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Content ec-6 > Yellow Book Language Arts/reading > Flashcards

Yellow Book Language Arts/reading Flashcards

1
Q

Phonological system

A

approximately 44 speech sounds that make up the English language

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2
Q

Linguistic System of Spoken Language

A

Phonological
Syntactic
Semantic
Pragmatic

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3
Q

Phonemes

A

smallest unit of sound (smaller than a syllable)

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4
Q

Grapheme

A

written form of a phoneme. can be a single letter or more that one letter

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5
Q

Morpheme

A

smallest meaningful unit of A word example adding a (s)

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6
Q

Syntactic

A

combining words to make sentences

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7
Q

semantic

A

system of meaning

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8
Q

Pragmatic system

A

social aspects of language use

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9
Q

age 1

A

experiments with sounds

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10
Q

1 to2

A

can pronounce 36 morphemes and use 20- 50 words around 18 months

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11
Q

3 to 4

A

speaking 1000 words and under stands 3000 words

pronunciation of /b/, /m/, /v/ /p/, and /h/ sounds

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12
Q

4 to 5

A

pronunciation of /d/, /t/, /n/, /g/, /k/, /ng/, and /y/ sounds

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13
Q

5 to 6

A

pronunciation of /f/, /sh/, /za/, and /l/ sounds

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14
Q

7 to 8

A

pronunciation of /s/, /w/, /r/, /th/, and /wh/ sounds

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15
Q

8

A

pronunciation of all sounds and usually can be understood

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16
Q

Readers Theater

A

practices oral fluency

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17
Q

Choral reading

A

read aloud together (helps less fluent student learn expression)

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18
Q

Puppets

A

help with shy children, ELL and special needs

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19
Q

Debate

A

is higher order thinking skill

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20
Q

Know for test LEA (language Experience Approach)

A

Is an activity that directly connects oral language to written language

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21
Q

Language Experience Approach

LEA Procedure

A
  1. Discuss interesting class experience- teacher asks open-ended question
  2. Write exactly what the children say-accept run-on sentences and sentences that are not grammatical correct
  3. Make sure children are able to see what is being written
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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

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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
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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
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25
Q

On every test

Phonemic Awareness

A

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

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26
Q

onset

A

is the part of a syllable that precedes the vowel of the syllable (first letter or sound)

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27
Q

Rime

A

is the part of a syllable that contains the vowel and all that follows it

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28
Q

Phonemic Awareness Order

A

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

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29
Q

Last skill teacher should expect the student to master is

A

Phonemic deletion

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30
Q

Tip for teaching Phonemic Awareness

A

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

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31
Q

Phonemic segmentation test

A

to find out whether children can break a one syllable work into its component phonemes
(formal assessment)

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32
Q

invented spelling

A

one indication of his/her level of phonemic awareness

informal assessment

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33
Q

4 to 6 question on the test

Alphabetic Principle

A

Understanding the relationship between printed letters and spoken sounds (putting sounds to letters)

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34
Q

Phonological and phonemic awareness and letter/sounds relationships appear to be the most important factor in

A

successful early reading

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35
Q

Decoding should be taught to a student at the stage of

A

reading development

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36
Q

Chunking larger words into syllables can help students independently

A

decode multi syllable words

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37
Q

Encode

A

is writing

-going from sound to print

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38
Q

Decode

A

is reading

-using letter/sound correspondences to recognize words

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39
Q

Letter sound association

A

what is the sound that a letter makes?

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40
Q

Sound blending

A

When we blend the sounds of letters, what word is made?

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41
Q

Segmenting

A

What sounds do you hear in this word?

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42
Q

Continuous Sounds

A

-stretched out

Example /mmmmaaannnn/

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43
Q

Stop Sound

A

is short

example the /t/ in mat is a stop sound

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44
Q

Decoding teaches simple to complex

A

singled to closed syllables

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45
Q

letter correspondence by the end of kindergarten and the end of first grade

A

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,)

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46
Q

Decoding by the end of kindergarten and first grade

A

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)

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47
Q

Instructional strategies that are used to develop phonemic awareness may also used to develop alphabetic principle

A

read aloud alphabet books
use magnetic letter that can be arranged to make words
alphabet cards with picture of familiar objects

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48
Q

Multi-sensory approach uses

A

visual, kinesthetic, auditory, and tactile (fingers)

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49
Q

Invented spelling

A

is one indication of children level of understanding the alphabetic principle

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50
Q

Stages of literacy development with example

A

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

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51
Q

Point of view

A

is the perspective from which the events in a story are perceived.
Blooms

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52
Q

Stories in first person

A

tells the story through a character’s voice

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53
Q

Stories in third person

A

author describes the action as happening to someone else

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54
Q

Changing Perceptive

A

Higher order of thinking skills Blooms

asking children to examine a story from alternate perspectives or point of view

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55
Q

Fiction

A

is a type of imaginative narrative intended to entertain (where the wild things are)

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56
Q

Fable

A

short story that teaches a moral (the lion and the mouse)

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57
Q

Fairytale

A

is a folk story about real life problems (cinderella)

