WIFORT Wisconsin Foundations of Reading Test (Currins 536)

Question 1

Accuracy (part of fluency)

Answer 1

Reading words in text with no errors.

Question 2

Academically Engaged

Answer 2

Students are academically engaged when they are participating in activities/instructions in a meaningful way and understanding the tasks in which they are involved.

Question 3

Affix

Answer 3

A general term that refers to prefixes and suffixes.

Question 4

After-Reading Comprehension Strategies

Answer 4

Strategies that require the reader to actively transform key information in the text that has been read (e.g., summarizing, retelling).

Question 5

Aligned Materials

Answer 5

Student materials (texts, activities, manipulatives, homework, etc.) that reinforce classroom instruction of specific skills in reading.

Question 6

Alphabetic Principle

Answer 6

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

Question 7

Ample Opportunities for Student Practice

Answer 7

Students are asked to apply what they have been taught in order to accomplish specific reading tasks. Practice should follow in a logical relationship with what has just been taught. Once skills are internalized, students are provided with more opportunities to independently implement previously learned information.

Question 8

Analogy

Answer 8

Comparing two sets of words to show some common similarity between the sets. When done as a vocabulary exercise this requires producing one of the words (e.g., cat is to kitten as dog is to ____?)

Question 9

Antonym

Answer 9

A word opposite in meaning to another word.

Question 10

Automaticity

Answer 10

Reading without conscious effort or attention to decoding.

Question 11

Background Knowledge

Answer 11

The knowledge and understandings of the world that students have acquired through their everyday experiences - riding in cars or buses, playing and talking with other children and adults, that help them to make sense of the texts they read.

Question 12

Base Word

Answer 12

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

Question 13

Before-Reading Comprehension Strategies

Answer 13

Strategies employed to emphasize the importance of preparing students to read text (e.g., activate prior knowledge, set a purpose for reading).

Question 14

Blending

Answer 14

The task of combining sounds rapidly, to accurately represent the word.

Question 15

Bloom’s Taxonomy

Answer 15

A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: (old verbs) knowledge, comprehension, application, analysis, synthesis, and evaluation. (new verbs) Remembering, Understanding, Applying, Analyzing, Evaluating, Creating.

Question 16

Choral Reading/Chanting

Answer 16

Two or more individuals reading aloud from the same text-this can help students to develop oral reading fluency.

Question 17

Chunked Text

Answer 17

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

Question 18

Chunking

Answer 18

A decoding strategy for breaking words into manageable parts. (e.g., yes/ter/day). Chunking also refers to the process of dividing a sentence into smaller phrases where pauses might occur naturally (e.g., When the sun appeared after the storm, / the newly fallen snow. shimmered like diamonds).

Question 19

Comprehension

Answer 19

Understanding what one is reading, the ultimate goal of all reading activity.

Question 20

Comprehension Questions

Answer 20

Questions that address the meaning of text, ranging from literal to inferential to analytical.

Question 21

Concepts About Print/Conventions of Print

Answer 21

The understanding an individual has about the rules or accepted practices that govern the use of print and the use of written language. For example concepts about print include: reading left to right, top to bottom, words are made of letters, use of spaces between words, use of uppercase letters, spelling patterns, punctuation, etc.

Question 22

Concept Definition Mapping

Answer 22

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

Question 23

Connected Text

Answer 23

Words that are lined (as opposed to words in a list) as in sentences, phrases, and paragraphs.

Question 24

Consonant Blend

Answer 24

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

Question 25

Consonant Digraph

Answer 25

Two consecutive consonants that represent one phoneme, or sound (e.g., ch, sh).

Question 26

Context/Context Cues

Answer 26

Information from the surrounding text that helps identify or gives meaning to a specific word or phrase i.e. “yesterday I read the book”. The words surrounding “read” help us know how to pronounce it.

Question 27

Conventional Spelling

Answer 27

Spelling that is in the standard or correct form for written documents.

Question 28

Cueing System

Answer 28

Any of the various sources of information that may aid identification of a word such as graphophonics, semantic, and syntactic information.

