Teaching Reading Flashcards
1
Q
What grade range should phonemic awareness be taught to?
A
Kindergarten through at least second grade
2
Q
When is phonemic awareness most effective?
A
When children are taught to use letters as they manipulate phonemes, rather than if instruction is limited to phonemes alone. In other words teach sounds and letters at the same time. Focus on one or two types of manipulation at a time, no more. (blending and segmenting are suggested starting points.) Giving students activities that are developmentally appropriate.
3
Q
Word Analysis
A
analyzing words based on letters, phonic structures and dictionary skills
4
Q
Types of emerging Literacy Assessments
A
environmental print assessment, name literacy, book handling, Stages of Writing
5
Q
Vowel Diagraph
A
A pair of letters with the first letter making a loud vowel sound and the second letter being silent
6
Q
What does the research say about effective text comprehension instruction?
A
Can be improved by instruction that helps readers use specific strategies. -graphic organizers can help comprehension. - answering questions provides purpose, helps focus. -self generating questions.
-recognize story structure provides context. -summarizing in the readers own words.
7
Q
What strategies help in promoting comprehension of imaginative and literary texts?
A
STOP to THINK- story MAPPING- -CHARACTER MAPPING- -read sections of a text, write a quick response
8
Q
Why should all reading programs include an oral language component?
A
It will help students make a connection between oral language and written language
9
Q
Two good comprehension strategies:
A
Questioning the author (QAR) and Directed Reading-Thinking Activity (DR-TA)
10
Q
The following generalizations govern vowel pronunciation….
A
- ) A single vowel followed by a consonant in a word or syllable usually has the short sound (such as can or cancel)
- ) A single vowel that concludes a word or syllable usually has the long sound (such as ti-ger, and lo-co-mo-tives)
- ) In vowel the diagraphs (oa, ea, ee, ei) the first vowel is usually long and the second is usually silent.
- ) The digraphs oo, au, and ew form a single sound that is not the long sound of the first vowel.
11
Q
Systematic and Explicit Phonics Instruction:
A
significantly improves children’s word recognition, spelling, and reading comprehension is most effective when it begins in kindergarten or first grade
12
Q
The most significant predictor of later reading achievement is…..
A
Phonemic awareness
13
Q
Systematic Explicit Phonics
A
refers to a program in which letter-sound correspondences are taught from basic to complex
14
Q
Three stages needed for planning a QAR lesson
A
- ) ID major understandings and potential problems with the text
- ) Segment text into logical stopping points for discussion.
- ) Develop question or queries that model and demonstrate how to question the author
15
Q
Task Knowledge
A
The knowledge students have about the skills, strategies and resources necessary for the performance of cognitive tasks.
16
Q
Three techniques used as good reading strategies:
A
- ) Think Alouds
- ) Reciprocal teaching
- ) Question Answer Relationships (QAR)
17
Q
Teaching Comprehension- Modeling
A
teachers and capable peers should model their comprehension processes in either oral or written form teacher thinks or talks aloud to share his or her thought process while reading
18
Q
WHat benefits are there to systematic and explicit instruction?
A
improves word recognition, spelling, and reading comprehension. Effective for children from all socio-economic classes.
19
Q
What is the Balanced Literacy lesson format?
A
Begins with a 10-15 minute mini-lesson which is delivered to the whole class. It is then followed by a 30 minute small group lesson. It concludes with a 10 minute share during which the whole class reconvenes to share.
20
Q
When using strategy instruction how do you apply the strategies?
A
Give students assignments to apply strategies they are learning
21
Q
Word Blending
A
combining separate phonemes into a word
22
Q
Types of Phonological Awareness?
A
Identifying and making oral rhymes. Identifying and working with syllables. Using onsets and rhymes. Using individual sounds (phonemes)
23
Q
Vocabulary refers to
A
The words we mustknow to communicate effectively. Oral Vocabulary refers to words that we use in speaking or recognizing in listening Reading Vocabulary refers to words we recognize of use in print.
24
Q
What does research tell us about phonics instruction?
A
Instruction should be systematic and explicit-direct teaching of a set of letter relationships in a clearly defined sequence.
25
What is the role of enviromental print in developing print awareness?
Enables children to connect every day objects in their sphere of knowledge to the printed words
26
Whole Language program:
The opposite effect of phonics approach. Whole language means we are looking at the whole word not just each individual letter or sound. Phonics is taught from part to whole. They don't use basil readers, they use trade books and literature.