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58
Q

Folktale

A

is a narrative that retold with a culture for generations Johnny apple seed

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59
Q

Tall tale

A

story about impossible or exaggerated happening told in a realistic humorous way
Paul Bunyan and babe

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60
Q

Non fiction

A

intended to explain, argue, or describe. Primary purpose is to inform

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61
Q

Environmental print

A

is print or graphic symbols(road signs)
Early emergent literacy stage uses this
it is contextualized written language

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62
Q

Communicate through print to teach

A

print carries meaning

this can be done with morning messages

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63
Q

Concepts of print

A

those emergent literacy skill involved in identifying how the written form of language is read

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64
Q

Directionality

A

print is read left to right
top of page to bottom
book are read front to back

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65
Q

Big books

A

are over sized book read to children

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66
Q

language experience approach allows children to see that print is “talk written down”

A

that spoken words can be written

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67
Q

Language Experience Story

A

The teacher writes down EXACT words and then leads them to understand that what has been written is what they have said

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68
Q

What is an author’s purpose?

A

Inform
Entertain
Persuade
Convey Emotion

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69
Q

know for test

stages in developing word analysis skills

A

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

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70
Q

Uses of context clues

A

enable reader to use information obtained for the immediate textual setting to identify a word or groups of words

71
Q

Picture Clues

A

assist student in identifying words in the text and predict story content

72
Q

Semantic (meaning) clues

A

use surrounding words in text as an aid in decoding an unfamiliar word

73
Q

Short vowel sounds

A

sounds represented by a, e,i, o, u are regular consonant-vowel-consonant

74
Q

Long vowels

A

are in the consonant-vowel-consonant- letter e(CVSe)
Consonant-vowel-vowel (CVV)
Consonant-vowel-vowel-consonant (CVVC)

75
Q

Effective decoding instruction should be explicit by

A
  • 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
Q

Reading Fluency is the ability to

A

read text accurately and quickly

77
Q

Reading rate

A

speed at which a students read

78
Q

Reading accuracy

A

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
Q

Intonation

A

ability to read with expression

80
Q

Fluency is a bridge between

A

word recognition and comprehension

81
Q

Fluency miscues

A

student oral reading response is different from the printed text

82
Q

Insertion

A

adding one or more words to the print

83
Q

non- pronunciation

A

does not pronounce a word or wait for teacher too

84
Q

Omission

A

a student leaves out one or more words

85
Q

Repetition

A

when a word, phrase, or sentence is repeated two or more times during oral reading

86
Q

Reversal

A

is misreading letters or words by changing their direction

87
Q

Substitution

A

replacing one or more words with an incorrect word during oral reading

88
Q

Model Reading Fluency

A

Student should be exposed to what reading fluently is like. to assist student to become better readers

89
Q

Providing student opportunity to read independently support the development of

A

reading vocabulary

90
Q

Independent reading level is

A

95% accuracy

91
Q

Instructional reading level is

A

90% accuracy

92
Q

Frustrational reading level

A

is less than 90%

93
Q

Promote reading comprehension using a

A

Venn diagram

94
Q

Reading Comprehension are more effective when it take place within an active literacy environment

A
  • 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
Q

Factor that affect reading comprehension

A

readers
Text
vocabulary

96
Q

Reading Fluency and reading comprehension are

A

directly related

97
Q

Prior Knowledge

A

is considered the most significant predictor of comprehension

98
Q

Difficulty of the text

A

reading comprehension depends on the level of difficulty of the text

99
Q

Vocabulary

Four types

A

Listening vocabulary (largest of the 4 kind)
Reading vocabulary
speaking vocabulary
Writing vocabulary (is the smallest of all the vocabulary)

100
Q

Direct and indirect instruction

A

Direct-vocabulary must be taught

indirect-vocabulary is learned

101
Q

Direct instruction of vocabulary relevant to a given text leads to better reading comprehension by

A

deepening student understanding of word meaning

102
Q

Used of word wall

A
  • 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
Q

Use of context clues (types)

A

Definition context clues
Example Context Clues
Synonym Content Clues

104
Q

multiple meaning

A

many word have more than one meaning

105
Q

Synonyms

A

words with same meaning

106
Q

Antonyms

A

Words with opposite meaning

107
Q

Homonyms

A

words that sound alike

108
Q

Etymology

A

the history and development of the meaning of words

109
Q

Figurative meaning words

A

are words that have a meaning that is different from the exact or literal meaning of the word

110
Q

Idiom

A

a phrase that does not mean exactly on literal level

111
Q

Simile

A

comparison between two ideas using the words like or as

112
Q

Metaphor

A

is a comparison implying a similarity between two things, but the word like or as are NOT used

113
Q

personification

A

is a representation of an animal or object having qualities of a living thing

114
Q

Three levels of reading Comprehension

A
  • 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
Q

Valuing is

A

a comprehension skill based on applying personal attitudes, beliefs and values

116
Q

Examining Point of View

A

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
Q

Thinking Critically includes skill as

A
  • detect any faulty reasoning
  • to differentiate between fact and opinion
  • differentiate between reality and fantasy
118
Q