Question 29

Decodable Text

Answer 29

Text in which a high proportion of words (80%-90%) comprise sound-symbol relationships that have already been taught. It is used for the purpose of providing practice with specific decoding skills and is a bridge between learning phonics and the application of phonics in independent writing.

Question 30

Decodable Words

Answer 30

Words containing phonics elements that were previously taught.

Question 31

Decoding

Answer 31

The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences; also the act of deciphering a new word by sounding it out.

Question 32

Derivational Affix

Answer 32

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

Question 33

Diagnostic

Answer 33

Diagnostic tests can be used to measure a variety of reading, language, or cognitive skills. Although they can be given as soon as a screening test indicates a child is behind in reading growth, they will usually be given only if a child fails to make adequate progress after being given extra help in learning to read. They are designed to provide a more precise and detailed picture of the full range of a child’s knowledge and skill so that instruction can be more precisely planned.

Question 34

Differentiated Instruction

Answer 34

Matching instruction to meet the different needs of learners in a given classroom.

Question 35

Digraphs

Answer 35

A group of two consecutive letters whose phonetic value is a single sound (e.g., ea in bread; ch in chart; ng in sing).

Question 36

Diphthong

Answer 36

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

Question 37

Direct Instruction

Answer 37

The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved.

Question 38

Discourse

Answer 38

How we combine sentences to communicate ideas

Question 39

During-Reading Comprehension Strategies

Answer 39

Strategies that help students engage the meanings of a text (e.g., asking questions at critical junctures; modeling the thought process used to make inferences; constructing mental imagery).

Question 40

Echo reading

Answer 40

Reading of a text where an adult or experienced reader reads a line of text, and the student repeats the line. A good technique for Emergent and Early Readers to build fluency and expression.

Question 41

Elkonin Boxes

Answer 41

A framework used during phonemic awareness instruction. Elkonin Boxes are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. Students push a marker into one box as they segment each sound in the word.

Question 42

Emergent Reader

Answer 42

A reader who is developing an association of print with meaning - the early stages of learning to read.

Question 43

Empirical Research

Answer 43

Refers to scientifically based research that applies rigorous, systematic, and objective procedures to obtain valid knowledge. This includes research that: employs systematic, empirical methods that draw on observation or experiment; has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review; involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; relies on measures or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and can be generalized.

Question 44

Etymology

Answer 44

The origin and history of a word.

Question 45

Explicit Teaching

Answer 45

1. Teacher Models and Explains. 2. Teacher provides Guided Practice- Students practice what the teacher modeled and the teacher provides prompts and feedback. 3. Teachers provided Supported Application - Students apply the skill as the teacher scaffolds instruction. 4. Independent practice.

Question 46

Expository Text

Answer 46

Text that reports factual information (also referred to as informational text) and the relationships among ideas. Expository text tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts.

Question 47

Five Components of Reading

Answer 47

Phonemic awareness, phonics, fluency, vocabulary,and comprehension.

Question 48

Flexible Grouping

Answer 48

Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups.

Question 49

Floss Rule

Answer 49

Words of one syllable, ending in f, l, or s – after one vowel, usually ending in ff, ll, or ss (sounds /f/, /l/, /s/).

Question 50

Fluency Probe

Answer 50

An assessment for measuring fluency, usually a timed oral reading passage at the student’s instructional reading level.

Question 51

Fluency

Answer 51

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

Question 52

Frayer Model

Answer 52

An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word. It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not.

Question 53

Frustrational Reading Level

Answer 53

The level at which a reader reads at less than a 90% accuracy (i.e., one or more errors per 10 words read). Frustration level text is difficult text for the reader.

Question 54

Grammar Conventions

Answer 54

The rules or accepted practices, that govern the use of grammar in written or spoken language.

Question 55

Grapheme

Answer 55

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

Question 56

Graphic Organizers

Answer 56

A visual framework or structure for capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations. Graphic organizers allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader. The structure of a graphic organizer is determined by the structure of the kind of text being read.

