2560872
Description
Flashcards by snowdemon163, updated more than 1 year ago
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Created by snowdemon163
over 9 years ago
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| Question | Answer |
| The smallest unit of speech | Phoneme |
| Phonemes combine to make these | Morphemes |
| A bound morpheme that changes the meaning or function of a root/stem to which it is attached. | Affix |
| A meaningful affix attached to the end of a base, root, or stem that changes meaning or grammatical function of the word. | Suffix |
| Selective strategies used by readers to recognize and read written words. The reader uses cues in a word that reveal enough to help with pronunciation and determine its meaning | Decoding |
| Designed to develop skills before formal reading instruction | Pre-reading |
| Rimes with the same spelling | Phonograms |
| Initial consonant sound or blend | Onset |
| What students already know about a specific topic, and allows for further knowledge to be built | Background Knowledge |
| Language used in the classroom; formal language found in textbooks | Academic Language |
| Words used when speaking | Oral Vocabulary |
| Literal, Inferential, and Evaluative are examples of? | Levels of comprehension |
| The ability to distinguish the separate phonemes in spoken words is called... | Phonemic Awareness |
| Understanding that oral English is composed of smaller units | Phonological Awareness |
| Structure and forms of words | Morphology |
| The rate at which words are read correctly during oral reading | Accuracy |
| Quick reading to obtain specific information | Scanning |
| Principles which govern the rules of language | Grammar |
| Letters which represent Phonemes | Graphemes |
| When a student translates text into their own words they are | Paraphrasing |
| Text which provides factual information | Expository Text |
| Text which tells a story | Narrative Text |
| Meaning in language | Semantics |
| Three reading levels | Independent, Instructional , Frustration |
| Two letter combination which makes one sound | Consonant Digraph |
| Words which look the same yet sound different | Homograph |
| Two letters which represent one sound | Digraph |
| Grammatical rules of sentence formation | Syntax |
| Division of words into syllables | Syllabication |
| These words are recognized from memory without analysis | Sight Words |
| Reading level which is too difficult for a student | Frustration Reading level |
| Reading level which a student can read on their own with 95%+ accuracy | Independent Reading Level |
| Reading level at which a student can read with assistance and support | Instructional Reading Level |
| Support for students which slowly decreases as students improve | Scaffolding |
| Component in fluency which refers to reading with proper expression | Prosody |
| A simple sentence is composed of... | one subject and one verb |
| Informal language used in interaction with peers | Social Language |
| A compound sentence contains... | two independent clauses |
| Complex sentences contain... | Both an independent and dependent clause |
| The alphabetic principle states that... | Oral language sounds are represented by letters |
| The Automaticity Theory states that readers are required to perform the following two tasks: | Decode words and understand meaning of the text. |
| The average student can learn the meaning of this many words per week | nine |
| A student that has poor fluency and word analysis will... | Focus on decoding words rather than comprehension of text |
| These type of questions have answers in the book | Literal comprehension questions |
| How and why questions are examples of... | Inferential Comprehension Questions |
| A student making judgments about a text they have read is an example of... | Evaluative Comprehension |
| Think and Search, Right There, Author and You, and On My Own are all examples of: | Question Answer Relationships |
| Cause and effect, Compare/contrast, Problem and Solution, Sequence and Description are examples of: | Expository Text Structures |
| Reading quickly for a general overview of text | Skimming |
| An ideal fluency lesson will contain the following three components: | Teacher Modeling, Student Practice, and Teacher Feedback |
| The CLOZE test is designed to: | Assess Reading Comprehension |
| Where to begin reading, reading left to right, and return sweep are all examples of: | Concepts about print |
| A young child's attempt to use their best judgment about spelling | Invented Spelling |
| A child uses symbols from the alphabet but shows no knowledge of letter-sound correspondences | Precommunicative Spelling |
| A child begins to understand letter-sound correspondence and that sounds are assigned to letters | Semiphonetic Spelling |
| High Frequency Words should be taught as: | Sight Words |
| An affix which attaches to the beginning of a word | Prefix |
| A strategy in which groups are composed of children who will benefit from instruction on a similar reading skill | Flexible Grouping |
| A running record with miscue analysis is designed to assess: | Accuracy |
| A reader who has minor difficulty and no special resources are needed is classified as: | Benchmark |
| A reader who is 1-2 years behind and requires additional resources is classified as: | Strategic |
| Phonemic awareness lessons and activities would most benefit a student in which spelling stage? | Semiphonetic |
| Letter recognition would be most beneficial for a student in which spelling stage? | Precommunicative |
| providing different students with different avenues to learning in terms of: acquiring content | Differentiated Instruction |
| The type of fluency miscue which involves a student's difficulty or inaccuracy decoding phonemic patterns | Graphophonic |
| The type of fluency miscue in which a child reads a word that satisfies the meaning of the phrase, but is not the actual word presented | Semantic Error |
| Repeated Reading of Independent level text will help to improve: | Reading Rate |
| The most difficult type of words to decode | CVCe words |
| Groups of words that have a common feature or pattern | Word Families |
| Teaching independent and dependent clauses would be an example lesson in: | Sentence Structure |
| Teaching story structure is an example in teaching a lesson in: | Reading Comprehension |
| A student whose spelling is mostly correct would be at which spelling stage? | Conventional |
| A student whose spelling is understandable but often misspelled would be at which spelling stage? | Transitional |
| Semantic maps are used and most beneficial in teaching: | Vocabulary |
| A struggling reader who is 2 or more years behind would be classified as : | Intensive |
| Timed readings of a passage between 2 and 300 words would be used to assess: | Reading Rate |
| Ways to differentiate an assessment for students with special needs would include: | giving students more time, breaking it down into smaller simpler parts, differentiate mode of delivery |
| English Language Learners whose home language is not alphabetic will struggle with : | letter and word representation and letter recognition, naming, and formation |
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