Educ 216 Chapter 5,6,7 test

word map

A ______ _______ is a kind of graphic organizer that shows the nature of a word's meaning relationships.

word bank

A ________ __________ is a tool to help students collect and review words.

three

A good alternative to the word definition strategy described previously, word maps ask students to answer _________ important questions.

cognates

A good source for finding English-Spanish _________ is NTC's dictionary of Spanish Cognates thematically organized.

attention capacity

Although computers and humans have sufficient capacity to perform more than one task at a time, each computer and human mind is limited in its _________ ______________ to process and must often shift processing resources fro one task to another.

read to

Another indirect way children learn words is by _________ ___________ _____________

reading rate

Assessing reading fluency has for many years focused somewhat exclusively on only two aspects of reading fluency: 1) reading accuracy and 2) ___________ _________.

text complexity

At each grade level __________ _________ is expected to increase - a kind of "staircase" of text complexity containing new and novel vocabulary and concepts used in varying contexts.

differentiated

Based on repeated-reading research, fluency-oriented reading instruction is an integrated lesson framework for providing ____________________ instruction and practice in fluency.

three

Beck, McKeown, and Kucan describe __________ levels of vocabulary words: tiers 1, 2, and 3.

quick stop in visits

Bryan, Fawson, and Reutzel reported that monitoring disengaged readers with ____________ ________ ___ __________ to listen to oral reading and discuss a piece of literature during silent reading has a beneficial effect on their engagement during silent reading.

indirectly

Children learn most words _______________, through everyday experiences with oral and written language.

routine

Children respond well to a predictable ____________.

success

Children who come to school with thousands of words "in their head" - words they can hear, understand, and use in their daily lives - are already on the path to reading ______________, whether they speak English as their native language or are learning English as a second language.

informational

Classroom resources in the early grades are now shifting from an emphasis on literary texts such as storybooks and poetry to a greater focus on ___________________ and expository texts.

53.5

Comic books: Number of rare (uncommon) words per 1,000 is ________.

vocabularies

Conversely, children who have small listening, speaking, and reading _____________ in English or are learning English as their second language - who are form what could be termed "language-deprived backgrounds" - must receive immediate attention if they are to have any real chance at reading success.

three

Dale Johnson, a prominent researcher in the area of vocabulary instruction, explains _______ challenges in vocabulary assessment.

instruction

Even though the need for robust vocabulary development in out students is obvious for developing fluent reading, there is currently little emphasis on _______________ focused on the acquisition of vocabulary in schools and classrooms.

10,000

Except for the economically deprived or children with learning disabilities, most children acquire a vocabulary of over __________ words during the first five years of their lives.

models

Expose students to rich and varied ________ of fluent oral reading.

twice

First graders from high socioeconomic status populations have access to ____________ as many word meanings as children from lower SES groups.

core high frequency words

First, struggling students may not instantly recognize ___________ ____ ________ __________.

text types

Fluency, much lil reading comprehension, needs to be developed across multiple ________ ________, such as poetry, narrative, and expository texts.

volume

Fluent readers decode the words in text accurately and effortlessly, reading with correct ____________, phrasing, appropriate intonation, and at a reasonably rapid rate, indicating that reading has become automatic.

70 %

For fourth-grade students, _____________ of reading comprehension problems is related to a lack of vocabulary.

Multiple dimensions of word knowledge.

For quickly assessing students' knowledge of academic subject vocabulary , Cervetti and colleagues have researched an assessment strategy they refer to as ______ ___________ of ______ _____________.

listening vocabulary speaking vocabulary reading vocabulary writing vocabulary

Four types of vocabulary: ___________ ____________, the largest, is made up of words we can hear an understand. The second largest vocabulary, ________ ____________, is composed of words we use when we speak. Next is our ___________ __________, those words we can identify and understand when we read. The smallest vocabulary is our __________ __________ - words we use in writing.

four

Human beings acquire ____________ types of vocabulary - in descending order according to size, listening, speaking, reading, and writing vocabularies.

basic speaking elaborated speaking academic knowledge domain

In order to avoid confusing these tiers of vocabulary words with Tier 1, 2, and 3 RTI terminology, we will free to these three levels of vocabulary words to be learned as _________________ vocabulary (tier 1), ________________ vocabulary (tier 2), and __________________ vocabulary (tier 3).

world knowledge

In reviewing research on vocabulary learning, one conclusion becomes crystal clear: Reading comprehension and writing composition are dependent on __________ __________.

fluently read model

In technology-assisted reading fluency practice, children read a book with the assistance of a _____________ _____________ model on a mp4 audio or video file.

predictable

In the beginning, texts selected for repeated readings should be short, ________________, and easy.

vocabulary

It has been rightly said that _______________ is the glue that holds stories, ideas, and content together, making reading comprehension possible for children.

read widely

It is important that after achieving grade-level automaticity through the use of repeated readings, that students be encouraged to __________ _________.

word walls

Many teachers use _____ ________ to direct students' attention to words of all kinds - high frequency words, important words in content unit of study, or useful words for books they are reading.