Question 57

Graphophonics (Phonics)

Answer 57

Referring to the relationship between the letters and the letter sounds of a language.

Question 58

Graphophonemic Knowledge

Answer 58

Knowledge of the relationship between letters and phonemes.

Question 59

Guided Practice

Answer 59

Students practice what the teacher modeled and the teacher provides prompts and feedback.

Question 60

Guided or Supported Reading

Answer 60

A method by which an experienced reader provides structure and purpose, and models strategies in order to move beginning readers towards independence.

Question 61

High Frequency Words

Answer 61

A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words. Often, they are referred to as “sight words” since automatic recognition of these words is required for fluent reading.

Question 62

Homograph

Answer 62

Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same. (e.g. can as in a metal container/can as in able to).

Question 63

Immediate Intensive Intervention

Answer 63

Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size, and different materials. Is is implemented as soon as assessment indicates that students are not making adequate progress in reading.

Question 64

Implicit Instruction

Answer 64

The opposite of explicit instruction. Students discover skills and concepts instead of being explicitly taught. For example, the teacher writes a list of words on the board that begin with the lever “m” (mud, milk, meal, and mattress) and asks the students how the words are similar. The teacher elicits from the students that the letter m stands for the sound you hear at the beginning of the words.

Question 65

Independent Reading Level

Answer 65

The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). Independent reading level is relatively easy text for the reader.

Question 66

Independent-Instructional Reading Level Range

Answer 66

The reading range that spans instructional and independent reading levels or level of text that a student can read with 90% to 95% or above accuracy.

Question 67

Inference

Answer 67

Drawing meaning from a combination of clues in the text without explicit reference to the text. “The sky was dark and cloudy so I took my umbrella.” We can infer that it might rain even though the text does not say that.

Question 68

Inflectional Suffix

Answer 68

In English, 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. A major difference between inflectional and derivational morphemes is that inflections added to verbs, nouns, or adjectives do not change the grammatical role or part of speech of the base words (-s, -es, -ing, -ed).

Question 69

Informal Assessment

Answer 69

Does not follow prescribed rules for administration and scoring and has not undergone technical scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests and running records are all examples of informal assessment.

Question 70

Informational Text

Answer 70

Non-fiction books, also referred to as expository text, that contain facts and information.

Question 71

Intervention

Answer 71

Highly skilled teachers in a small pupil-teacher ratio classroom provide explicit and systematic instruction that is tailored to meet the identified needs of struggling readers. Teachers will utilize assessment to guide accelerated instruction, use teacher modeling, and scaffolding with gradual release of responsibility to students, and provide extensive practice opportunities.

Question 72

Intervention Program

Answer 72

Programs that provide instruction intended for flexible use as part of differentiated instruction and/or more intensive intervention to meet student learning needs in one or more of the specific areas of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). These programs are used to provide targeted, intensive intervention for small groups of struggling readers.

Question 73

Invented Spelling

Answer 73

An attempt by beginning writers to spell a word when the standard spelling is unknown, using whatever knowledge of sounds or visual patterns the writer has.

Question 74

Inversions

Answer 74

Reversal or “flipping” of letters either horizontally or vertically, i.e.: p-d, or b-d, m-w, u-n. Not unusual for Emergent writers or readers.

Question 75

KWL Chart (Know, Want to know, learned)

Answer 75

A pre-reading or during reading activity to support understanding in which adult and child develop a chart organized in three columns: 1) things the child already Knows about a specific topic, 2) what the child Wants to know about the same topic, and 3) what the child Learns about the topic after reading about it.

Question 76

Language Experience Approach

Answer 76

A method of teaching reading by using the reader’s own dictated language.

Question 77

Language Structure

Answer 77

The organization of words (both spoken and written) into meaningful segments (phrases or sentences) using conventions of grammar and syntax.

