Praxis 5203

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Examples of Formal Assessments

standardized tests reading readiness tests diagnostic tests tests that are part of a reading program

Word Identification Strategy:Decoding by Analogy

students use their knowledge of phonograms to deduce the pronunciation of spelling of an unfamiliar word

Word Identification Strategy: Morphemic Analysis

students use their knowledge of root words and affixes to read or write an unfamiliar word

Onomatopoeia

students use words that imitate sounds

Piaget believed that children construct their own

understanding of reality and do not reproduce what they see and hear.

Alphabetic principle is the

understanding that letters represent sounds in words

Levels of Word Knowledge

unknown words, initial recognition, partial word knowledge, and full word knowledge

Flexible

use a variety of instructional procedures, use a variety of grouping techniques

Analyzing word parts

use knowledge of prefixes, suffixes to break word apart

The best approach for assessing the difficulty level of materials is to

use objective and subjective methods such as formulas, leveling scores, and observations, and professional judgment.

Text Features

use of literacy devices, headings, etc

Inferential Comprehension

uses clues to determine implied meaning

What is an appropriate practice for a teacher that is determining the placement of students into flexible groups for reading instruction

using informal and formal measures to inform instruction that targets students changing needs

What is a solution for composition lacks focus

-after writing a draft, have the student highlight sentences that pertain to the focus, cut the other parts, and elaborate the highlighted ideas. -give the student a very focused assignment -share samples of unfocused writing for the student to revise

Norm-referenced tests: Item Characteristics

- less than four items usually test each skill -items vary in difficulty -items are selected that discriminate between high and low achievers

Criterion-referenced test content

- measures specific skills which make up a designated curriculum - teachers curriculum experts identify these skills -each skill is expressed as an instructional objective

Instructional Procedures for Activating Background Knowledge

- students complete an anticipation guide -students develop a K-W-L chart -students do an exclusion brainstorming activity

Instructional Procedures for Setting a Purpose

-students identify their purpose in a discussion before beginning to read -students write about their purpose in a reading log entry before beginning to read

What two sources should you use to begin teaching letters of the alphabet?

1. Their names 2. Environmental print

How could you use the MODELED level of scaffolding in writing?

Teacher demonstrates how to write a composition or students, creating the text, doing the writing, and thinking aloud about their use of strategies and skills

Shared reading strengths

Teacher teaches concepts about print, teacher models fluent reading and reading strategies, and students become a community of readers

Guided reading strengths

Teacher teaches reading strategies and skills, teacher provides scaffolding, and teacher monitors student reading

How could you use the SHARED level of scaffolding in writing?

Teachers and students create the text together - then the teacher does the actual writing. Students may assist by spelling familiar or high frequency words

How could you use the SHARED level of scaffolding in reading?

Teachers and students read book together, with students following as the teacher reads and then repeating familiar refrains

How could you use the INTERACTIVE level of scaffolding in reading?

Teachers and students read instructional-level texts together and take turns doing the reading. Teachers help students read fluently and with expression

How could you use the GUIDED level of scaffolding in writing?

Teachers plan and teach lessons on a writing strategy, skill or procedure, and students participate in supervised practice activites

How could you use the GUIDED level of scaffolding in reading?

Teachers plan and teach reading lessons to small, homogeneous groups using instructional-level books. The focus is on supporting and observing students use of strategies

How could you use the MODELED level of scaffolding in reading?

Teachers read aloud, modeling how good readers read fluently using books that are too difficult for students to read themselves

Explicit instruction

an instructional strategy that is skill based, but students are active participants in the learning process.

According to Bloom's revised taxonomy, which of the following levels involves finding supporting evidence for the author's purpose?

analyze

Guided reading lessons should not contain

any new words or unfamiliar concepts

Text to Text

connect what you are reading to another story you have read

Text to World

connect what you are reading to something from the world

Text to Self

connect what you are reading to something from your life

A LATE Emergent student correctly

consistent directionality, use of letters, some letter-sound matches

Rime

consists of the vowel and any final consonants

During the Derivational Relations Spelling children learn

consonant alternations, vowel alternations, latin affixes and root words, greek affixes and root words, and etymologies

In the word Shut, the sh is an example of what?

consonant digraph

The sh in shut is a consonant digraphs because

consonant digraphs are combinations of two or three combinations of consonants that work together to make a single sound.

Reading is the process in which we

construct meaning from print.

Reciprocal teaching introduces

group discussion techniques created to improve understanding and retention of the main points of a selection.

