Yellow Book Language Arts/reading Flashcards
1
Q
Phonological system
A
approximately 44 speech sounds that make up the English language
2
Q
Linguistic System of Spoken Language
A
Phonological
Syntactic
Semantic
Pragmatic
3
Q
Phonemes
A
smallest unit of sound (smaller than a syllable)
4
Q
Grapheme
A
written form of a phoneme. can be a single letter or more that one letter
5
Q
Morpheme
A
smallest meaningful unit of A word example adding a (s)
6
Q
Syntactic
A
combining words to make sentences
7
Q
semantic
A
system of meaning
8
Q
Pragmatic system
A
social aspects of language use
9
Q
age 1
A
experiments with sounds
10
Q
1 to2
A
can pronounce 36 morphemes and use 20- 50 words around 18 months
11
Q
3 to 4
A
speaking 1000 words and under stands 3000 words
pronunciation of /b/, /m/, /v/ /p/, and /h/ sounds
12
Q
4 to 5
A
pronunciation of /d/, /t/, /n/, /g/, /k/, /ng/, and /y/ sounds
13
Q
5 to 6
A
pronunciation of /f/, /sh/, /za/, and /l/ sounds
14
Q
7 to 8
A
pronunciation of /s/, /w/, /r/, /th/, and /wh/ sounds
15
Q
8
A
pronunciation of all sounds and usually can be understood
16
Q
Readers Theater
A
practices oral fluency
17
Q
Choral reading
A
read aloud together (helps less fluent student learn expression)
18
Q
Puppets
A
help with shy children, ELL and special needs
19
Q
Debate
A
is higher order thinking skill
20
Q
Know for test LEA (language Experience Approach)
A
Is an activity that directly connects oral language to written language
21
Q
Language Experience Approach
LEA Procedure
A
- Discuss interesting class experience- teacher asks open-ended question
- Write exactly what the children say-accept run-on sentences and sentences that are not grammatical correct
- Make sure children are able to see what is being written
22
Q
Use Direct Listening/Thinking Activity (DLTA) are ways to improve listening
A
rationale for this activity is that by setting a purpose for listening before, during, and after reading.
First, teacher ask student to make prediction
Second, teacher reads several pages aloud together
Third, teacher summarizes and elicits additional prediction
23
Q
Types of listening skills task
A
- Listening for information- note taking
- Listening for appreciation-music or poems or being read aloud
- Listening Critically-to evaluate it-note taking, summarize or asking question
24
Q
On every test
Phonological Awareness
A
Is the Big picture
- includes manipulation and identifying larger parts of oral language such as words and syllables
- best activities are clapping syllables of familiar words or tapping
25
On every test
| Phonemic Awareness
is a subset of phonological awareness with a much more narrow focus-that of identifying and manipulating the individual sounds spoken words
-best activities are oral rhyming games
26
onset
is the part of a syllable that precedes the vowel of the syllable (first letter or sound)
27
Rime
is the part of a syllable that contains the vowel and all that follows it
28
Phonemic Awareness Order
First reading is a pre-reader's knowledge of upper and lower case letters (words)
Second pre-reader's ability to discriminate phonemes auditorally (syllables)
Third, Identify rhyme orally
Fourth, Identity phonemes orally
29
Last skill teacher should expect the student to master is
Phonemic deletion
30
Tip for teaching Phonemic Awareness
Oral activities
only teach one or two types of phoneme manipulation are being taught
teachers should read and re-read multi types (poems, rhyming and pattern books) providing multiple opportunities for children to experiment
31
Phonemic segmentation test
to find out whether children can break a one syllable work into its component phonemes
(formal assessment)
32
invented spelling
one indication of his/her level of phonemic awareness
| informal assessment
33
4 to 6 question on the test
| Alphabetic Principle
Understanding the relationship between printed letters and spoken sounds (putting sounds to letters)
34
Phonological and phonemic awareness and letter/sounds relationships appear to be the most important factor in
successful early reading
35
Decoding should be taught to a student at the stage of
reading development
36
Chunking larger words into syllables can help students independently
decode multi syllable words
37
Encode
is writing
| -going from sound to print
38
Decode
is reading
| -using letter/sound correspondences to recognize words
39
Letter sound association
what is the sound that a letter makes?
40
Sound blending
When we blend the sounds of letters, what word is made?
41
Segmenting
What sounds do you hear in this word?