2.0

Mister Rogers and Sesame Street: Number of rare (uncommon) words per 1,000 is ___________.

monitoring

More over, the two variations - oral readings with feedback and wide silent readings with ___________________ - were roughly equivalent to one another, suggesting that "the increased amount of reading and the support given during the reading are what underlie the success of the two approaches".

indirectly

Most vocabulary is learned _____________, but some vocabulary must be taught explicitly.

pace

Multidimensional Fluency Scale: This rating tool offers more extensive and reliable information about four additional components of fluent reading: 1) volume and expression, 2) phrasing, 3) smoothness, and 4) ______________.

disfluent

Occasional modeling of ____________ oral reading, such as inaccurate, slow, or expressionless reading, also seems to alert struggling and less attentive students' attention to the specific characteristics of fluent reading that are sometimes transparent or taken for granted when teachers only model fluent oral reading.

plot

Once students have completed this quick self-assessment, teachers can _______ each student's results to create a profile.

accelerate

Our goal is to ________ word learning and word power, most especially for those who enter school with limited vocabularies and those learning English as as second language.

Automaticity Theory

Perhaps the most classic explanation of how reading fluency operates is the LaBerge and Samuels theory of automatic information processing, or _________ ___________.

sampling

Perhaps the simplest way to conduct a quick diagnostic vocabulary ______________ of the student's word knowledge is by using teacher-made flash cards.

explicitly and incidentally

Principles of Effective Vocabulary Instruction: Principle 1: Vocabulary should be taught both ___________ and ____________.

rich contexts

Principles of Effective Vocabulary Instruction: Principle 2: Learning how to construct vocabulary from ________ ___________ is valuable.

depth breadth

Principles of Effective Vocabulary Instruction: Principle 3: Effective vocabulary instruction must include ________ of learning as wells as ___________ of word knowledge.

exposures

Principles of Effective Vocabulary Instruction: Principle 4: Multiple meaningful ___________ are important for learning new vocabulary.

adjustments

Progress-monitoring helps teachers continually reevaluate instruction and make informed ______________ as needed.

partner reading paired or buddy reading

Putting students together in ____________ ___________ also called _____________ or ___________ ____________ allows students who may be struggling to read aloud with more fluent partners.

accurate correct text phrasing, sometimes called scooping or chunking

Reading fluency is characterized by 1) ___________, effortless, and automatic word identification; 2) age-or grade-level-appropriate reading speed or rate; 3) suitable use of volume, pitch, juncture, and stress in the voice; 4) ____________ ________ _____ ______ ____ ____ __________.

10

Realistically, you will only be able to thoroughly teach about ____ words per week per discipline, so you must choose carefully.

unknown, acquainted, established

Recalling the three levels of word knowledge discussed earlier - _______ , ____________, and ________, develop a list of 10 unknown and acquainted words to be taught during the week in each subject area, two per day.

morphology

Researchers urges teachers to also assess students's knowledge of ______________, specifically their knowledge of root words and affixes.

phonics knowledge

Second, they may have gaps in their ____________ __________ that prevent them from efficiently applying blending strategies to decode one syllable and muti-syllable words.

graded

Select words from ________ word lists presented earlier that either have the affixes you desire or to which you could add an appropriate affix.

comprehending

Similarly, a reader who is a poor decoder focuses so much attention of decoding or pronouncing worse that little brainpower is left for _______________________.

fluency

Some educators believe that ______ is the key that unlocks the door, but it does not open the door to reading comprehension.

media

Students learn a great deal of their new vocabulary from conversations, independent reading, an even from the ___________.

Association processing

Students learn simple associations through synonyms and word associations.

explicitly

Students learn vocabulary when they are _____________ taught individual word meanings and word-learnign strategies.

Comprehension processing

Students move beyond simple associations by doing something with the association, such as fitting the word into a sentence blank, classifying the word with other words, or finding antonyms.

maximum fluency

Students prepare for a performance, regardless of format, by orally practicing the text to be performed until they can read it with _________ _________.