Directed Reading- Thinking activity (DRTA)

has been designed to help students begin to take responsibility for their own learning

Ms. Sarah utilizes a variety of assessments in his 3rd grade classroom. Which informal assessment would Ms. Sarah use to help his students and their parents see progress in various subjects over the course of the school year using student work samples?

profollio

In behaviorism, responses that are reinforced __________ in frequency.

increase

Guided reading is also known as the

directed reading activity (DRA)

Teachers can use Norm-Referenced test to

discriminate between high and low achievers

Phonological awareness is the general appreciation of how language can be

divided into its components

Word Identification Strategy: Syllabic Analysis examples

drag-on fa-mous mul-ti-ply vol-ca-no

What strategy is used when the reader uses background knowledge and clues in the text to "read between the lines"

drawing inferences

Bottom-up procedures are intended to

make learning to read easier by breaking complex tasks into their component skills.

Example of closed syllable

make, cap

Evaluation should end with

making changes to improve the program or the students' progress.

An EARLY emergent student correctly

marks on the page and holds the writing implement

In guided reading, selections are provided that

match the students level of development

One to one correspondence is the ability to

match written letters to word to a spoke word when reading

When do formative assessments take place?

during learning

How is genres a factor in comprehension

genres have unique characteristics, and students knowledge of them provides scaffold for comprehension

During the Within-Word Pattern Spelling children learn

long vowel spelling patterns, r-controlled vowels, more complex consonant patterns, and diphthongs and other less common vowel patterns

One of the most valuable repair strategies is

look back

Using context clues means you

look for clues within the text

Are formative assessments generally low or high stakes?

low stakes

Literal Comprehension determines

main ideas and sequencing

Formative assessments is also known as

ongoing assessments

Interactionists provide plenty of

opportunities for students to experience the holistic nature of reading and writing by having them read whole books and write for real purposes.

Preparational strategies consist of

previewing, activating prior knowledge about a topic before reading, setting goals and predicting

Schema-based inferences depend on

prior knowledge.

Repair strategies include

slowing reading rate, pausing, reading aloud, jumping over, looking back, rereading, paraphrasing, using text aids, using references, reading an easier version

Phoneme is the _______________ unit of sound.

smallest

Morpheme

smallest meaningful unit of language

Reciprocal teaching is a form of

social constructivist learning and cognitive apprenticeship in which students gradually learn key comprehension strategies by imitating and working along with the teacher

Homophones

sound alike but spelled differently

Phonological Systems

sound sytem of english language comprised of 44 sounds (phonemes) and more than 500 words to spell them.

Vocabulary words: TIER 3

specialized terms

Phonology

speech sounds known as phonemes

Phonetic spellers have limited sight word vocabulary and irregular words are often

spelled incorrectly

Homographs

spelled the same, look the same but different pronunciations

What is part of the alphabetic code knowledge?

spelling orthography, phonics, and phonemic awareness

Ways to differentiate instruction

rigorous, relevant, flexible, and complex

Looking back is

checking back to locate a forgotten or misunderstood piece of information

Phonics

children learn to convert letters into sounds and blend then to recognize words

Phonemic Awareness

children learn to notice and manipulate sounds in oral language

Most children first learn how to develop a schema for stories through

listening to stories

Evaluation begins with

listing goals and objectives or standards.

The reading process consist of

pre-reading, reading, responding, exploring, and applying

Reciprocal teaching includes the following:

predicting, questioning, clarifying, summarizing.

How do you PLAN for assessing learning

- determine students reading levels using running records and informal reading inventory - choose appropriate books for students -match students reading levels to instructional procedures and approaches

What is a solution for a student who complains about now knowing what to write

- have the student brainstorm a list of ideas and pick the most promising one -invite the student to talk with classmates to get ideas (think-pair-share)

What is a solution for a student who cant name letters or match upper and lowercase letters

- identify letters in the students name and in environmental print -teach the student to use the ABC song to identify specific letters -have student sort upper and lowercase letters -teach the student to use an alphabet chart to identify matching letters

What is a solution for a student who cant retell or answer questions after reading

-build the students background knowledge before reading -ensure that the book is appropriate for the student -read the book aloud instead of having the student read it -set a purpose for reading by having the student read a brief text to find the answer to one literal level question -have students sequence story boards and use them to retell story

Prosody

-chunk words into phrases -read smoothly with few pauses -read with expression -reading pace approximates speech

What is a solution for a student who doesn't reread or revise composition or doesn't make constructive revisions

-compare the quality of sample unrevised and revised compositions -include revision as a requirement in the assessment rubric -use revising groups -conference with the student to examine the revisions during the revising stage

What is a solution for a student who does the bare minimum or even refuses to write

-conference with the student to determine why he/she is hesitant -brainstorm with the student during prewriting -model how to expand a sentence into a paragraph or a brief composition into a better developed one -try language experience approach and interactive writing -have the student write a collaborative composition with a small group or partner -keep first writing assignments very short to ensure success