42
Continuous Sounds
-stretched out
| Example /mmmmaaannnn/
43
Stop Sound
is short
| example the /t/ in mat is a stop sound
44
Decoding teaches simple to complex
singled to closed syllables
45
letter correspondence by the end of kindergarten and the end of first grade
Kindergarten-identify and says the most common sound associated with the letter
First grade Produces sounds of all individual letter and correspond frequently used letter combination (ch,sh, th,)
46
Decoding by the end of kindergarten and first grade
Kindergarten-blends sounds of individual letter to read one syllable word
First grade-decodes words with consonant blends and letter combination digraphs and uses letter sounds correspondence to read one-syllable words (play, fish)
47
Instructional strategies that are used to develop phonemic awareness may also used to develop alphabetic principle
read aloud alphabet books
use magnetic letter that can be arranged to make words
alphabet cards with picture of familiar objects
48
Multi-sensory approach uses
visual, kinesthetic, auditory, and tactile (fingers)
49
Invented spelling
is one indication of children level of understanding the alphabetic principle
50
Stages of literacy development with example
Early emergent literacy-preschool-curiosity about print
Emergent Literacy-K1st-understanding of concepts about print
Beginning reading and writing-1st-3rd-fluent reading/decoding
Almost Fluent Reading and writing-2nd-5th-increased ability to read silently and for longer time
Fluent Reading and writing-4th to 12th
51
Point of view
is the perspective from which the events in a story are perceived.
Blooms
52
Stories in first person
tells the story through a character's voice
53
Stories in third person
author describes the action as happening to someone else
54
Changing Perceptive
Higher order of thinking skills Blooms
| asking children to examine a story from alternate perspectives or point of view
55
Fiction
is a type of imaginative narrative intended to entertain (where the wild things are)
56
Fable
short story that teaches a moral (the lion and the mouse)
57
Fairytale
is a folk story about real life problems (cinderella)
58
Folktale
is a narrative that retold with a culture for generations Johnny apple seed
59
Tall tale
story about impossible or exaggerated happening told in a realistic humorous way
Paul Bunyan and babe
60
Non fiction
intended to explain, argue, or describe. Primary purpose is to inform
61
Environmental print
is print or graphic symbols(road signs)
Early emergent literacy stage uses this
it is contextualized written language
62
Communicate through print to teach
print carries meaning
| this can be done with morning messages
63
Concepts of print
those emergent literacy skill involved in identifying how the written form of language is read
64
Directionality
print is read left to right
top of page to bottom
book are read front to back
65
Big books
are over sized book read to children
66
language experience approach allows children to see that print is "talk written down"
that spoken words can be written
67
Language Experience Story
The teacher writes down EXACT words and then leads them to understand that what has been written is what they have said
68
What is an author's purpose?
Inform
Entertain
Persuade
Convey Emotion
69
know for test
| stages in developing word analysis skills
Stage1-pre-abphabetic-mcdonald's sign
Stage2-Partial Alphabetic-associate letters with sounds
Stage 3-Full Alphabetic-read words using letter-sound relationships
Stage 4-Consolidated Alphabetic predict letter patterns ed, ing,est
Stage 5-Automatice alphabetic-automatically identify most words by sight
70
Uses of context clues
enable reader to use information obtained for the immediate textual setting to identify a word or groups of words
71
Picture Clues
assist student in identifying words in the text and predict story content
72
Semantic (meaning) clues
use surrounding words in text as an aid in decoding an unfamiliar word
73
Short vowel sounds
sounds represented by a, e,i, o, u are regular consonant-vowel-consonant
74
Long vowels
are in the consonant-vowel-consonant- letter e(CVSe)
Consonant-vowel-vowel (CVV)
Consonant-vowel-vowel-consonant (CVVC)
75
Effective decoding instruction should be explicit by
- practicing decoding and identifying word in text and literature
- Practice activities that involve blending together the individual sounds in words
- practice activities that involve blending together the individual sounds in words
- word play activities where you change the beginning, middle or end letters
- Introduction of irregular sight words in practice
- Ask Question helps with meta cognitive strategies by asking them to think out loud and explain
76
Reading Fluency is the ability to
read text accurately and quickly
77
Reading rate
speed at which a students read
78
Reading accuracy
ability of students to instantly, automatically and correctly recognize most of the word they are reading. Children need high frequency words and phonetically regular words
79
Intonation
ability to read with expression
80
Fluency is a bridge between
word recognition and comprehension
81
Fluency miscues
student oral reading response is different from the printed text
82
Insertion
adding one or more words to the print
83
non- pronunciation
does not pronounce a word or wait for teacher too
84
Omission
a student leaves out one or more words
85
Repetition
when a word, phrase, or sentence is repeated two or more times during oral reading
86
Reversal
is misreading letters or words by changing their direction
87
Substitution
replacing one or more words with an incorrect word during oral reading
88
Model Reading Fluency
Student should be exposed to what reading fluently is like. to assist student to become better readers
89
Providing student opportunity to read independently support the development of
reading vocabulary
90
Independent reading level is
95% accuracy
91
Instructional reading level is
90% accuracy