Generation processing

Students use the comprehended association to generate a new or novel product.

vocabulary

Students who read accurately but slowly may be having trouble with _____________ and comprehension.

phonological or phonemic awareness

Teachers who work with Els need to determine whether they have ___________________ or _______________ ______________ gaps that would cause them to lag behind in word reading processes.

readers theatre.

Texts selected for __________ __________ are often drawn from oral traditions, poetry, or quality picture nooks designed to be read aloud by children.

repeated readings of a text

The National Reading Panel's analysis of the fluency studies showed that fluency practice is most effective when 1) the reading practice is oral; 2) it involves ___________ ________ ____ ___ ______; and 3) students receive guidance or feedback from teachers, parents, volunteers, and peers.

repeated readings of the same text

The Report of the National Reading Panel indicated ample scientific evidence supporting reading practice for fluency that include the following elements: a) oral reading, b) __________ _________ __ _____ _______ _______, and c) feedback and guidance during and after reading.

echo workshop

The family Fluency Program concise of two major components: 1) sending home a core reading program selection for parents to ________ read with their child; and 2) a parent ________________ three times during the year to help parents better understand the role of fluency in reading and to discuss activities that parents could do at home with their children.

disfluent

The finding indicated that 44% of fourth grade students tested were _____________ even with grade-level stories that the student read under supportive testing conditions.

15 to 20 minutes

The goal is for students to read a total of ______ to _________ minutes per day in their self-selected books chosen from various genres.

writing

The keys to maximizing word consciousness are wide reading and extensive _______________

automaticity

The term __________ implies that human minds of readers, like computers, are limited in ability to shift attention between the parallel processes of decoding and comprehending.

reading

The third way children indirectly learn new words in through ___________.

academic knowledge domain vocabulary

The words used to represent the specialized concepts and ideas found in core subject area fields are referred to as ___________ ___________ _________ ____________.

repeated reading

There is conferable evidence that _________ __________ of the same text for about five practice repetitions leads to automaticity - fast, accurate, and effortless word recognition.

cognitive strategies

They must learn how to select and use a variety of ________ ___________ to help them understand text.

appropriately challenging texts

We have known for many years that proficient readers spend more time reading ____________ ______________ ____________, including information and literary texts, that students having reading problems.

Elaborate speaking vocabulary

Word meanings that are "sophisticated synonyms" for words in the basic speaking vocabulary; relatively frequent in the speaking vocabularies of well-educated persons.

basic speaking vocabulary

Word meanings that are commonly learned in conversation and from accessible media sources (no instruction needed).

Academic knowledge domain vocabulary

Word meanings that are learned within highly specialized knowledge domains such as botany, geography, medicine, and physics.

prominent location

Word walls should be placed in a ________ _____________ in the classroom where everyone can see the words.

Wide reading

_________ _________ involves students in reading different text types across a range of genres.

Core vocabulary

_________ ___________, also known sometimes as key words, are vocabulary words occurring more frequently in text or representing the most important ideas and concepts.

non directive context mis-directive context

_________ _______________ only mentions the word without giving any clues to determine word meaning, and _____________ _____________ gives clues that lead readers to false word meaning contraction.

Radio Reading

__________ __________ also possesses all of the effective elements of practice in developing fluency we have just discussed. This is a variation on repeating reading and readers' theatre.

Readers theatre

__________ __________ offers students a unique opportunity to participate in reading along with others. perhaps more skilled readers.

Prosody

__________, or using vocal expression in reading, seems to be a strong indicator of emerging fluency and later reading comprehension.

Developing word consciousness

___________ _________ ______________ boosts vocabulary learning.

Diagnostic vocabulary assessments.

___________ __________ ___________, which can be teacher constructed or commercially produced, provide in-depth information about each student's particular vocabulary knowledge and needs.

Progress-monitoring

___________ ______________ assessments provide ongoing and timely feedback as to how well individual students are responding to you expect teaching of word meanings.

Vocabulary instruction

____________ ______________ is defined as teaching word meanings and how one determines word meanings from an understanding of word parts and contextual clues when available.

Vocabulary development

____________ _______________ in humans, which goes on throughout life, can be enhanced in the classroom through explicit and incidental instruction.

Flood vocabulary

____________ ________________ gaps to accelerate word learning.

Screening assessment

_____________ __________________ provide a critical first look at students' vocabulary knowledge.

Expressive

_______________ first-grade reading was a strong indication of adult-like reading expression in second grade.

Vocabulary knowledge

________________ _______________ in readings is the "great predictor" of school success.