27
Word Wall
An Alphabetized chart posted in the classroom listing words students are learning
28
Two categories of QAR:
1. ) In your head
| 2. ) In the text
29
Vocabulary can be developed in two ways:
1: Indirectly: when students engage daily in oral language, listen to adults read to them, and read extensively on their own.
2: Directly: when students are explicitly taught both individual words and word learning strategies
30
What does research say about Fluency Instruction?
Repeated and monitored oral reading improves reading fluency and overall reading achievement. Texts should be read at least four times to measure fluency.
31
What is the relationship between oral vocabulary and the process of decoding written words?
If a student does not know how to use a word (meaning/pronunciation), decoding the word will be very difficult. Comprehension , if the word is decoded, may not be there.
32
Whole Language
uses only trade-book literature where words are never broken down or removed from context
33
A word study activity in which students group words into categories is _____.
Word Sorts
34
Turning Back:
Making students responsible for figure out ideas and turning back to the text for clarification
35
Vocabulary strategies
Concept definition, word maps, mood and tone, cause and effect, contrast definition, linked synonyms, and direct description.
36
WHat does schema help readers do?
Make inferences, anticipate, predict, fill in gaps, organize information, retain and remember, elaborate
37
What questions might a teacher ask during guided or shared reading?
What did the characters learn in this story?
What did you learn from the story?
What was the story's lesson about?
What lesson did the characters learn?
Did any or the characters display fear? Courage?
38
Why is QtA a good comprehension strategy?
It allows students to ask questions why reading and places value on the quality and depth of students responses. It build metacognitive knowledge by making students aware.
39
What a child can do alone and in collaboration with others is?
Zone of Proximal Development
40
Two components of metacognition?
Knowledge and Regulation
41
What are some types of reading children can do?
Student adult reading. Adults read first, child then reads with adult guidance, child then rereads until passage is fluent. Choral, Unison reading, audiotape guided, peer reading
42
What does the research say about vocabulary instruction?
Most vocabulary is learned indirectly, yet some can be taught directly
43
What words should be taught directly?
Important words. Words before a new text or topic. Useful words. Words students will see again. Difficult words. Words with similar meanings different spellings, words with similar spellings but different meanings.
44
Why should all reading programs include some spelling components?
Because the ability to spell is strongly correlated with the ability to identify words.
45
Two major purposes for reading:
1. ) Aesthetic- reading for enjoyment
| 2. ) Efferent- reading for information
46
Syntactic System:
Structural system. Does the word sound right in the sentence? DOes i sound like the way we speak? Grammar regulates how words are combined into sentences.
47
Strategies for promoting an understanding of the Directionality of print:
Explicitly modeling where the sentence begins. Pointing to words as you read (using pointers).
48
The Alphabetic Principle
THe ability to associate sounds with letters and use these sounds to form words.
49
Syntax
the structural system of language and grammar
50
To increase comprehension selection of texts is important. These texts include...
1. Leveled books
2. Decodable Text
3. Independent, Instructional Levels
4. Award Winners
5. Multicultural Selections
6. Thematic units
51
Teaching COmprehension- Questioning
use Bloom's taxonomy of KNowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
52
Top Down Reading most affected by ________.
Prior knowledge- Readers bring more information to the reading process in the form of knowledge
53
Teaching COmprehension- Scaffolding
provide structural supports to a student by, for example, reading aloud a portion of the text and then asking the student to repeat the same sentence
54
Top-Down THeory
Information and experiences the reader brings to print drive the reading process rather than the print on a page
55
Text Comprehension can be taught in three main ways:
1. Explicit Instruction
2. Cooperative learning by helping readers use strategies
3. flexibly and in combination
56
Types of vocabulary
Listening, Speaking, Reading, and Writing
57
What does an effective phonics program provide for children?
An ample opportunity for them to apply what they are learning about letter and sounds of the reading words, sentences, and stories.
58
What is the relationship between decoding and encoding?
children must be able to read (decode) a word in order to know which word to write (encode)
59
Where are syllables in the phonological continuum?
Syllables precede onsets and rimes and follow sentence segmentation.
60
What is a collection of letters surrounded by spaces or punctuation?
Word Boundries
61
Transitional Spelling:
use morphological and visual information to spell a word instead of phonics alone
62
Structural Analysis:
the process of using familiar word parts (base words, prefixes and suffixes) to determine the meaning of unfamiliar words.
