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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
Prefix
A letter or letters at the beginning of a root word that changes its meaning re, de, un
26
Letter–Sound Correspondence
knowing what sound(s) each letter makes the letter “f” makes the first sound in the word “foot”
27
Word Order (Syntax)
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.
28
Reading Fluency
The ability to read with appropriate speed, accuracy, and prosody
29
Literature Circles
A strategy in which a teacher organizes students into small groups to discuss a common text.
30
Hyponyms
words that fall under a more general term Hyponyms for clothes are sweater, pants, shirt, etc.
31
Word Analysis
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
Morphology
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
Choral Reading / Echo Reading
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
Phoneme Blending
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
Synonyms
words with the same or a similar meaning angry/mad/furious; bad/evil/immoral/tainted; and fast/quick/rapid.
36
Connector
word that relates words, phrases, or clauses to each other if, so that, therefore, however
37
Connotation
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
Vowel Digraph
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
Shared Reading
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
Suffix
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
Readers’ Theater
A strategy in which a teacher directs students in a dramatic enactment of a play or book
42
Speed (when reading)
the pace at which the reader reads the text
43
Grapheme
A symbol, letter, or the combination of letters that represents a single sound. "ph" makes a "f" sound
44
Diphthong
one vowel sound made by the combination of two vowel sounds the "ou" in south; the "au" in taught; the "oy" in oyster
45
Semantics
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
Vowel-Consonant-E Syllable
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
Tense
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
Vocabulary / Vocabulary Development
the ability to effectively know and use words in their listening, speaking, reading, and writing
49
Teacher-Modeled Reading
A strategy in which a teacher reads aloud to students emphasizing his/her own fluency and prosody.
50
Phoneme
the smallest individual sounds in a word The word “bit” has three phonemes – b – i – t.
51
Partner / Small Group Reading
A strategy in which students read semi-independently in pairs or small groups.
52
Uncountable Noun
nouns that do not have a quantity that can be determined using numbers water, love, safety
53
R-Controlled Syllable
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
Automaticity
the ability to read words effortlessly
55
Audio/Video-Assisted Reading
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
Root
Base words to which prefixes, suffixes, and syllables can be added
57
Literature Circles
A strategy in which a teacher organizes students into small groups to discuss a common text.
58
Texas Essential Knowledge and Skills (TEKS)
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
Morpheme
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
Final Stable Syllable
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
Countable Nouns
nouns that have a quantity that can be determined using numbers potatoes, clients, buildings
62
Rereading Familiar Text
Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.
63
Inflectional Affix
an affix that changes the form of the root or base word The inflectional affix, "ed" changes a verb to the past tense.
64
Idiom
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
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
66
Consonant Digraph
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
Hyponyms
words that fall under a more general term Hyponyms for clothes are sweater, pants, shirt, etc.
68
Meronyms
words that are part of a more general term Meronyms for pants are pockets, zipper, cuff, etc.
69
Bound Morpheme
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
Open Syllable
Syllable that ends in a vowel; the vowel has its long sound vacant, brutal, agent
71
Syntax
Rules that govern the construction of words in order to make phrases, clauses, and sentences.
72
Free Morpheme / Unbound Morpheme
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
Prosody
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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