Two types of tect structure

A
  1. Narrative-tell a story and has a clear story elements

2. Expository-Factual and are to inform, explain, or to persuade.

119
Q

Expository text are transitioning from

A

learning to read to reading to learn

120
Q

Expository text are organized differently than narrative text by suing

A

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
Q

Narrative writing included

A

Characters
Setting
Theme-underlying meaning
Conflict-opposition between forces in the plot
Plot-sequence of events involving characters in conflict
Conflict Resolution

122
Q

K-W-L Charts

A

-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
Q

Metacognition

A

Thinking about your thinking

124
Q

Self Monitoring strategies

A

Reciprocal teaching
Role Playing
Rating answers
Setting a Purpose for an Activity

125
Q

Reciprocal Teaching

A

Occurs when the eacher and student take turns generating questions about the text. Increases Metacognition and active learning

126
Q

Retail a piece of multicultural literature using

A

Puppets

127
Q

Storyboards

A

is a series of drawing to illustrate the story’s events

128
Q

Using cooperative learning students learn from each other but using heterogeneous cooperative learning groups students

A

engage verbal exchange that exchanges that enhance comprehension of he text material

129
Q

Graphic Organizers help the student improve comprehension. When students creating graphic organizers, they are becoming more

A

inferential independent thinkers

130
Q

Strategies to Improve Comprehension of Expository Text

A
  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
Q

Double entry Journey

A

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
Q

Directed Reading-Thinking Activity(DRTA)

A

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
Q

Simulated Journals

A

students imagine themselves in the role of another person and writes that person’s perspective

134
Q

Quickwriting

A

Students write on a topic for 5 to 10 minute and let their thought flow without thinking about mechanics.

135
Q

Teaching through Thematic Units

A

are interdisciplinary units that integrate reading and writing with Social Studies, Science, math, and other curriculum areas

136
Q

Emergent Writing Categories are

A

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
Q

One sequence for writing development includes he following steps:

A
  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
Q

Writing Activity

A
  • 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
Q

Stages of spelling Development are

A
  • 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
Q

Vowel digraphs

A

are two or more vowel sounds that represent a single sound

141
Q

Vowel diphthongs

A

are vowels pairs that make one blended sound (oi, ou, ow, oy)

142
Q

Each syllable must contain a

A

vowel sound. There are as many syllables as vowel sounds

143
Q

Weekly spelling test are used to

A

teach spelling

144
Q

Quotation marks are used

A

to enclose a direct quote. Not for a indirect quote

145
Q

Possessive Nouns is a

A

noun or pronoun showing ownership (‘s)

146
Q

Adjective is

A

is a word or group that modifies or provides qualities o a noun

147
Q

Adverb

A

is a word that modifies a verb, an adjective or another adverb (how, when, where, ends in ly)

148
Q

Fine motor skills develops

A

between 2-6, they improve over time with experience, practice, and normal cognitive and physical development

149
Q

How to hold a pencil using only a

A

regular or golf pencil

150
Q

Handwriting instruction should

A

never become more important than the expression of idea

151
Q

Legibility is f concern

A

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
Q

Young writer in pre-writing stage the teacher should provide

A

Oral conversation

153
Q

It is important that the teacher doesn’t edit what the children are saying ….

A

Language Approach Develop that there is a relationship between spoken and writing language

154
Q

Strategies that are effective in working with English Language Learners

A
  • 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
Q

5 stages of the writing process (pdrep)

A

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
Q

Informal writing is

A

note taking, brainstorming, word webbing, Venn diagram

157
Q

Portfolios

A

are a meaningful collection of work documenting students writing progression.
Student feel a sense of ownership of their work

158
Q

Authentic assessment

A

real world tasks, application of knowledge and skills.

also known as performance assessment

159
Q

Benchmark-Standards

A

standards are statements of expectation for what students are to learn, usually by grade

160
Q

Checklist

A

is a form that lists targeted behaviors, as indicators o achievement of skill or knowledge

161
Q

Balance literacy involves teaching reading and writing at

A

the same time

162
Q

Running record

A

is a written record f students oral reading

163
Q

Miscue Analysis

A

is an assessment o students reading development done by noting an oral reading response that differs from text.

164
Q

Cloze Procedure

A

is a technique that helps teacher gain information about a child

165
Q

Diagnostic/Pre-assessment

A

teacher assess students back ground knowledge before instruction to determined how familiar children are with the topic

166
Q

Monitoring/formative assessment

A

strategies on a daily basis (listening, making running records, monitoring daily working)

167
Q

Summative Assessment

A

grading at the end of a period (portfolio, oral presentation)

168
Q

Maze closure

A

deleting every 7th word

169
Q

Cloze Procedure

A

deleting every 5th word

170
Q

Rubrics are used by

A

teacher (reliable and consistent) and student (Metacognitive)

171
Q

Writing conference

A

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
Q

Criterion-Referenced Test

A

measure how well a student performs a specific task (STAAR test what is taught)

173
Q

Norm-Referenced Test

A

an achievement test. Compares a student to a percentiles.

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