92
Frustrational reading level
is less than 90%
93
Promote reading comprehension using a
Venn diagram
94
Reading Comprehension are more effective when it take place within an active literacy environment
- children are actively engaged in learning
- Children are talking to each other and to themselves as the interact with the written word
- Children are activity questioning, inferring and discussing throughout the day
- Children are engaged in many reading and thinking activities
95
Factor that affect reading comprehension
readers
Text
vocabulary
96
Reading Fluency and reading comprehension are
directly related
97
Prior Knowledge
is considered the most significant predictor of comprehension
98
Difficulty of the text
reading comprehension depends on the level of difficulty of the text
99
Vocabulary
| Four types
Listening vocabulary (largest of the 4 kind)
Reading vocabulary
speaking vocabulary
Writing vocabulary (is the smallest of all the vocabulary)
100
Direct and indirect instruction
Direct-vocabulary must be taught
| indirect-vocabulary is learned
101
Direct instruction of vocabulary relevant to a given text leads to better reading comprehension by
deepening student understanding of word meaning
102
Used of word wall
- words are added to word wall as the unit progresses
- words are not added prior to reading
- they are added to the wall as a result of have been encountered
103
Use of context clues (types)
Definition context clues
Example Context Clues
Synonym Content Clues
104
multiple meaning
many word have more than one meaning
105
Synonyms
words with same meaning
106
Antonyms
Words with opposite meaning
107
Homonyms
words that sound alike
108
Etymology
the history and development of the meaning of words
109
Figurative meaning words
are words that have a meaning that is different from the exact or literal meaning of the word
110
Idiom
a phrase that does not mean exactly on literal level
111
Simile
comparison between two ideas using the words like or as
112
Metaphor
is a comparison implying a similarity between two things, but the word like or as are NOT used
113
personification
is a representation of an animal or object having qualities of a living thing
114
Three levels of reading Comprehension
- Literal Comprehension-understanding exactly what is begging said
- Inferential Comprehension- understand what is meant by "reading between the lines"
- Evaluative Comprehension-highest level of thinking, involves analyzing, evaluating, and synthesizing
115
Valuing is
a comprehension skill based on applying personal attitudes, beliefs and values
116
Examining Point of View
refers to the perspective of the narrator, storyteller or character in the text. a higher order of thinking evaluative-type questions that asks the reader to look at the story from a perceptive(point of view)
117
Thinking Critically includes skill as
- detect any faulty reasoning
- to differentiate between fact and opinion
- differentiate between reality and fantasy
118
Two types of tect structure
1. Narrative-tell a story and has a clear story elements
| 2. Expository-Factual and are to inform, explain, or to persuade.
119
Expository text are transitioning from
learning to read to reading to learn
120
Expository text are organized differently than narrative text by suing
Cause and effect
Compare and contrast
Sequence-patterns
Problem-Solution -state a problem with several solutions
Physical Lay out of of the text-Text heading, subheading, table of contents and index
121
Narrative writing included
Characters
Setting
Theme-underlying meaning
Conflict-opposition between forces in the plot
Plot-sequence of events involving characters in conflict
Conflict Resolution
122
K-W-L Charts
-Help students activate prior knowledge
-Helps students Set Purpose for reading
Know-Want-Monitor
What students knows
What students want to know
Monitor their comprehension
123
Metacognition
Thinking about your thinking
124
Self Monitoring strategies
Reciprocal teaching
Role Playing
Rating answers
Setting a Purpose for an Activity
125
Reciprocal Teaching
Occurs when the eacher and student take turns generating questions about the text. Increases Metacognition and active learning
126
Retail a piece of multicultural literature using
Puppets
127
Storyboards
is a series of drawing to illustrate the story's events
128
Using cooperative learning students learn from each other but using heterogeneous cooperative learning groups students
engage verbal exchange that exchanges that enhance comprehension of he text material
129
Graphic Organizers help the student improve comprehension. When students creating graphic organizers, they are becoming more
inferential independent thinkers
130
Strategies to Improve Comprehension of Expository Text
1. Pre-read- vocab,brainstorming
2. Reading stage-skimming, K-W-L, scanning, slow careful reading, graphic organizers
3. Responding Stage-making connections to background knowledge and own experiences
4. Explore Stage-relevant vocab (word wall, word sort)
5. Applying stage-create a project-oral report,poster, performance (Blooms)
131
Double entry Journey
are a adaptation of the response journal
On the left column students are to write down words, short sentence or passage from he text that interest them. On the right column record their responses to the text selection
132
Directed Reading-Thinking Activity(DRTA)
Is done before reading, as a group brainstorm then the group predicts which ideas they have written down that will appear in the text.Then during Cooperative group interaction students are reading to each other discussing the information found. This gives the students opportunity to make connections between prior knowledge and the knowledge found in the content-area reading
133
Simulated Journals
students imagine themselves in the role of another person and writes that person's perspective
134
Quickwriting
Students write on a topic for 5 to 10 minute and let their thought flow without thinking about mechanics.