What is a solution for a student who doesn't understand the meaning of words

-create a K-W-L Chart or do an anticipation guide before reading -teach key vocabulary before reading -have the student sort words from featured book or thematic unit -have students make posters or diagrams about key words -read books aloud every day to build the students vocabulary -teach idioms, synonyms and antonyms and word learning strategies

What is a solution for a student who cant take notes

-demonstrate how to take notes using a graphic organizer or small self stick note -make a copy of text and have the student mark the big ideas with a highlighter pen -have the student identify big ideas and create a graphic organizer to represent them -have the student work with a partner to take notes on a small self stick notes

Writing Characteristics of children in the EMERGENT stage

-distinguish between writing and drawing -write letters and letter like forms or scribble randomly on page -develop understanding of direction -show interest in writing -write first and last name -write up to 20 high frequency words -use sentence frames to write a sentence

Examples of formative assessments include asking students to

-draw a concept map in class to represent their understanding of topic -submit one or two sentences identifying the main point of a lecture -turn in a research proposal for early feedback

Criterion-referenced tests: Score Interpretation

-each individual is compared with a preset standard for acceptable achievement -the performance of other examinees is irrelevant -a students score is usually expressed as a percentage -student achievement is reported for individual skills

Norm-referenced tests: Score Interpretation

-each individual is compared with other examinees and assigned a score usually expressed as a percentile, a grade equivalent score or a stanine -student achievement is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual skills

Criterion-referenced tests: Item Characteristics

-each skill is tested by at least four items in order to obtain an adequate sample of student performance and to minimize the effect of guessing -items which test any given skill are parallel in difficulty

Reading Instructional Recommendations for students in the FLUENT stage

-have children participate in literature circles -have children participate in reading workshop -teach about genres and literacy features -involve children in author studies -have children respond to literature through talk and writing

What is a solution for a composition that has weak sentence structure

-have editing partners address sentence structure during editing stage -teach sentence combining and then have the student practice it

What is a solution for a student who is too dependent on teacher approval

-have student check with a classmate before coming to the teacher -ask the student to sign up conferences with the teacher -make sure the student understands expectations and procedures

What is a solution for fixing a composition that is divided into paragraphs but some sentences don't belong

-have student reread each paragraph, checking that each sentence belongs -encourage student to work with a partner to check sentences in each paragraph -have the student examine the leads in stories and informational books

What is a solution for a composition that lacks an exciting lead

-have student try several leads with an experience, a question, a quotation, or a comparison -encourage the student to get feedback about the effectiveness of the lead in a revising group -have the student examine the leads in stories and informational books

What is a solution for a composition is difficult to read because of poor handwriting or messiness

-have student use word processing -encourage student to use manuscript rather than cursive handwriting -take students dictation if necessary

How do you REFLECT learning

-have students write self reflections about their work habits and achievements -have students place work that highlights their accomplishments in portfolios -reflect on your teaching effectiveness by examining the results at student evaluations

What is a solution for composition lacks interesting details and vocabulary

-have the student brainstorm words related to each of the five senses and then add some of the words to the composition -have student refer to word walls posted in the classroom for vocabulary -teach vivid verbs and adjectives -demonstrate the visualization strategy

What is a solution for a student who reads word by word without expression

-have the student practice rereading easier texts to develop fluency -ask the student to do echo read, imitating the teachers expression -have the student do repeated reading -do choral reading in small group -break the text into phrases for the student to read aloud

What is a solution for a composition that is difficult to read because of misspelling and mechanical and grammar errors

-have the student refer to high-frequency and content area word walls when writing -arrange for the student to edit with a partner -conference with the student to correct remaining errors in the editing stage -teach the student to proofread -have student examine and correct errors in sample composition

What is a solution for a student who cant identify consonant and vowel sounds

-have the student sort objects or picture cards according to sound -play phonics games, including those online with student -have student substitute initial consonants to create a list of words using a phonogram -do interactive writing

What is a solution for a poorly organized composition

-help student decide on paragraph organization before beginning to write -teach the concept of big idea using many types of texts and then help the student identify the big idea for each paragraph before beginning to write -teach sequence words such as first, next, last and finally -have the student create a graphic organizer before beginning to write

Writing Instructional Recommendations for students in the FLUENT stage

-hold a writing workshop -teach students to use writing process -teach students to revise and edit their writing -teach synonyms -teach homophones -teach spelling rules -teach paragraphing skills -teach root words and affixes -teach children to use a dictionary

Reading Characteristics of children in the BEGINNING stage

-identify letter names and sounds -match spoken words to written words -recognize at least 20 high frequency words -use beginning, middle, and ending sounds to decode words -apply knowledge of the cueing systems to monitor reading -self-correct while reading -read slowly, word by word -read orally -point to words when reading -make reasonable predictions