63
Standards in Reading
Learning to read independently. Reading critically in all content areas. Reading analyzing and interpreting literature.
64
Strategies for promoting letter knowledge and letter formation:
Have students sort word cards based on "all words that start with R". Copy student's name on the board, ask how many "r's" there are, how many letters appear in a row, etc.
65
Skills emphasis instruction
Word analysis or decoding. Skills: teaching to a systematic (starting with easiest and going to the hardest), direct/explicit (starting with vowels, then ar, or then take out w.s. that is a direct instruction approach).
66
Strategies for teaching Letter-Sound Correspondence and Alphabetic Knowledge to individual students:
Selecting materials that are relevant to the student's enviroment
67
Sociolinguistics:
Language organized thought. Reading and writing are social activities. Teachers must provide scaffolds. GOal students become lifelong readers. (Grand conversations, instructional conversations, journals, reading/writing workshops)
68
Strategies for promoting an understanding of the relationship between spoken and written language
Language chart in the classroom. Using labels on shelves, lockers, desks, etc. Reading oversized or picture books. Manipulative words and letters.
69
Six self Regulation and monitoring questions students can ask?
1. Words not understood
2. Information that doesn't agree with prior knowledge
3. Ideas that don't fit together because you can't tell who or what is being discussed
4. Can't tell how ideas are related
5. Contriving ideas
6. Missing or not explained information
70
Strategies for promoting the understanding of the relationship between spoken words and written language:
Having "word charts" in the class, that keep a running record of new words, letters, etc. -Labeling everything in class. Reading oversized books. Manipulative letters and words lessons
71
Sociolinguistics
study of how language relates to human and societal behaviors
72
Syllable:
A word part that contains a vowel or, in spoken language, a vowel sound. e-vent. news-pa-er. ver-y
73
Strategies for clarifying and extending a reader's understanding of unfamiliar words:
COnstruct word webs, based on these words. Include student's own definitions. Use semantic feature analysis
74
Syntactic Cueing
proper use of syntax (how language is ordered) to know what comes next
75
Strategies for promoting an understanding of The Alphabetic Principle
Create signs for class. Bring in familiar items such a cereal; boxes and discuss the letter that are on the box. Read alphabet books that show a picture of the letter and a picture of a common object associated with that letter
76
What are the different text structures?
```
Enumeration Text
Lists
TIme Sequence
Explanation
Compare and Contrast
Cause and Effect
Problem/Solution
```
77
Differences between more fluent readers and less fluent readers?
More- able to focus on making connections between ideas and the text
Less- most have their primary source on decoding words. Leaves little time for comprehension. Reading is choppy and halting
78
Diphthong
A complex speech sound beginning with one vowel sound moving to another within the same syllable. (boy- oy noise- oi)
79
Discussion Circles
After a text is read the teacher prompts the student, perhaps asking for funny or unusual words.
80
Distinctions between phonological awareness and phonemic awareness:
Phonological: includes phonemic awareness. Understanding and manipulating larger parts of speech, words, syllables, onsets and rimes as well as phonemes.
Phonemic: identifying and manipulating individual sounds in words
81
Concrete words
Words that most children can recognize by cite (their name, mom, dad)
82
Applying Reading
Create projects involving reading, writing drama, art and research. Take the form of murals, reader theater, or repots. Purpose is to extend on ideas students read about, create a personal interpretation and value the reading experience
83
Balanced Approach characteristics:
1. Literacy is viewed as involving reading and writing
2. Literature is the heart of the program
3. Skills and strategies are taught both directly and indirectly
4. Reading involves learning word recognition, fluency, vocab and comprehension
5. Writing involves learning to express meaningful ideas and use conventional spelling, grammar, and punctuation
6. Reading and writing for learning in the content areas
7. Goal is to develop lifelong readers and writers
84
Activating prior knowledge
use of a concrete experience or object pretesting discussions anticipation guides
85
Alliteration
Producing groups of words that begin with the same initial sound; alliteration and rhyming are at the beginning of the phonological awareness continuum
86
Allusion
an indirect reference to a person, place, thing, or event considered to be known to the reader
87
Analogy Based Phonics
Children learn to use parts of word families they know to identify words that have similar parts. (root words, suffixes, prefixes)
88
Analytic Phonics
Learn to understan letters-sound relationships in previously learned words. They do not pronounce words in isolation.
