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Praxis Teaching Reading (5205) > Vocabulary and Fluency > Flashcards

Vocabulary and Fluency Flashcards

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1
Q

In what order are the different types of vocabulary skills acquired?

A

listening –> speaking –> reading —> writing

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2
Q

What types of vocabulary are receptive?

A

reading, listening

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3
Q

What types of vocabulary are expressive?

A

speaking, writing

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4
Q

refers to the words we need to know to understand what we hear; this is part of a students’ receptive vocabulary

A

listening vocabulary

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5
Q

consists of the words we use when we speak; this is part of a students’ expressive vocabulary

A

speaking vocabulary

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6
Q

refers to the words we need to know to understand what we read; this is part of students’ receptive vocabulary

A

reading vocabulary

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7
Q

the last vocabulary skill acquired; this consists of the words we use in writing; this is part of students’ expressive vocabulary

A

writing vocabulary

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8
Q

this skill relates to listening vocabulary; this is when a student can understand a story that is being read aloud; this skill is often developed before reading comprehension

A

listening comprehension

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9
Q

what are the four key components of vocabulary instruction?

A

wide reading, instruction of individual words, word learning strategies, and development of word consciousness

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10
Q

involves a strategy in which students are presented with an immense variety of texts during each reading session rather than doing repetitive readings of a single text

A

wide reading

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11
Q

also known as specific word instruction; this strategy can deepen students’ knowledge of word meanings

A

individual word instruction

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12
Q

include dictionary use, morphemic analysis, and contextual analysis. For ELLs whose language shares cognates with English, cognate awareness is also an important strategy.

A

Word-learning strategies

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13
Q

when students are aware and interested in words and word meanings; students with this notice when and how new words are used

A

word consciousness

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14
Q

words which sound alike or are spelled alike (include homophones and homographs)

A

homonyms

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15
Q

words that sound the same but are spelled differently

A

homophones

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16
Q

words that are written the same but have different sounds and meanings

A

homographs

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17
Q

teaching vocabulary in ____ is essential

A

context

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18
Q

T or F: dependence on a single vocabulary instructional method will result in optimal learning

A

False

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19
Q

High-frequency words used in everyday speech. These words are learned in conversation. They rarely require direct instruction and are often referred to as sight words.

A

Tier I words

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20
Q

These words occur across contexts. More common in writing and everyday speech, these words enhance comprehension of a text. These words are best used for targeted explicit vocabulary instruction.

A

Tier II words

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21
Q

These are low-frequency words. They are limited to a specific domain. They often pertain to a specific content area. They are best learned within the content/context of the lesson or subject matter.

A

Tier III words

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22
Q

a form of information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning

A

context clue

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23
Q

these context clues restate the meaning of the word using a synonym

A

synonym or restatement clues

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24
Q

these context clues state the opposite of the word in question

A

antonym or contrast clues

25
Q

these context clues are subtle statements that drop hints to what the word in question is

A

inference clues

26
Q

when the passage lacks context clues for difficult words, using a _____ is appropriate

A

dictionary (or thesaurus)

27
Q

___ instruction helps students learn difficult words, such as words that represent complex concepts that are not part of the students’ everyday experiences

A

direct

28
Q

vocabulary knowledge supports the _____ cueing system

A

semantic

29
Q

examples of direct instruction

A

-providing students with instruction in specific words important to students’ content learning/ understanding of a text

-teaching more general word-learning strategies that students can apply to a variety of words

-supporting students’ oral vocabulary by providing opportunities to use new vocabulary

30
Q

the ability to read with speed, accuracy, and proper expression, and it is a necessary skill for reading comprehension

A

fluency

31
Q

the essence of reading; it is when students begin to form images in their minds when they read/able to make predictions because they can understand what is happening in the story- students in this stage read fluently with prosody, automaticity, and accuracy

A

comprehension

32
Q

an informal test to measure students’ reading progress where a teacher follows along as the student reads

A

fluency checks/fluency reads

33
Q

comprises timing, phrasing, emphasis, and intonation that readers use to help convey aspects of meaning and to make their speech lively

A

prosody

34
Q

the fast, effortless word recognition that comes with repeated reading practice

A

automaticity

35
Q

the number of words a student reads correctly- typically measured by having students read aloud during a fluency check/running record

A

accuracy

36
Q

the speed at which students read words correctly

A

rate

37
Q

what are the 4 general stages of fluency?

A

1) accurate, automatic letter naming
2) word reading
3) reading connected text
4) reading complex academic texts

38
Q

____ is the bridge between decoding and comprehension

A

fluency

39
Q

____ is the bridge between fluency and comprehension

A

prosody

40
Q

____ reading helps to increase automaticity and fluency

A

repeated

41
Q

name instructional methods that work to develop fluency and increase automaticity, accuracy, prosody, and rate

A

choral reading
repeated reading
running records
miscue analysis
conferencing
data folders

42
Q

reading aloud in unison with a whole class or group of students - helps with accuracy & prosody

A

choral reading

43
Q

reading passages again and again, aiming to read more words correctly per minute each time - helps with automaticity, rate, accuracy & prosody

A

repeated reading

44
Q

following along as a student reads and marking when they make a mistake or miscue- at the end the teacher counts how many wcpm the student read- helps with automaticity, accuracy, rate, prosody

A

running records

45
Q

looking over the running record, analyzing why the student miscued and employing strategies to help the student with miscues - helps with accuracy

A

miscue analysis

46
Q

another name for leveled reading books; help with automaticity

A

basal readers

47
Q

a strategy for developing reading fluency; it engages students by having students read parts of a script - helps with prosody

A

readers’ theater

48
Q

students reading silently on their own; helps with automaticity, accuracy, rate, & prosody

A

silent sustained reading

49
Q

name 3 evidence based, explicit strategies for prosody

A

1) teacher modeling
2) phrase-cued reading
3) echo reading

50
Q

when the teacher reads aloud, modeling effective fluency strategies in decoding, word analysis and recognition, and prosody (may involve think-aloud)

A

teacher modeling

51
Q

using text that is divided according to natural pauses that occur in and between sentences

A

phrase-cued reading

52
Q

involves the teacher reading aloud a text line by line or sentence by sentence, modeling appropriate fluency- after reading each line, the students repeat the reading of the line with the same rate and prosody

A

echo reading

53
Q

in what order are these skills acquired:

fluency, comprehension, encoding, decoding

A

1) decoding
2) encoding
3) fluency
4) comprehension

54
Q

books designed to entertain and inform outside the classroom- these books may introduce or expand upon a topic by including it in a fictional setting, or alternatively, a non-fiction account from real life

A

trade books

55
Q

increasing students’ ____ knowledge (or schema) is essential in helping students increase their fluency and ultimately their comprehension

A

background

56
Q

teachers must use a balanced literacy approach in the classroom- this means they are using both ____ and ____ texts (text types)

A

informational, literary

57
Q

reading level: accuracy of 95% or higher

example: a student easily reads through a paragraph, exercising prosody and automaticity- the student makes only one error

A

independent

58
Q

reading level: accuracy of 90%

example: a student reads through a paragraph, mostly exercising prosody and automaticity. The student makes only six errors, but self corrects on most of them.

A

instructional

59
Q

reading level: accuracy of 90% or lower

example: the student struggles to read with automaticity and frequently stops to decode- the student makes more than six errors and rarely self-corrects

A

frustration

Praxis Teaching Reading (5205) (7 decks)

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