Reading Characteristics of children in the FLUENT stage

-identify most words automatically -read with expression -read at a rate of 100 WPM or more -prefer to read silently -identify unfamiliar words using the cueing systems -recognize at least 100 frequency words -use a variety of strategies effectively -often read independently -use knowledge of text structure and genre to support comprehension

What is a solution for a student who cant decode one-syllable words

-involve the student in making word activities -have student spell words using magnetic letters -teach the student about vowel patterns -have the student sort word cards according to vowel patterns -teach the student to decode by analogy -have the student read and write lists of words created from one phonogram

Obstacles to fluency

-lack of automaticity -unfamiliarity of word identification strategies -slow reading speed -slow writing speed -lack of prosody -voiceless writing

What is a solution for a student who cant identify high-frequency words

-make personal word wall with words the student recognizes -use a routine to teach and practice high-frequency words -ask the student to look for high frequency words in familiar books -have student write words using magnetic letters or on a whiteboard

What is a solution for a student who plagiarizes

-make the student accountable for clusters, graphic organizers, or note cards -have the student use the writing process and do the research and writing in class not at home -teach the student how to take notes and develop composition

Reading Characteristics of children in the EMERGENT stage

-notice environmental print -show interest in books -pretend to read -use picture cues and predictable patterns in books to retell the story -reread familiar books with predictable patterns -identify some letter names -recognize up to 20 high frequency words

How do you MONITOR learning

-observe students as they read and write -conduct conferences with students -make anecdotal notes -have students make checklists and rubrics to track progress

Examples of homographs

-present (gift) vs. present (attendance) -record

Speed

-read at least 100 words per minute -vary speed depending on text complexity and purpose (for reading)

Reading Instructional Recommendations for students in the BEGINNING stage

-read charts of poems and songs using choral reading -read leveled books using guided reading -provide daily opportunities to read and reread books independently -teach elements of story structure (beginning, middle, end) -teach the 100 high frequency words -teach phonics concepts and rules

What is a solution for a student who cant draw inferences or do higher level thinking

-read the book aloud instead of having the student read it -do think-alouds to model drawing inferences and higher level thinking -teach comprehension strategies -teach the student about text structure -involve the student in hot seat, grand conversations, and other participatory activites

What is a solution for a student who cant manipulate speech sounds

-sing songs, read poems, and have the student identify rhyming words -ask the student to match rhyming picture cards -pronounce individual sounds in a word and have the student orally blend them into words

Automaticity

-student recognizes many high fluency words -apply phonics knowledge to decode -decode words by analogies -break longer words into syllables

Instructional Procedures for Connecting

-students add text to self, text to world, and text to text connections to a class chart -students become a character and participate in a hot seat activity

Instructional Procedures for Questioning

-students brainstorm a list of questions before reading -student ask questions during grand conversations and other discussions

Instructional Procedures for Determining Importance

-students create graphic organizers -students make posters highlighting the big ideas

Instructional Procedures for Visualizing

-students create open-minded portraits of characters -students draw pictures of episodes from a book they're reading -students role play episodes from a book they're reading

Instructional Procedures for Predicting

-students make and share predictions during read-alouds -students write a double entry journal with predictions in one column and summaries in another -students make predictions during guided reading lessons

Instructional Procedures for Repairing

-students make personal charts of the ways they solve comprehension problems -students think aloud to demonstrate how they use the repairing strategy -students write about their repairs on small self-stick notes and place them in a book they are reading

Instructional Procedures for Monitoring

-students think aloud to demonstrate how they monitor their reading -students write about their strategy use on small self stick notes and in reading logs

Instructional Procedures for Drawing Inferences

-students use small self stick notes to mark clues in the text -students quick write about an inference they've made

Instructional Procedures for Summarizing

-students write a summary using interactive writing -students create visual summaries on charts using words, diagrams, and pictures

Instructional Procedures for Evaluating

-students write reflections and evaluations in reading logs -students conference with the teacher about a book they've read

What is a solution for a student who omits, substitutes, or repeats words when reading

-teach high frequency words that the student doesn't know - ensure that the level of reading materials is appropriate for the student -have the student read the text quietly before reading it aloud -have the student reread familiar texts, including big books or classroom charts -use choral reading in small groups

What is a solution for a student who cant identify multisyllabic words

-teach the procedure for decoding multisyllabic words -have the student remove prefixes and suffixes to identify the root word -brainstorm lists of words from a single root word -have the student write words with affixes on a whiteboard

What is a solution for a student who cant locate information in reference materials