Question 78

Letter Combinations

Answer 78

Also referred to as digraphs, a group of consecutive letters that represents a particular sound(s) in the majority of words in which it appears (e.g., ai in maid; ch in chair; ar in car; kn in know; ng in ring;).

Question 79

Letter Recognition

Answer 79

The identification of individual letters by name and/or sound in a variety of contexts.

Question 80

Letter-Sound Correspondence

Answer 80

Making a connection between individual letters and the sounds they represent (graphophonics).

Question 81

Linguistic Approach

Answer 81

A reading based on highly regular spelling patterns. Such as: Nat the cat sat on the mat.

Question 82

Literal Comprehension

Answer 82

Understanding of the basic facts that the student has read.

Question 83

Main idea

Answer 83

The central thought or message of a reading passage.

Question 84

Miscue

Answer 84

Any substitution of a word in a text that a reader makes.

Question 85

Miscue Analysis

Answer 85

An examination of reading errors or substitutions (miscues) as the basis for determining the strengths and weaknesses of students’ reading skills.

Question 86

Modeled Reading

Answer 86

An experienced reader’s oral reading of a text to aid students in learning strategies, understanding intonation and expression, and the use of punctuation, among other aspects of reading.

Question 87

Metacogntion

Answer 87

An awareness of one’s own thinking processes and how they work. The process of consciously thinking about one’s learning or reading while actually being engaged in learning or reading. Metacognitive strategies can be taught to students; good readers use metacognitive strategies to think about and have control over their reading.

Question 88

Modeling

Answer 88

Teacher overtly demonstrates a strategy, skill, or concept that students will be learning.

Question 89

Morpheme

Answer 89

The smallest meaningful unit of language.

Question 90

Morphemic Analysis

Answer 90

An analysis of words formed by adding prefixes, suffixes, or other meaningful word units to a base word.

Question 91

Morphology

Answer 91

The system of meaningful parts from which words may be created.

Question 92

Multisyllabic Words

Answer 92

Words with more than one syllable. A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read should increase steadily throughout grades.

Question 93

Narrative Text

Answer 93

Text that tells a story about fictional or real events.

Question 94

Objectives

Answer 94

Measurable statements detailing the desired accomplishments of a program.

Question 95

Oddities

Answer 95

Vowels that are pronounced differently from the expected pronunciation (e.g., the “o” in old is pronounced /ō/ instead of the expected /o/).

Question 96

Onset and Rime

Answer 96

In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it. (e.g., the word sat, the onset is s and the rime is at. In the word flip, the onset is fl and the rime is ip).

Question 97

Orthographic Units

Answer 97

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

Question 98

Orthography

Answer 98

A writing system for representing language.

Question 99

Pacing

Answer 99

The pace of a lesson should move briskly, but not so fast as to rush students beyond their ability to answer correctly. The purposes for a fast pace are to help students pay close attention to the material being presented, and provided students more practice time which increases the opportunity for greater student achievement, keeps students actively engaged, and reduces behavior management problems by keeping students on-task.

Question 100

Partner/Peer Reading

Answer 100

Reading aloud taking turns with a partner who provides word identification help and feedback.

Question 101

Pattern Story or Cumulative Story

Answer 101

A story that has many elements or language patterns repeated until the climax, a predictable text.

Question 102

Phoneme

Answer 102

The smallest unit of sound within our language system. A phoneme combines with other phonemes to make words.

Question 103

Phoneme Isolation

Answer 103

Recognizing individual sounds in a word (e.g., /p/ is the first sound in pan).

Question 104

Phoneme Manipulation

Answer 104

Adding, deleting, and substituting sounds in words (e.g.g, add /b/ to oat to make boat; delete /p/ in pan to make an; substitute /o/ for /a/ in a pat to make pot.

Question 105

Phonemic Awareness

Answer 105

The ability to notice, think about, or manipulate the individual phonemes (sounds) in words. It is the ability to understand the sounds in spoken language work together to make words. This term is used to refer to the highest level of phonological awareness: awareness of individual phonemes in words.