135
Teaching through Thematic Units
are interdisciplinary units that integrate reading and writing with Social Studies, Science, math, and other curriculum areas
136
Emergent Writing Categories are
Writing via Drawing-using drawing to stand for pictures
Writing via Scribbling-intends to be writing
Writing via Making Letter-Like Forms-Mack letters
Writing via Reproducing Well-Learned Units or Letters Strings-random order
Writing via Invented spelling-may represent an entire syllable or word.
Writing via Conventional Spelling- occurs age 8-9 resembles an adult writing
137
One sequence for writing development includes he following steps:
1. Begin with scribble or single letter to represent complex idea
2. Move to two or three letter to represent words as the alphabetic principle is learned
3. Move from writing all the letters together to learning to segment letters into words and to leave spaces between words
4. Move from capitalizing words randomly to capitalizing words at the beginning pf a sentence
5. Move from placing periods at the end of a line of writing to marking the end of sentences with periods
6. Move to other forms of Punctuation.
138
Writing Activity
- Writing center-area designed for writing
- Independent Writing-Children choose what they want to write based on several options
- Journal Writing-should be don Daily, encourage them to write anything
139
Stages of spelling Development are
- Pre-communicative-children have not discovered that letters represent sound
- Pre-ponemic-known as alphabetic principle (understand letters represent sounds)
- Phonemic-words are spelled the way they sound
- Transitional-Children recognize that all words are not spelled the exactly as they sound
- Conventional-apply spelling convention to words they write
140
Vowel digraphs
are two or more vowel sounds that represent a single sound
141
Vowel diphthongs
are vowels pairs that make one blended sound (oi, ou, ow, oy)
142
Each syllable must contain a
vowel sound. There are as many syllables as vowel sounds
143
Weekly spelling test are used to
teach spelling
144
Quotation marks are used
to enclose a direct quote. Not for a indirect quote
145
Possessive Nouns is a
noun or pronoun showing ownership ('s)
146
Adjective is
is a word or group that modifies or provides qualities o a noun
147
Adverb
is a word that modifies a verb, an adjective or another adverb (how, when, where, ends in ly)
148
Fine motor skills develops
between 2-6, they improve over time with experience, practice, and normal cognitive and physical development
149
How to hold a pencil using only a
regular or golf pencil
150
Handwriting instruction should
never become more important than the expression of idea
151
Legibility is f concern
when writing for an audience. The child writing is considered legible if it is readable by others. includes consistence in letter formation, size, slant, and evenly spaced.
152
Young writer in pre-writing stage the teacher should provide
Oral conversation
153
It is important that the teacher doesn't edit what the children are saying ....
Language Approach Develop that there is a relationship between spoken and writing language
154
Strategies that are effective in working with English Language Learners
- Provide Explicit instruction and guided practice
- Provide routine
- Provide opportunities in interactive writing
- Read pattern books
- Scaffold instruction
- Model writing strategies
- Provide opportunities for extend dicourse
155
5 stages of the writing process (pdrep)
Stage 1 Pre wiring-consider the purpose (topic,audience)
Stage 2 Drafting- get ideas on paper
Stage 3 Revising-get feed back from others
Stage 4 Editing-mechanics
Stage 5 Publish-final copy
156
Informal writing is
note taking, brainstorming, word webbing, Venn diagram
157
Portfolios
are a meaningful collection of work documenting students writing progression.
Student feel a sense of ownership of their work
158
Authentic assessment
real world tasks, application of knowledge and skills.
| also known as performance assessment
159
Benchmark-Standards
standards are statements of expectation for what students are to learn, usually by grade
160
Checklist
is a form that lists targeted behaviors, as indicators o achievement of skill or knowledge
161
Balance literacy involves teaching reading and writing at
the same time
162
Running record
is a written record f students oral reading
163
Miscue Analysis
is an assessment o students reading development done by noting an oral reading response that differs from text.
164
Cloze Procedure
is a technique that helps teacher gain information about a child
165
Diagnostic/Pre-assessment
teacher assess students back ground knowledge before instruction to determined how familiar children are with the topic
166
Monitoring/formative assessment
strategies on a daily basis (listening, making running records, monitoring daily working)
167
Summative Assessment
grading at the end of a period (portfolio, oral presentation)
168
Maze closure
deleting every 7th word
169
Cloze Procedure
deleting every 5th word
170
Rubrics are used by
teacher (reliable and consistent) and student (Metacognitive)
171
Writing conference
meeting one on one with student enable the teacher to better understand each students need so that instruction can be adjusted to meet those needs
172
Criterion-Referenced Test
measure how well a student performs a specific task (STAAR test what is taught)
173
Norm-Referenced Test
an achievement test. Compares a student to a percentiles.