-teach the student to use an index to location information -have the student practice locating information in almanacs and print and online reference materials -teach the student to skim and scan to find info in a text -teach the student to navigate the web to locate info online

How do you EVALUATE learning

-use checklist and rubrics to evaluate and grade (assess) student work -examine collections of students work and determine grades -create tests when necessary to evaluate student learning

Writing Instructional Recommendations for students in the EMERGENT stage

-use crayons for drawing and pencils for writing -encourage scribble writing or write random letters if they cant do more conventional writing -teach handwriting skills -have students write name on sign in sheet everyday -have children write their own names and names of classmates -have children write the classroom by making lists of familiar words in the classroom

Reading Instructional Recommendations for students in the EMERGENT stage

-use environmental print -include literacy materials in play centers -read aloud to children -read big books and poems on charts using shared reading -introduce the title and author of books before reading -teaching directionality and letter and word concepts using big books -encourage children to make predictions and text to self connection -have children retell and dramatize stories -have students respond to literature through talk and drawing -post words on word wall -teach 20-24 high frequency word s -use alphabet-learning routines

Writing Instructional Recommendations for students in the BEGINNING stage

-use interactive writing to teach concepts about print and spelling rules -provide daily opportunities to write a variety of purposes and using different genres -introduce the writing process -teach children to spell the 100 high frequency list -teach capitalization and punctuation skills -teach contractions

What is a solution for a student who doesn't understand print concepts

-use language experience approach to record the students language and demonstrate print concepts -use shared reading and have the student point out examples of print concepts in big books -have student dictate and write messages

Writing Characteristics of children in the FLUENT stage

-use the writing process to write drafts and final copies -write compositions with one or more paragraphs -indent paragraphs -spell at least 75 of the 100 high frequency words -use sophisticated and technical vocabulary -apply vowel patterns to spell words -add inflectional endings on words -apply capitalization rules -use commas, quotation marks, and other punctuation marks

Writing Characteristics of children in the BEGINNING stage

-write from left to right -print the upper and lowercase letters -write one or more sentences -add a title -spell many words phonetically -spell at least 20 high frequency words correctly -write single draft composition -use capital letters to begin sentences -use punctuation -can reread their writing

Writing Genres

1. Descriptive writing 2. Expository writing 3. Journals and Letters 4. Narrative writing 5. Persuasive writing 6. Poetry writing

Activities for poetry writing

Acrostic poems, color poems, free verse, haiku,

READING PROCESS: Pre-reading

Activate or build background knowledge Think about the genre Set purpose Introduce key vocab Make predictions Preview text

Play + ed =

1 free (play) + 1 bound (ed)

Comprehension Strategies

1. Activating Background Knowledge 2. Connecting 3. Determining importance 4. Drawing Inferences 5. Evaluating 6. Monitoring 7. Predicting 8. Questioning 9. Repairing 10. Setting a purpose 11. Summarizing 12. Visualizing

Basic principles of teaching reading

1. Children learn to read by reading 2. Reading should be at the appropriate level of challenge. 3. Instruction should be functional and contextual. 4. Teachers should make connections 5. Teachers should promote independence 6. Teachers should believe that all children can learn to read and write 7. Literacy programs should be goal oriented and systematic 8. Teachers should build students motivation and sense of competence 9. Teachers should build students language proficiency 10. Teachers need ot know how students are progressing so that they ca give them extra help or change the program if necessary.

5 Stages of Spelling Development

1. Emergent spelling 2. Letter name alphabetic spelling 3. Within word pattern spelling 4. Syllables and Affixes spelling 5. Derivational relations spelling

Types of text structures

1. Enumeration- description 2. Time sequence 3. Explanation-process 4. Comparison- contrast 5. Problem- solution 6. Cause - effect

A guided reading lesson consists of five steps:

1. Introducing the text 2. reading the text 3. discussing the text 4. rereading or revisiting the text 5. extending the text.

5 areas of reading instructon

1. Phonemic Awareness 2. Phonics 3. Vocabulary 4. Comprehension 5. Fluency

Word Identification Strategies

1. Phonics analysis 2. Decoding by Analogy 3. Syllabic analysis 4. Morphemic Analysis

Components of language include

1. Phonology 2. Morpholohy 3. Syntax 4. Semantics 5. Prosody 6. Pragmatics

Strategy instruction has 6 key steps

1. introduce the strategy 2. demonstrating and modeling the strategy 3. guided practice (collaborative use) 4. guided practice 5. independent practice and application 6. assessment and reteaching 8. ongoing reinforcement and implementation

Steps in directed reading thinking activity

1. introduce the text 2. reading the text 3. discussion 4. revisiting the text 5. extending the text 6. evaluation and review

Categories of Comprehension Strategies

1. preparational 2. organizational 3. elaboration 4. metacognitive

Derivational Relations Spelling is typical for what age?