89
ANCHOR BLOCK
a balanced literacy term for a book that is purposely read repeatedly and used as part of the reading and writing workshop
90
assonance
repetition of a vowel sound
91
"Balanced Literacy" program and components:
An eclectic approach to teaching. A little of everything
92
3 levels of comprehension
1. Literal
2. Interpretive
3. Applied
93
Fluent Readers
ID most words, read chapter books with good comprehension, consistently monitor cross-check and self, correct reading. THey can offer their own interpretations of text based on personal experience and prior reading.
94
Fluency
the ability to read a text accurately and quickly
95
Four concepts must children recognize in order to be phonemically aware
1. Rhyming
2. Word Blending
3. Phonemic Segmentation
4. Sound addition and Subtraction
5. Sound manipulation
96
Four main components of a reading program?
1. Reading
2. Oral Language
3. Writing
4. Spelling
97
Emergent Readers
understand that print contains a message, recognize some high frequency words using context, realize pics can be used to predict meaning
98
Frustration Reading Level
a level students shouldn't read (below 85%)
99
Grapheme
The unit of writing that represents a single phoneme. It can be a letter or a group of letters. The smallest part of WRITTEN language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b,d,f,p,s or several letters, such as ch, sh, th, -ck, ea,-igh
100
Guided Reading
Students do the reading w/ teacher guidance. Teachers meet w/ small homogenous groups using instructional level books to observe and supprot students use of strategies
101
Early Readers
1. ID most high frequency words
2. Use pics to confirm meaning
3. Use syntax and phonics to figure out most simple words
4. Use spelling patterns to figure out words
5. They are gaining control of reading strategies
6. Use their own experiences and background info to glean meaning
102
Eclectic Approach
Teachers borrow elements from two or more approaches to create their own approach
103
Directed Reading Thinking Activity
1. Sample the Text
2. Make predictions
3. Sample the Text to confirm or correct predictions
104
Embedded Phonics
Children learn letter sound relationships by reading. Not systematic or explicit
105
Encode
to put words into print
106
Factors that affect a student's ability to understand reading text:
1. Accuracy and Fluency
2. Reading Level of Text
3. Word Recognition skills
4. Prior knowledge or Experiences
5. Vocabulary
6. English Language Development
107
Five steps for teaching QAR's
1. Introduce concept
2. Begin by assessing students
3. Practice with short passages
4. Review
5. Have students apply QAR to actual assignments
108
Fluency is important because
it frees students to understand what they read
109
Decoding
the process of translating written language into verbal speech sounds
110
Differences between Indirect and Direct Vocabulary instruction
Indirect: Student learn word when they hear or see words used. Best learning takes place after being exposed to many different types of contexts.
Directly: explicitly taught, words and word strategies
111
Consonant Blend
two or three consonants blended together. The sound that this blend makes is the sound of the consonants blended together
112
Consonant Cluster
A group or sequence of consonants that appear together in a syllable without a vowel between them
113
Digraph
A pair of characters used to write one phoneme o a sequence of phonemes that does not correspond to the normal values of the two characters combined
114
Consonant diagraph
Two consecutive consonants that represent one new speech sound. In the word "diagraph" the "ph" sounds like /f/. That is a diagraph.
A pair of consonants that makes a single sound that is different from each individual letter sound
115
Constructivism
Students construct own frames of thought. Modify cognitive structures/schemata. Non-authorization. Student centered. Indirect instruction
116
Critical Literacy
Language is a means for social action. Teach gramma, standard English. Read & discuss books that involve social issues. Write letters to the editor
117
Decoding clues
Semantic-Syntactic- Picture- Graphophonic- Syllable Division
118
Balanced Reading program
Reading to children, reading with children, and reading by children
119
Basal Reading Program
Commercially produced reading programs. May include guided reading, workbooks, manuals, tests
120
Behaviorism
Skinner- Students learn a series of discrete skills. Stimulus, teacher/ response, teacher centered set up standards, teach to the standards. How we use it: worksheets, basal readers
121
Affixes
subordinate additions to root words with grammar-like functions. THey can either be added to the beginning (prefixes) or the end (suffixes)
122
Awareness of Print is the
understanding that the squiggly lines on a page represent spoken language. The understand that when adults read a book, what they say is linked to the words on the page, rather than to the picture
123
6 thinking processes
1. connect
2. organize
3. image
4. predict
5. self monitor
6 generalize
124
7 Crucial Understandings About Print
1. Children who have had many print experiences know why we read and write.
2. Greater knowledge to make sense of the info they read
3. Understand the conventions and jargon of print
4. Have higher levels of phonemic awareness
5. Can read some important-to-them words
6. Know some letter names and sounds
7. Are eager and confident in their reading and writing
125
About how many phonemes are there in the English language?
