know the sounds of letters and how to put them together, you can read any word, even if you’ve never seen it before!

Phonics is like a special game that helps you learn how to read words by listening to the sounds each letter makes

C (k) + A (a) + T (t) = CAT (k-a-t)

Question 23

Phonological Awareness

Answer 23

-“Big Umbrella”

Focus:
- Word, Rhyme, Syllable

Question 24

Phonemic Awareness

Answer 24

• Small Umbrella

Focus:
- Blending
-Segmenting ( isolating, identifying)
- Manipulating ( Deleting, Substituting)

Question 25

Orthography

Answer 25

• Spelling

Question 26

Deep Orthography

Answer 26

• This means that the same letter or group of letters can represent different sounds in different words, and the same sound can be represented by different letters or combinations of letters

Ex: the words “rough” and “though.” Both have “ough,” but they sound different.

the word “read” – it can sound like “reed” (present tense) or “red” (past tense) depending on the context.

Question 27

Shallow Orthography

Answer 27

• Each letter (or group of letters) corresponds to a single sound, and this doesn’t change from word to word.

Ex: - The Spanish language is an example of a shallow orthography.

The letter “a” always sounds like “ah.”
The letter “e” always sounds like “eh.”