11 to 14 years old

Book/case =

2 free morphemes because they can stand alone as a word

Emergent spelling is typical of what ages?

3 to 5 years old

English language has ______ phonemes (sounds represented by _______ graphemes (letters)

44, 26

Letter name -alphabetic spelling is typical of what ages?

5 to 7 years old

By the end of grade 2, the average student knows approximately ________ root words, though the range for students from the lowest to the highest quartile at this stage can be from ________ to ________ root words.

6,000; 4,000 to 8,000

Within-Word Pattern Spelling is typical for what ages?

7 to 9 year olds

Syllables and Affixes Spelling is typical for what age?

9 to 11 year olds

Instructional reading level accuracy rate is

90-94%

Independent reading level accuracy rate is

95-100%

Activities for expository writing

Alphabet books, autobiographies, directions, essays, reports, summaries, and posters

Free Morpheme

A morpheme that can stand alone as a word

Bound Morpheme

A morpheme that must be attached to a free morpheme

Activities for Persuasive writing

Advertisements, book and movie reviews, letter to the editor, persuasive essays, persuasive letters

How could you use the INTERACTIVE level of scaffolding in writing?

Teacher and student create the text and share the pen to do the writing. They spell words correctly and add conventions of writing

Research indicates that a relationship exists between reading and writing. Which of the following statements supports the finding? A. reading is a constructive process and writing is a recursive one B. Reading and writing share similar processes and require using the same kinds of knowledge C. Reading requires passive stance and writing emphasizes an active stance

B Reading and writing share similar processes and require using the same kinds of knowledge

A student spells eagle as EGL. This student is performing at which stage of spelling? A. Conventional B. Phonetic C. Semi-phonetic D. Transitional

B. Phonetic Phonetic spellers will spell a word as it sounds

Which of the following is the best way for a teacher to assess students phonemic awareness A. Ask students to identify the letter at the beginning of the word "desk" B. Say the word "lamp" and ask students to break it into individual sounds C. Distribute the letter cards "b" "a" and "t" and ask students to order the letters to create a word D. Display the written word "cat" and ask students to sound it out as they tap each letter

B. Say the word "lamp" and ask students to break it into individual sounds **Why** A student who possesses phonemic awareness can segment sounds in spoken words and blend strings of isolated sounds together to form recognizable words

What area of study involves mechanics, usage and sentence formation? A. Word analysis B. Spelling conventions C. Morphemes D. Phonics

B. Spelling Conventions

21st Century Literacy Learning Theories

Behaviorism, Constructivism, Social Linguistics and Information Processing

Shared reading limitations

Big books or a class set of books are needed and text may not be appropriate for all students

Activities for Journals and Letters

Buisness and courtesy letters, email messages, learning logs

Examples of Spoonerism

Butterfly- flutterby Save the whales - wave the sails

Which of the following techniques can best be used to teach students how to read phonetically irregular words? A. Having students highlight common spelling patterns B. Modeling the use of letter-sound relationships during reading C. Maintaining a word wall of high frequency sight words D. Exposing students to a large quantity of decodable texts

C. Maintaining a word wall of high frequency sight words

Spelling Orthography

Children learn to segment spoken words into sounds and convert sounds into letters to spell words

Stage 1: Emergent Spelling

Children string scribbles, letters, and letterlike forms together but they dont associate the marks they make with any specific phonemes.

READING PROCESS: Applying

Construct projects Read related books Use information in thematic units Reflect on the reading experience

What theories are student centered?

Constructivism Information processing Social Lingustics

How can you differentiate?

Content (materials) Process (instruction) Product (demonstration of knowledge)

Social Lingustics theory incorpates what kind of teaching?

Culturally responsive teaching

Which of the following pair of words demonstrate that different letter combinations can represent the same speech sounds? A. Church .... Chorus B. Bow .... Bow C. Hot ..... Cold D. Phone ...... Laugh

D. Phone ...... Laugh ** why ** "ph" and "gh" fall into the category of consonant irregularities with consonant combinations that have a unique sound. both the ph and gh represent the sound of /f/

When students identify the phonemes in spoken words, they are practicing which of the following? A. Sound blending B. Substitution C. Rhyming D. Segmentation

D. Segmentation

Print awareness includes all EXCEPT which of the following concepts? A. The differentiation of uppercase and lowercase letters B. The identification of word boundaries C. The proper tracking of words D. The spelling of sight words

D. The spelling of sight words. Print awareness includes all except the spelling of sight words

Characteristics condusive to learning

Safety, Respect, High Expectations, Risk Taking, Collaboration, Choice, Responsibility, Family and Community Involvement

Example of open and closed syllables together

Divide Di --> open vide --> closed

What strategy is used when the reader evaluates both the text itself and their reading experience

Evaluating

First, they learn the names and shapes of the letters of the alphabet. Next, they learn consonant sounds. Third, they tack;e simple and then more complex vowel correspondences.

