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Teaching Cert 240 > Word Identification and Fluency > Flashcards

Word Identification and Fluency Flashcards

1
Q

Timed Reading

A

A strategy in which a teacher listens to a student read a passage from a grade level novel for a set period of time

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2
Q

Context Clues / Contextual Analysis

A

using the words before and after an unknown word to determine its meaning

It was a beautiful day that made it idyllic for swimming.

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3
Q

Affix

A

A letter or letters that change a root word’s meaning

prefixes or suffixes

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4
Q

Homonyms

A

words that share the same spelling or pronunciation, but have different meanings

fly (insect/action of a bird or plane); park (open space in nature/stopping a car in a certain spot)

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5
Q

Denotative Meaning

A

a literal, dictionary meaning of a word

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6
Q

Structural / Morphemic Analysis

A

using meaningful word parts (morphemes) to study a word and determine its meaning

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7
Q

Determiner

A

words that provide information about nouns; vital for forming meaningful statements or questions

a, an, the, this, that, my, your, some, many

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8
Q

Decoding

A

In reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning

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9
Q

Supervised Oral Reading

A

A strategy in which a student reads aloud to a teacher or tutor.

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10
Q

Background Knowledge

A

(schema or prior knowledge) information or experience that the student has prior to learning

When students can connect their background knowledge to the texts they read, it aids their comprehension.

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11
Q

Phonemic Awareness / Sound Awareness

A

the ability to hear, identify, and re-create individual sounds in spoken words

A student can hear that”B” makes first sound in the word “blue”

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12
Q

Language Transfer

A

process that occurs when students who are learning a new language transfer knowledge from L1 to L2

Students use what they know about sentence structure in their native language to help them understand sentence structure in the language they are acquiring.

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13
Q

Uncountable Noun

A

nouns that do not have a quantity that can be determined using numbers

water, love, safety

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14
Q

Derivational Affix

A

an affix that changes the root or base word into a new word

When the derivational affix, “ful” is added to the noun, beauty, the word “beautiful” forms, meaning full of beauty.

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15
Q

Cognates

A

Words in two languages that share a similar meaning, spelling, and pronunciation.

family-familia; computer-computadora, and bicycle-bicicleta

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16
Q

Independent Reading

A

reading done by students independent of the teacher. This reading can be either assigned or student selected. Typically silent.

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17
Q

Teacher-Modeled Reading

A

A strategy in which a teacher reads aloud to students emphasizing his/her own fluency and prosody.

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18
Q

Sight Word

A

word that cannot be decoded because it doesn’t follow standard phonics rules and must be recognized by sight

of, was, the, would

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19
Q

Words per Minute (WPM)

A

the number of words a student reads correctly in a 60-second time span

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20
Q

Antonyms

A

words with the opposite meanings

hot/cold; and big/little

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21
Q

Contextual Analysis

A

use of surrounding information in a text to help determine a word

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22
Q

Aspect

A

words that determine if the statement is referring to a single action, a repeated or regular action, or a progressive/ongoing state or action

will have talked vs. will be talking

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23
Q

Closed Syllable

A

Syllable that ends in a consonant; vowel has its short sound

hot, help, dog, mistake-“mis”

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24
Q

Phrase-Cued Reading

A

adding slashes into a text to mark the ends of phrases or natural pauses

When a teacher creates a text for phrase-cue reading, she puts in single slashes (/) to represent a phrase break, and double slashes (//) to represent the end of sentences.

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25
Q

Prefix

A

A letter or letters at the beginning of a root word that changes its meaning

re, de, un

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26
Q

Letter–Sound Correspondence

A

knowing what sound(s) each letter makes

the letter “f” makes the first sound in the word “foot”

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27
Q

Word Order (Syntax)

A

in a basic declarative statement in English, the subject comes first, followed by the verb, and then by the objects and adverbial phrases, if there are any

He went to the store yesterday.

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28
Q

Reading Fluency

A

The ability to read with appropriate speed, accuracy, and prosody

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29
Q

Literature Circles

A

A strategy in which a teacher organizes students into small groups to discuss a common text.

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30
Q

Hyponyms

A

words that fall under a more general term

Hyponyms for clothes are sweater, pants, shirt, etc.

31
Q

Word Analysis

A

breaking down words into morphemes, or the smallest units of meaning

Word analysis can be useful as a decoding tool and can help to determine word meaning.

32
Q

Morphology

A

The study of forms of words, including affixes, roots, stems, and parts of speech.

The word “bicycles” is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.

33
Q

Choral Reading / Echo Reading

A

A strategy in which students first listens to the teacher read a short passage aloud, and then the class and the teacher all read it aloud at the same time

34
Q

Phoneme Blending

A

the ability to blend two sounds to make a word

Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.

35
Q

Synonyms

A

words with the same or a similar meaning

angry/mad/furious; bad/evil/immoral/tainted; and fast/quick/rapid.

36
Q

Connector

A

word that relates words, phrases, or clauses to each other

if, so that, therefore, however

37
Q

Connotation

A

the implied meaning of a word; the feeling a word conveys

Describing a person as “shrewd” may make them feel negatively, even though the definition (sharp-witted, intelligent) is positive.