Question 106

Phonics

Answer 106

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

Question 107

Phonics Approach

Answer 107

Teaching reading and spelling in a way that stresses that connection between letters and the sounds they represent, teaches the dissection of words into parts and then blending the sounds together again. Phonics can be taught directly or can be incorporated in ongoing reading and writing.

Question 108

Phonological Awareness

Answer 108

One’s sensitivity to, or explicit awareness of, the phonological structure of words in one’s language. This is an “umbrella” term that is used to refer to a student’s sensitivity to any aspect of phonological structure in language. It encompasses awareness of individual words in sentences syllables, and onset-rime segments, as well as awareness of individual phonemes.

Question 109

Phonology

Answer 109

The speech-sound system.

Question 110

Picture Cues

Answer 110

Use of images that accompany and reflect the content of a text to help readers figure out words and understand the meaning of text.

Question 111

Picture Walk

Answer 111

A pre-reading strategy: an examination of the text looking at pictures to gain an understanding of the story and to illicit story related language in advance.

Question 112

Pragmatics

Answer 112

A branch of linguistics concerned with the use of language in social contexts and the ways in which people produce and comprehend meanings through language. You have invited your friend over for dinner. Your child sees your friend reach for some cookies and says, “Better not take those, or you’ll get even bigger.” You’re embarrassed that your child could speak so rudely. However, you should consider that your child may not know how to use language appropriately in social situations and did not mean harm by the comment. An individual may say words clearly and use long, complex sentences with correct grammar, but still have a communication problem - if he or she has not mastered the rules for social language known as pragmatics.

Question 113

Prefix

Answer 113

A morpheme that precedes a root and that contributes to or modifies the meaning of a word as re-in reprint.

Question 114

Pre-reading Strategies

Answer 114

Activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.

Question 115

Print Conventions/Conventions of Print

Answer 115

The understanding an individual has about the rules or accepted practices that govern the use of print in the use of written language: for example concepts about print include: reading left to right, top to bottom, words are made of letters, use of spaces between words, use of uppercase letters, spelling patterns, punctuation, etc.

Question 116

Prior Knowledge

Answer 116

Refers to schema, the knowledge and experience that readers bring to the text.

Question 117

Progress Monitoring

Answer 117

Tests that keep the teacher informed about the child’s progress in learning to read during the school year. They are a quick sample of critical reading skills that will tell the teacher if the child is making adequate progress toward grade level reading ability at the end of the year.

Question 118

Prosody

Answer 118

Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also this element of fluency that sets it apart from automaticity.

Question 119

Rate

Answer 119

The speed at which a person read.

Question 120

Readability Level

Answer 120

Refers to independent, instructional, and frustrational levels of text reading.

Question 121

Reading Centers

Answer 121

Special places organized in the classroom for students to work in small groups or pairs, either cooperatively or individually. Students work in centers while the teacher is conducting small group reading instruction. Each center contains meaningful, purposeful activities that are an extension and reinforcement of what has already been taught by the teacher in reading groups or in a large group. Reading centers offer students the opportunity to stay academically engaged as they apply the skills they have been learning. They are an excellent way for teachers to determine whether or not students know what they have been taught. It is important to develop a system and organize your classroom in such a way that you can provide feedback to students in a timely manner. Waiting until the end of the week to look at what students have worked on all week is not a productive use of instructional time, as students may have been practicing errors all week.

Question 122

Examples of Reading Centers

Answer 122

Students practice phonics skills at the phonics center, sort word cards at the vocabulary center, and at the reading center, they read books, listen to taped books, record the reading of a book, and read in pairs. The reading center would contain a variety of books at various reading levels to meet the needs off all students. Other centers may consist of writing and spelling activities, pocket charts, white boards, magnetic letters to practice word building, sentence strips and word cards to create stories, sequencing activities with pictures, story boards, or sentence strips to retell a story that has been read. Some centers may be permanent; others will change according to the skills, books, and activities being currently addressed. It is recommended that teachers not bring in material from other content areas unless the activity from science or math, for example, specifically focuses on a skill that is being addressed in reading instruction. Reading centers require careful planning.