About 41
126
5 systems of language
1. Sound - phonology
2. Meaning - semantics (vocabulary)
3. Word Order - Syntax
4. Grammar - morphology
5. Social Uses - Pragmatics
127
4 Ways to build Phonemic Awareness?
1. Tell Rhymes
2. ABC's and read alphabet books
3. Alliteration
4. Give the ability to sound and blend their letters (slap, trap)
128
Assessment Tool Categories
1. Student Profile
2. Auditory Discrimination and Phoneme Awareness
3. Emerging Literacy assessment
4. Sight Word Assessment
5. Formal Reading Assessment
129
5 Steps in the Reading Process
1. Pre-reading
2. Reading
3. Responding
4. Exploring
5. Applying
130
Authentic Assessment
Assessment activities which reflect the actual workplace, family, community and school curriculum
131
Annotating (QtA)
Providing information that is not in the text so students can comprehend fully
132
Accuracy and FLuency affect the ability to...
read smoothly and quickly
133
Applied Level of Comprehension:
using information to express opinions and form new ideas
134
Components of strategy instruction
Assessment, explanation, awareness, modeling and demonstration, Guided practice application
135
Bottom-up
progressing from the parts of language (letters) to the whole word (meaning) (letters, words, sentences, paragraphs, texts, meaning)
136
BICS- Basic Interpersonal Communication Skills:
Learning a second language skill and becoming proficient in a 2nd languafe through face to face interactions-translations through speaking, listening and viewing
137
Base Words
meaningful linguistic units that can stand alone and contain no smaller meaningful parts (free morphemes)
138
Components of a Reading PRogram
1. Reading- engagement of the written word
2. Oral Language- connection between oral and written
3. Writing- allow students to practice
4. Spelling- correlates with ability to identify words
139
Homographs
Words that have identical spellings but sound different and have different meanings
140
Homonym
A word which is spelled and pronounced identically to another, but has a different meaning (swimming POOL- POOL table)
141
How can writing actives promote Literacy Response and Analysis?
retell story from a different character's perspective. Reading and acting out a book
142
How do you develop an understanding that Print carries meaning?
Lis environmentally appropriate words throughout the student's environment
143
How do you use oral language activities to promote comprehension?
retelling -oral questioning -reenactments
144
How does reading construct meaning?
Readers interact with the material and bring their own experiences and interpret the author's ideas through the lens of their own. Readers use schema to do this.
145
Implicit Instruction
Not directed or implied
146
Implicit Phonics Instruction can include
Encouraging students to look for words or word parts in environmental print
147
Interactive writing
A writing activity in which students and teachers write a text together with the students taking turns doing most of the writing themselves
148
Interactive
Students are actively involved and support each other. Teachers and students take turns. Students may be able to decode, but teachers help with fluency and expression
149
Interactive Theory
Readers construct meaning using a combination of text based on information and reader. Non-authoritarian. Student centered. (Guided reading. Think alouds. Graphic Organizers)
150
Instructional Reading Level
Level a student can read with the assistance of a teacher (85-95% accuracy)
151
Interpretive Level of Comprehension
putting together information, perceiving relationships, making inferences
152
In order to read the True COmprehension students must have
a large sight word vocabulary and a large number of word-identification strategies
153
Independent, Instructional and Frustration levels of reading?
Independent- Reading is at a 95% success
Instructional- reading is at 90% success
Frustration- reading is below a 90% success, child becomes too focused on decoding, lose comprehension
154
Informal Reading Inventory (IRI)
An informal instrument designed to help teachers determine a child's independent, instructional, frustration, and capacity levels
155
Literal Comprehension
understanding of ideas that are directly stated
156
Literacy
The ability to read and write and other requirements of that culture to be literate
157
Linguistics
Study of language structure and how it is used by people to communicate
158
Letter-Sound Knowledge
understand the common sounds of letters, letter combinations, spelling patterns, and how they can blend the sounds of letters together to read words.