38
Q

Vowel Digraph

A

two vowels that make a single vowel sound when together in a word, also known as “vowel teams”

the “ai” in paint; the “ee” in need; the “oa” in boat

39
Q

Shared Reading

A

A reading strategy that allows a teacher to model strong reading skills, such as fluency or decoding, while students have a clear view of the text

40
Q

Suffix

A

A letter or letters at the end of a root word that changes its meaning

s, es, ed, ing, ly, er, or, ion, tion, able, and ible

41
Q

Readers’ Theater

A

A strategy in which a teacher directs students in a dramatic enactment of a play or book

42
Q

Speed (when reading)

A

the pace at which the reader reads the text

43
Q

Grapheme

A

A symbol, letter, or the combination of letters that represents a single sound.

“ph” makes a “f” sound

44
Q

Diphthong

A

one vowel sound made by the combination of two vowel sounds

the “ou” in south; the “au” in taught; the “oy” in oyster

45
Q

Semantics

A

The study of word or symbol meaning.

“love” which has many different meanings in English

Literal vs figurative meaning of “Raining cats and dogs”

46
Q

Vowel-Consonant-E Syllable

A

The vowel-consonant-e syllable has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word

name, mice, cake, compete

47
Q

Tense

A

words that indicate if a statement is referring to past time, present time, or future time

Past- She spoke. Present- She speaks. Future- She will speak.

48
Q

Vocabulary / Vocabulary Development

A

the ability to effectively know and use words in their listening, speaking, reading, and writing

49
Q

Teacher-Modeled Reading

A

A strategy in which a teacher reads aloud to students emphasizing his/her own fluency and prosody.

50
Q

Phoneme

A

the smallest individual sounds in a word

The word “bit” has three phonemes – b – i – t.

51
Q

Partner / Small Group Reading

A

A strategy in which students read semi-independently in pairs or small groups.

52
Q

Uncountable Noun

A

nouns that do not have a quantity that can be determined using numbers

water, love, safety

53
Q

R-Controlled Syllable

A

Syllable that contains a vowel followed by the letter r; the r controls the vowel and changes the way the vowel is pronounced

car, guitar, mother, and manor

54
Q

Automaticity

A

the ability to read words effortlessly

55
Q

Audio/Video-Assisted Reading

A

A strategy in which a teacher plays an audio recording of a book or show an animated illustration of a book while students read along

56
Q

Root

A

Base words to which prefixes, suffixes, and syllables can be added

57
Q

Literature Circles

A

A strategy in which a teacher organizes students into small groups to discuss a common text.

58
Q

Texas Essential Knowledge and Skills (TEKS)

A

The state foundation curriculum developed by the State Board of Education, that requires all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas

59
Q

Morpheme

A

A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.

write, cat, laugh, box

60
Q

Final Stable Syllable

A

A consonant + -le syllable occurs at the end of a word. If the consonant + -le syllable is found next to an open syllable, then the vowel in the open syllable stays long. If the consonant + -le is next to a closed syllable, the vowel in the closed syllable stays short.

bugle, candle, bubble, circle, and trample

61
Q

Countable Nouns

A

nouns that have a quantity that can be determined using numbers

potatoes, clients, buildings

62
Q

Rereading Familiar Text

A

Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.

63
Q

Inflectional Affix

A

an affix that changes the form of the root or base word

The inflectional affix, “ed” changes a verb to the past tense.

64
Q

Idiom

A

a phrase or expression that does not mean the same as the literal words

“Break a leg” “back to the drawing board” “spill the beans”

65
Q

Phonics / Graphophonemic Principle

A

Using the relationship between symbols (letters and words) and sounds of a language to read and write

66
Q

Consonant Digraph

A

two consonants that make a single consonant sound when together in a word

In the word “wish,” the letters s and h form the consonant digraph, sh.

67
Q

Hyponyms

A

words that fall under a more general term

Hyponyms for clothes are sweater, pants, shirt, etc.

68
Q

Meronyms

A

words that are part of a more general term

Meronyms for pants are pockets, zipper, cuff, etc.

69
Q

Bound Morpheme

A

Type of morpheme that can appear only as part of a larger word

Prefixes such as pre-, dis-, in-, un-, and suffixes such as -ful, -ment, -ly, -ise are bound morphemes.

70
Q

Open Syllable

A

Syllable that ends in a vowel; the vowel has its long sound

vacant, brutal, agent

71
Q

Syntax

A

Rules that govern the construction of words in order to make phrases, clauses, and sentences.

72
Q

Free Morpheme / Unbound Morpheme

A

type of morpheme that can stand alone or can appear with other morphemes in a lexeme

Simple words (i.e. words made up of one free morpheme, such as the, run, on, etc.) and compound words (i.e. words made up of two free morphemes, such as keyboard, greenhouse, etc.) are free morphemes.

73
Q

Prosody

A

the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

Teaching Cert 240 (6 decks)

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