Question 123

Reading Fluency Prorating Formulas

Answer 123

When students are asked to read connected text for more than one minute or less than one minute, their performance must be prorated to give a fluency rate per minute. The prorating formula for this is the following: words read correctly x 60 / by the number of seconds = Reading Fluency Score

Question 124

Repeated Reading

Answer 124

Rereading of text until the reader is able to read at a predetermined rate to produce fluency.

Question 125

Retelling

Answer 125

Recalling the content of what was read or heard.

Question 126

Reversals

Answer 126

The result of reversing the order of letters in a word (tap/pat), or confusing similar letters such as d-b, or writing letters backwards. Not uncommon with Emergent readers and writers.

Question 127

Rhyming

Answer 127

Words that have the same ending sound.

Question 128

Root

Answer 128

A bound morpheme, usually of Latin origin, that cannot stand alone but is used to form a family of words with related meanings.

Question 129

Scaffolded Instruction

Answer 129

The process of modeling and encouraging strategic, successful reading by providing structure, organization, question, clarification, summarizing, or tying information to what is known or what will be found out. Students are given all the support they need to arrive at the correct answer. For example, after an error occurs, the support or assistance a teacher offers may include cues, giving reminders or encouragement, breaking the problem down into steps, providing an example, or anything else so that students can arrive at the correct answer instead of the teacher giving the answer.

Question 130

Schema

Answer 130

Refers to prior knowledge, the knowledge and experience that readers bring to the text.

Question 131

Schwa

Answer 131

The vowel sound sometimes heard in an unstressed syllable and is most often sounded as ‘uh’ or as the short ‘u’ sound as in ‘cup.’

Question 132

Scientifically Based Reading Research (SBRR)

Answer 132

Refers to empirical research that applies rigorous, systematic, and objective procedures to obtain valid knowledge. This includes research that: employs systematic, empirical methods that draw on observation or experiment; has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review; involves rigorous data analyses that are adequate to text the stated hypotheses and justify the general conclusions drawn; relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and can be generalized.

Question 133

Scope and Sequence

Answer 133

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

Question 134

Screening

Answer 134

Test that provide the teacher a beginning assessment of the student’s preparation for grade level reading instruction. They are a “first alert that a child will need extra help to make adequate progress in reading during the year.

Question 135

Segmenting

Answer 135

Separating the individual phonemes, or sounds, of a word into discrete units.

Question 136

Self Monitoring

Answer 136

Paying attention to one’s own reading process while reading, and taking steps to reread or make corrections as needed to make sense of the text.

Question 137

Semantics

Answer 137

The study of the meaning in language; the analysis of the meaning of words, phrases, and sentences.

Question 138

Semantic Feature Analysis

Answer 138

Uses a grid to help explore how a set of things are related to one another. By analyzing the grid one can see connections, make predictions, and master important concepts.

Question 139

Semantic Maps

Answer 139

Portray the schematic relations that compose a concept; a strategy for graphically representing concepts.

Question 140

Shared Reading

Answer 140

When children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as “word” and directionality.

Question 141

Sight Words

Answer 141

Words that are recognized immediately. Sometimes sight words are thought to be irregular, or high frequency (e.g., the Dolch and Fry lists). However, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular.

Question 142

Sound(ing) Out

Answer 142

Using phonics to figure out words.

Question 143

Sound to Symbol

Answer 143

Phonics instruction that matches phoneme to grapheme.

Question 144

Spelling Patterns

Answer 144

Refers to digraphs, vowel pairs, word families, and vowel variant spellings.

Question 145

Story Elements

Answer 145

Characters, problem, solutions, themes, setting, and plot.

Question 146

Story Grammar

Answer 146

The general structure of stories that includes story elements.

Question 147

Story Maps

Answer 147

A strategy used to unlock the plot and important elements of a story. These elements can be represented visually through various graphic organizations showing the beginning, middle, and end of a story. Answering the questions of who, where, when, what, and how or why, and listing the main events is also part of story mapping. These elements are also referred to as story grammar.

