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Teaching Reading > Teaching Reading > Flashcards

Teaching Reading Flashcards

1
Q

A general term that refers to prefixes and suffixes.

A

Affix

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2
Q

The concept that letters and letter combinations represent individual phonemes in written words.

A

Alphabetic Principle

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3
Q

Reading without conscious effort or attention to decoding.

A

Automaticity

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4
Q

A unit of meaning that can stand alone as a whole word (friend, pig). Also called a free morpheme.

A

Base Word

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5
Q

A system of categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evaluation.

A

Bloom’s Taxonomy

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6
Q

Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //) with the intent to give children an opportunity to practice reading phrases fluently.

A

Chunked Text

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7
Q

A decoding strategy for breaking words into manageable parts (/yes /ter/ day), or dividing a sentence into smaller phrases where pauses might occur naturally.

A

Chunking

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8
Q

Words that are related to each other by virtue of being derived from a common origin (decisive, decision)

A

Cognates

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9
Q

Initial instructional tool teachers use to teach reading in the five components of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension as well as spelling, and writing to meet or exceed grade-level standards.

A

Comprehensive/Core Reading Program (CRP)

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10
Q

An awareness of one’s understanding of text being read; part of metacognition (Am I understanding this text? How can I fix my comprehension problems?)

A

Comprehension Monitoring

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11
Q

Provides a visual framework for organizing conceptual information in the process of defining a word or concept; contains category, properties, and examples or the word or concept.

A

Concept Definition Mapping

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12
Q

Two or more consecutive consonants which retain their individual sounds (/bl/ in block; /str/ in string).

A

Consonant Blend

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13
Q

Two consecutive consonants that represent one phoneme, or sound (/ch/, /sh/, /th/)

A

Consonant Digraph

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14
Q

A sound that can be held for several seconds without distortion (/m/, /s/)

A

Continuous Sounds

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15
Q

Instruction provided to all students in the class, guided by a comprehensive core reading program (Tier 1 - whole class, small group with differentiated instruction)

A

Core Instruction

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16
Q

Text in which 80%-90% of words comprise sound-symbol relationships that have already been taught; used for providing practice with decoding skills and is a bridge between learning phonics and the application of phonics in independent reading,

A

Decodable Text

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17
Q

A prefix or suffix added to a root or base to form another word (un- in unhappy, -ness in likeness).

A

Derivational Affix

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18
Q

During story reading, the teacher/parent asks questions, adds information, and prompts student to increase sophistication of responses by expanding on his/her utterances.

A

Dialogic Reading

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19
Q

A group of two consecutive letters whose phonetic value is a single sound (/ea/ in bread; /ch/ in chat; /ng/ in sing).

A

Digraph

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20
Q

A vowel produced by the tongue shifting position (sliding) during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.

A

Dipthong

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21
Q

A framework used during phonemic awareness instruction, sometimes referred to as Sound Boxes. Students push a marker into one box as they segment each sound in the word.

A

Elkonin Boxes

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22
Q

Informational text and the relationships among ideas.

A

Expository Text

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23
Q

Words of one syllable, ending in f, l, or s, after one vowel, usually end in ff, ll, or ss.

A

Floss Rule

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24
Q

Ability to read text quickly, accurately, and with proper expression; provides a bridge between word recognition and comprehension.

A

Fluency

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25
Q

An adaptation of the concept map that includes the concept word, the definition, characteristics, examples, and non-examples of the concept word.

A

Frayer Model

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26
Q

The level at which a reader reads at less than a 90% accuracy (no more that one error/10 words read); difficult for the reader.

A

Frustrational Reading Level

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27
Q

A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e, ei, igh, eigh)

A

Grapheme

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28
Q

A visual framework for capturing main points including concepts, ideas, events, vocabulary, or generalizations.; allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas.

A

Graphic Organizer

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29
Q

The relationship between letters and phonemes.

A

Graphophonemic

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30
Q

A small group of 300-500 words that can be regular or irregular sight words

A

High Frequency Words

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31
Q

Words appearing frequently in print containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (were, was, laugh, been)

A

High Frequency Irregular Words

32
Q

Words that are spelled the same but have different origins and meanings; may or may not be pronounced the same (can - metal container, can - able to)

A

Homograph

33
Q

Words that are spelled differently and have different meanings (cents/sense, knight/night), but sound the same

A

Homonym

34
Q

Words that may or may not be spelled alike but are pronounced the same; different origins and meanings (ate/eight; scale - fish covering/ scale - device used to weigh things)

A

Homophone

35
Q

A phrase or expression that differs from the literal meaning (It’s raining cats and dogs!)