Test how letters are related to sounds
159
Left to Right Progression
When reading or writing moving from the left
160
Language Acquisition
The study of how infants learn and use language to meet their needs and express their ideas
161
Kinesthetic Learner
Learning is tactile as contrasted with an activity where the learner sits still or attempts to sit still. Cutting and moving syllable or word strips or using sand paper letters are kinesthetic activities.
162
Literary Analysis Skills can develop by?
Explicitly teach different styles. (Teacher reads- students determine what type of book it is, record responses. Teacher then asks students how the story would change if it were in a different style.)
163
Metacognition most likely enables a reader to _______.
adjust reading strategies for different purposes. Metacognition involves being aware of and regulating processes during reading
164
Marking
Drawing attention to certain ideas by paraphrasing what a student said
165
Main stages of the writing process
Discovery stage, Drafting, Revising
166
Literature Focus Unit
All students read and respond to the same book. Teacher supports students learning through a variety of activities
167
Literature Circles
Teacher selects 4 or 5 books for a text set with a range of difficulty, often related by theme or author.
168
Literary Level of Comprehension
getting information explicitly from the text
169
Literary Response Skills can be developed by?
1. Creating a positive, affirming atmosphere.
2. Prepping to read; activating prior knowledge, new concepts are taught, a purpose is set
3. Small group discussions, questions generated and response journals
170
Oddity Task
Recognize which sound is odd in a series of like sounds
171
Metacognition
Involves awareness of, knowledge about, regulation of and ability to control one's own cognitive processes
172
Metacognitive Knowledge include?
Self knowledge and Task knowledge
173
Metalinguistic
Study of the interrelationship between language and other cultural behavior
174
Methods for promoting and assessing the use of Phonics Generalizations to decode words in connected text?
Look for spelling patterns that you know. Are there smaller words inside the word? that you may know? Self monitor reading.
175
Miscue Analysis
Analyzing a student's reading miscues in order to infer which strategies a student is or not using
176
Morpheme
The smallest meaningful part of a word, sometimes it is a word and sometimes it is, not a whole word.
177
Morpholgy
An examination of the morphemic structure of words. An appreciation of the fact that words with common roots share common meanings, and that affixes change words in predictable and consistent ways
178
Orthography
The study of spelling and standard spelling patterns
A method of representing spoken language through letters and diacritics
179
Oral Segmenting
The teacher says a word, for example, "ball," and students say the individual souns, /b/ /a/ /l/
180
Oral Blending
The teacher says each sound, for example, /b/ /a/ /l/, and the student responds with the word ball
181
Onsets and Rimes are
parts of spoken language that are smaller than syllables, but larger than phonemes. An ONSET is the initial consonant(s) sound of a syllable. A RIME is the part of a syllable that contains the vowel and all that follows it.
182
Semi-Phonetic Spelling
aware of the alphabetic principle and will make an attempt to confirm spelling to that principle.
183
Schemata
constructing meaning from print based on prior knowledge and experience with the content
184
Reading levels of Comprehension and Strategies for promoting comprehension of information and expository texts?
CORE (Model- Connect, Organize, Reflect, Extend). Connect with prior knowledge, Organize, text structure is explicitly taught, Reflect as they read, Extend questions further research
185
Semantics
the meaning of the language
186
Roots
The main parts of words that have more semantic content than affixes
187
Reading Fluency can be developed by
modeling fluent reading having students engage in repeated oral reading
188
Semantic System
Meaning system. Does the word make sense in the sentence. Vocabulary is the key component
189
Rime
a unit composed of the vowel and any following consonant with a syllable rime in tag - ag
190
Reading COmprehension
Occurs when the readers correctly interprets the print on the page and constructs meaning. Depends on activating prior knowledge, cultural and social background of the reader, and the reader's ability to use comprehension monitoring strategies
191
Semantic Map
graphic representation of relationships among words and phrases in written material
192
Rhyming is
the understanding that words with different omsets can have rimes that sound alike
193
Reading and Writing Workshops
Each student selects a book individually and reads independently. Students conference with the teacher. Each student keeps journals and individual word banks. Students respond to books with a variety of individual projects
194
Self-efficacy
Beliefs a person has about his or her capabilities to lean or perform behaviors at designated levels. Capable at performing a particular task
195
Reconciled Reading Lesson
teaching reading skills before reading and relating them to the selection to be read
196
Rapid Automatic WOrd Recognition can be supported by
Teaching students to apply consistent phonics generalizations in common words
197
self knowledge
knowledge students have about themselves as learners
198
Reciprocal Teaching
the teacher assists the students and gives support as needed
199
Shared or guided Reading CHaracteristics
models left to right progression, return sweep, one-to-one correspondence
200
Schwa
The vowel sound in many lightly pronounced unaccented syllables in words of more than one syllable
201
Reading to children provides the teacher with an opportunity to
Model the joys and rewards of reading. To pique children's' interest in books. Awaken a desire to learn to read