Example of bottom-up approach

Standard English

Form of english used in textbooks Ex: academia, television

Characteristics of a Classroom Community

Safety, Respect, High Expectations, Risk Taking, Collaboration, Choice, Responsibility, Family and Community Involvement

Text Comprehension Factors

Genres, text structures, and text features

Text Factors

Genres, text structures, text features

Types of reading

Independent, partner, guided, shared, and reading aloud to students

Phonics

Instruction about phoneme - grapheme correspondences and spelling rules.

Examples of Informal Assessments

Interest inventories checklists, reading portfolios reading interviews anecdotal notes

Example of Alliteration

Sally sells seashells

Example of Oxymoron

Jumbo shrimp, pretty ugly

Social Linguistics theory emphasizes on _________ and _________.

Language and Social Interaction

Concept about the alphabet

Letter knowledge -name of letters -upper or lower case -direction of letter (d,b) -sound of letter -use this knowledge to decode words

Levels of Comprehension

Literal, Inferential, Critical, and Evaluative

Information processing compares what two things?

Mind to Computer

There are 5 steps in the GRR model. Which step comes after, 'Explain - Ensure students understand why a strategy is useful by giving focused instruction of how the strategy should be used'?

Model - Provide a demonstration by not only modeling the strategy, but also modeling how to execute said strategy.

Examples of palindromes

Mom, civic

What strategy is used when readers supervise their reading experience, checking that they're understanding the text

Monitoring

What does behaviorism stress?

Observable response to stimuli

What is the purpose of assessment?

gather information that will lead to improved instruction and learning (based on needs of students)

Guided reading limitations

Multiple copies of texts at the appropriate reading level are needed, and teacher controls the reading experience

Informal assessments are _____________ data driven.

NOT

Criterion referenced test vs Norm referenced test

Norm referenced tests may measure the acquisition of skills and knowledge from multiple sources such as notes, texts and syllabi. Criterion referenced tests measure performance on specific concepts and are often used in a pre-test / post-test format

What strategy is used when readers make thoughtful "guesses" about what will happen and then read to confirm their predictions

Predicting

Partner reading limitations

One student may simply read to the other and teacher has little involvement or control

Nonstandard English

Other forms of english Ex: Slang

Example of homonym

Pen (pen for writing) Pen (cage for animals)

Persuasive writing purpose

Persuasion is winning someone to your viewpoint or cause using appeals to logic, moral character, and emotion. students present their position clearly and support it with examples and evidence.

Ways to Assess Learning

Plan, monitor, evaluate and reflect

What type of program takes a behavioral approach?

Scripted programs

Reading process includes

Prereading, reading, responding, exploring, and applying

What is the teachers role in behaviorism theory?

Provide information and supervise practice

What technique is especially designed for students having difficulty with inferences

QAR

What strategy is used when the reader ask themselves literal and inferential questions abut the text

Questioning

READING PROCESS: Reading

Read independently or with a partner Use guided or shared reading Listen to teacher read aloud Apply reading strategies and skills Examine illustrations, charts and diagrams

Components of the Balanced Literacy Approach

Reading Phonemic Awareness and Phonics Literacy Strategies and Skills Vocabulary Comprehension Literature Context- Area Study Oral Language Writing Spelling

What is an example of a scripted program?

Reading Mastery

Information processing integrates _______ and ________.

Reading and Writing

What strategy is used when reader identifies a problem inferring with comprehension and then solves it

Repairing

READING PROCESS: Exploring

Reread all or part of text Learn new vocab Participate in minilessons Examine genre, text features Learn about author

The constructivism theory

Seeks to engage students Advocate collaboration Encourage curiousity in learners Incorporate background knowledge

What strategy is used the reader identifies broad focus to direct their reading through the text

Setting a purpose

A teacher wants to assess a students ability to decode words. What type of assessment should she use for this?

She should have Jacob read a leveled word list and keep track of his errors.

Example of portmanteau

Spork = fork and spoon Brunch = breakfast and lunch Smog = smoke and fog

What type of learning takes place in behaviorism theory?

Stimulus - response action

Mr. Austin is designing a comprehension lesson for his fourth-grade class using a reading strategy. The objective of his lesson is to have the students correctly sequence the main events of a story. Which reading strategy should he choose?

Story map

What drives behaviorism?

Student behavior

Social Linguistics is centered around _______.

Students

How does Social Linguistics theory challenge students?