A

Idiom

36
Q

Students discover skills and concepts instead of being explicitly taught

A

Implicit Instruction

37
Q

The level at which a reader can read text with 95% accuracy (no more than one error per 20 words read); relatively easy for the reader

A

Independent Reading Level

38
Q

A suffix that expresses plurality or possession when added to a noun, tense when added to a verb, and comparison when added to an adjective and some adverbs; do not change part of speech of the base word (-s, -es, -ing, -ed)

A

Inflectional Suffix

39
Q

The level at which a reader can read text with 90% accuracy (no more that one error per 10 words read); challenging, yet manageable for student

A

Instructional Reading Level

40
Q

A technique used most frequently with expository text to promote comprehension; can be used as a type of graphic organizer in the form of a chart; consists of a 3-step process: What I KNOW (accessing prior knowledge), What I WANT to know (setting a purpose for reading), and What I LEARNED (recalling what has been read)

A

K-W-L

41
Q

Consecutive letters that represent a particular sound in the majority of words in which it appears (/ai/ in maid; /ch/ in chair; /ar/ in car; /kn/ in know; /ng/ in ring

A

Letter Combinations (Digraphs)

42
Q

The smallest meaningful unit of language

A

Morpheme

43
Q

A story about fictional or real events

A

Narrative Text

44
Q

Instructional strategy that enhances a student’s ability to represent knowledge using mental images (mental pictures, physical sensations, smell, taste, touch, kinesthetic association and sound

A

Non-linguistic Representations

45
Q

The representation of the sounds of a language by written or printed symbols

A

Orthographic Units

46
Q

A writing system for representing language

A

Orthography

47
Q

How instruction is carried out or the method and practice of teaching

A

Pedagogy

48
Q

The smallest unit of sound within our language system. phoneme + phoneme = word

A

Phoneme

49
Q

Recognizing individual sounds in a word (/p/ is first sound in pan)

A

Phoneme Isolation

50
Q

Adding, deleting, and substituting sounds in words (add /b/ to oat to make boat; delete /p/ in pat to make at; substitute /o/ for /a/ to make pat into pot)

A

Phoneme Manipulation

51
Q

The ability to notice, think about, or manipulate the individual phonemes (sounds) in words; this term is used to refer to the highest level of phonological awareness: the awareness of individual phonemes in words

A

Phonemic Awareness

52
Q

The study of the relationships between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences

A

Phonics

53
Q

A succession of letters that represent the same phonological unit in different words (“-igh” in flight, might, tight, sigh, and high)

A

Phonogram

54
Q

Explicit awareness of the phonological structure of words in language; “umbrella” term which encompasses awareness of individual words in a sentence, syllables, onset-rime segments, and individual phonemes

A

Phonological Awareness

55
Q

A morpheme that precedes a root word and modifies the meaning of a word (re- in reprint)

A

Prefix

56
Q

Reading with expression, proper intonation, and phrasing; an element of fluency that helps readers to sound as if they are speaking the test they are reading

A

Prosody

57
Q

Students are asked to read connected text for >one minute, or < one minute. In order to calculate a fluency rate for one minute, this formula is used: words read correctly x 60 divided by the number of seconds = reading fluency score

A

Reading Fluency Prorating Formula

58
Q

A bound morpheme that cannot stand alone

A

Root

59
Q

Support that is given to students in order for them to arrive at the correct answer; may include immediate, specific feedback, giving encouragement or cues, breaking the problem down into smaller steps, using a graphic organizer, or providing an example

A

Scaffolding

60
Q

The vowel sound sometimes heard in an unstressed syllable, most often sounded as /uh/ or as the short /u/ sound as in cup

A

Schwa

61
Q

A “roadmap” or “blueprint” for teachers that provides an overall picture of an instructional program

A

Scope and Sequence

62
Q

A strategy used to unlock the plot and important elements of a story; elements can be represented visually through various graphic organizers showing the beginning, middle, and end of a story; answers the questions of who, what, where, when, why, and how, as well as listing the main events (story grammar)

A

Story Maps

63
Q

Portray the schematic relationships that compose a concept: a strategy for graphically representing concepts/meaning

A

Semantic Maps

64
Q

An affix attached to the end of a root word that changes the meaning of the word (“en” in oxen)

A

Suffix

65
Q

Segment of a word that contains one vowel sound

A

Syllable

66
Q

Six types: Closed, Open, VC-e, C-le, R-controlled, and Vowel pairs

A

Syllable Types

67
Q

Various patterns of ideas that are embedded in the organization of the text (cause-effect, comparison-contrast, story grammar)

A

Text Structure

68
Q

During shared read-aloud, the teacher reveals their thinking processes by verbalizing: connections, questions, inferences, and predictions

A

Think-Alouds

69
Q

Tier 1 - basic vocabulary, don’t require direct instruction, typically have single meanings
Tier 2 - high frequency/multiple meanings, appear across a variety of domains
Tier 3 - low frequency, context-specific vocabulary, typically contain base words with affixes, therefore morphemic analysis can be used when learning meanings of these words

A

Tiers of Vocabulary

70
Q

A book intended for general reading that is not a textbook; any kind of book that isn’t a text book; supplemental to textbook; any kind of book: fiction/non-fiction

A

Trade Book

71
Q

Cognitive engagement strategy that permits all students to participate in discussion with a classmate

A

Turn & Talk

72
Q

Various corresponding spelling pattern for a specific sound or a variety of spelling patterns for one sound (long a spelled a, a_e, ai_, _ay)

A

Varient Correspondences

73
Q

Two vowels together that represent one phoneme or sound (ea, ai, oa)

A

Vowel Digraph
Vowel Pair
Vowel Team

74
Q

Strategies students use to learn words: decoding, analyzing meaningful parts of words, using analogy, using context clues, using a dictionary, glossary, or other resources

A

Word Learning Strategies

75
Q

Letters, onsets, rimes, syllables

A

Word Parts

Teaching Reading (1 decks)

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