202
Shelfbine Test
assesses phonemic awareness and basic phonics concepts
203
Scope and Sequence Chart
describes the range of skills to be taught in a basal program
204
Reciprocal Teaching by Palinesar and Brown
a comprehension strategy where students are responsible for predicting, clarifying, questioning, and summarizing
205
One of the most affective ways to assess a students' Content Area Reading Comprehension is
Engaging the students in a conversation about the material
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Onset
A single syllable or word is the initial consonant sound. THe Onset of "sun" is s onset of slide is sl
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Phoneme Isolation
Requires recognizing the individual sounds in words ("Tell me the first sound you hear in the word pastes" (/p/))
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Phoneme Identity
Requires recognizig the common sound in different words. ("Tell me the sound that is the same in bike, boy, and bell" (/b/))
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Phonemic Awareness can be shown by
1. Recognizing which word in a set begin with the same sound
2. Isolating and saying the first/last sound in a word
3. Combining the separate sounds in a word to say it
4. Breaking or segmenting a word into its separate sounds
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Phonemic Awareness and Segmenting words into phonemes can help children learn how to spell by:
children who have phonemic awareness understand that sounds and letters are related in a predictable way
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Phonemic Awareness Activities
1. Isolation
2. Identity
3. Categorization
4. Blending
5. Segmentation
6. Deletion
7. Addition
8. Substitution
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Phoneme
The smallest unit of speech that distinguishes one word from another. t of tug - r of rug
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Phoneme Substitution
in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as /h/) for another (/c/). Phoneme substitution can take place for initial sounds (cat-hat), middle sunds (cat-cut) or ending sounds (cat-can)
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Phoneme Manipulation
Types: blending, segmenting, adding, deleting, and substituting one phoneme for another to make a new word
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Phonological Awareness can be shown by
1. ID and making oral rhymes
2. ID and working with syllables in spoken words (my name has two syllables An-drew)
3. ID and working with onsets and times in spoken syllables, or one syllable words. The first part of sip is s-, the last part of win is -in.
4. ID and working with individual phonemes in spoken words (the first sound in sun is /s/)
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Psycholinguisics
study of how language is used and organized in the mind
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Phonological and Phonemic Awareness skills levels
1. rhyming
2. segmenting
3. blending
4. deleting
5. substituting
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Print Rich classroom
Classroom that is full of print (boarders, signs, books, names on the desk, writing work, art work, whiteboards for writing magazines
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Phonics is
understanding the predictable relationship between phonemes (spoken language) and graphemes (written language)
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Pre-Reading
Activates background knowledge (schemata). Connects to a personal experience and/or literacy experience. Connects to a thematic units (plan reading, preview the story, make predictions in discussion or learning logs.)
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Phonics Instruction
helps children learn the relationships between the letters of written language and the sounds of spoken language
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Pragmatics
the study of how language is used in society to satisfy the needs of human communication
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Phonics instruction is important because
it leads to an understanding of the alphabetic principle - the systematic and predictable relationship between written letters and spoken sounds
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Pragmatic System
use system: is the the word appropriate for the purpose/audience. Language varies by social and cultural uses. Dialects vary by social class, ethnic group, geographic region. DIalects are neither inferior nor substandard
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Phonemic Awareness should be taught to: 10 small group 2) individual OR 3) entire class? why?
A small group. CHildren benefit from listening to their classmates respond and receive feedback from the teacher
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Phonology
Study of speech structure
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Phonemic Awareness is
the ability to hear, identify, and manipulate the individual sounds, phonemes, in spoken words
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Phonological System
Sound System. English is not a purely phonetic language . It doesn't completely conform to the alphabetic principle
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Phonemic awareness helps children learn to read and spell because...
Children learn to read because they are able to accurately and rapidly recall how to sound the words out. This leaves more time for comprehension. CHildren learn to spell by understanding that letter and sounds relate in a predictable way.
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Phonological Awareness
the awareness that oral language is composed of smaller units, such as spoken words and syllables