Question 148

Story/Text Structure

Answer 148

A set of conventions that govern different kinds of texts such as characters, plot, settings, or in an information text, comparison and contrast.

Question 149

Strategic Learners

Answer 149

Active learners. While reading they make predictions, organize information, and interact with the text. They think about what they are reading in terms of what they already know. They monitor their comprehension by employing strategies that facilitate their understanding.

Question 150

Strategy

Answer 150

A means to enhance understanding of text.

Question 151

Structural Analysis

Answer 151

A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.

Question 152

Student Friendly Explanation

Answer 152

An explanation of the word’s meaning rather than a definition. 1. Characterizes the word and how it is typically used. 2. Explains the meaning in everyday language.

Question 153

Suffix

Answer 153

An affix attached to the end ofa base, root, or stem that changes the meaning or grammatical function of the word, as -en in oxen.

Question 154

Summarizing

Answer 154

Reducing large selections of text to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering.

Question 155

Syllable

Answer 155

A segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant.

Question 156

Syllable Types

Answer 156

There are six syllable types: 1. Closed: cat, cobweb. 2. Open: he, silo. 3. Vowel-consonant-e (VCE): like, milestone. 4. Consonant-l-e: candle, jungle (second syllable) 5. R-controlled: star, corner. 6: Vowel pairs: count, rainbow.

Question 157

Symbol to Sound

Answer 157

Matching grapheme to phoneme.

Question 158

Synonym

Answer 158

Words that have similar meanings.

Question 159

Syntax

Answer 159

The pattern or structure of word order in sentences, clauses and phrases; the grammatical rules that govern language. Sentences have to follow certain structural rules in order to make sense. You can’t just throw any words together to make a sentence! Order words make sense need to…this doesn’t make sense! Words need order to make sense…Ahh! Much better! So what is the structure of a sentence? How do we know what is supposed to go where? The answer lies in syntax.

Question 160

Systematic Instruction

Answer 160

A carefully planned sequence for instruction, similar to a builder’s blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for instruction that is systematic is carefully thought out, strategic, and designed before activities and lessons are planned. Instruction is clearly linked within, as well as across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). For systematic instruction, lessons build on previously taught information, from simple to complex.

Question 161

Systematic Phonics Instruction

Answer 161

Systematic phonics programs teach children an extensive, pre-specified set of letter-sound correspondences or phonograms.

Question 162

Target Words

Answer 162

Words which are specifically addressed, analyzed, and/or studied in curriculum lessons, exercises, and independent activities.

Question 163

The Writing Process

Answer 163

A view of teaching writing as an ongoing process involving several steps such as: planning, drafting, revising, editing, publishing.

Question 164

Timed Reading

Answer 164

Student reads appropriate text with a predetermined number of words to be read within a specific amount of time.

Question 165

Trade Book

Answer 165

A book intended for general reading that is not a textbook.

Question 166

Utility

Answer 166

Degree of usefullness

Question 167

Variant Correspondences

Answer 167

Various corresponding spelling patterns for a specific sound or a variety of spelling patterns for one sound (e.g., long a spelled a, a_e, ai__, __ay).

Question 168

Visual Information

Answer 168

Information that is accessed through visual means such as the size and shape of a word, format, pictures, diagrams, etc.

Question 169

Vocabulary

Answer 169

Refers to all of the words of our language. One must know words to communicate effectively. Vocabulary is important to reading comprehension because readers cannot understand what they are reading without knowing what most of the words mean. Vocabulary development refers to stored information about the meanings and pronunciation of words necessary for communication. Four types of vocabulary include listening, speaking, reading, and writing.

Question 170

Vowel Digraph or Vowel Pair

Answer 170

Two vowels together that represent one phoneme, or sound (e.g., ae, ai, oa).

Question 171

Word Analysis/Word Attack Strategies

Answer 171

The process of using strategies to figure out or decode unfamiliar words.