Students are challenged to confront injustices

Reading aloud to students strengths

Students have access to books they can't read themselves, teacher models fluent reading and reading strategies, and students build background knowledge and vocab

Reading aloud to students limitations

Students have no opportunity to read and students may not be interested in the text

Independent reading limitations

Students may not choose text they can read alone, and teacher has little involvement or control

How could you use the INDEPENDENT level of scaffolding in writing?

Students use the writing process to develop reports, essays, poems, and other compositions. Teachers monitor student's progress.

Evaluative Comprehension

is the most sophisticated level of comprehension

Examples of Eponyms

Teddy bear, Ferris wheel, sandwich

Which of the following is the most effective checking-for-understanding practice?

Telling the class, "Hold up A if the word is an adjective, N if it is a noun, and V if it is a verb. I will say the word and use it in a sentence."

Function

The purpose for which a person uses language

Close reading is a technique in which student read

challenging texts multiple times, each time for a different purpose

How many morphemes are in the word rerecorded

Three **why** a morpheme is the smallest meaningful unit in the grammar of language. the word rerecorded contains three morphemes. the unit "re" is a prefix meaning back or again. "record" is the base that gives the word its meaning. The word part "ed" indicates past tense

What must happen for vocabulary study to have an impact upon comprehension

Unfamiliar words important to an understanding of the selection should be taught well and defined and used in context.

Word learning strategies

Using Context Clues Analyzing Word Parts Checking a Dictionary

Which of the following graphic organizers works best when two or three subjects are being compared, and similar traits are being identified?

Venn Diagram

What strategy is used when readers create mental images of what they're reading

Visualizing

Activities for descriptive writing

character sketches, comparisons, descriptive essays

Antonyms

Words that are opposites

READING PROCESS: Responding

Write in reading logs Participate in conversations

Example of Symbolism

a lion often symbolizes courage and a dove symbolizes peace

Dialogue is written conversation where

characters speak to each other

An example of sound segmentation would be

a student identifying each separate sound in the word tub /t/ , /u/, /b/

High-stakes test

a summative assessment for which an important decision will be based on the outcome.

Closed syllable

a syllable ending in a consonant sound

Open Syllable

a syllable that ends in a vowel sound

Phonemic awarness

ability to orally manipulate phonemes in words.

Fluency

ability to read and write effortlessly and efficently

Reading

ability to read quickly, accurately and with expression

Vocabulary words: TIER 2

academic vocabulary

In a behavioral approach, learning consists of the

acquisition of new behaviors

Cognitvism is based on the fact that students are

active participants in their learning rather than passive recipients.

In directed reading thinking activity, students are given a more

active role

Critical reading is an

affective and cognitive skill

When do summative assessments occur?

after learning has taken place

Literacy Centers

alphabet, author, collaborative books, pocket charts, vocabulary, proofreading

Teachers major role in close reading is to

ask text dependent questions that require students to interpret what they've read and provide evidence from the text to support understanding

Criterion-referenced test

assesses how well skills or knowledge in a specific domain have been learned.

Guided reading is the framework withing which the teacher supplies whatever

assistance or guidance students need to read a selection successfully.

Word Identification Strategy: Morphemic Analysis examples

astro-naut bi-cycle centi-pede trans-port

Content instruction

attempts to engage students in the process of attending to text ideas and building mental representation of the ideas, with no direction to consider specific mental processes

Factors affecting student motivation

attitude, community, instruction, rewards, expectations, collaboration, reading and writing competence, and choices

Example of diphthong

aw --> au straw slaw haul author

Reader Comprehension Factors

background knowledge, vocabulary, fluency, comprehension skills and strategies, and motivation

Morphemes include

base words, prefixes and word endings that are found within longer words

Cognitivism

based on the proposition that mental processes exist and can be stuidied.

Concepts about print

basic understanding of print direction

Vocabulary words: TIER 1

basic words

3 Tiers of Vocabulary Words

basic words, academic vocabulary, and specialized terms

Authors often use foreshadowing in the

beginning of the story

Coginitive-behavioral approach

believes that our behavior is affected by the set of rewards and punishments we have experienced in the past and by our beliefs, thoughts, and expectations

Word Identification Strategy: Phonic Analysis examples

blaze, chin, peach, spring

Some words contain open and closed syllabus, such as

bo - nus and pa - per

Foreshadowing is hinting at events to come later in the story to

build readers expectations

Cloze is a great device for

building comprehension

Which of the following signal words or phrases would most likely indicate a comparison-contrast text structure?

but; however

Stage 2: Letter Name-Alphabetic Spelling

children learn to represent phonemes in words with letters. at first their spellings are quite abbreviated but they learn to use consonant blends and digraphs and short-vowel patterns to spell many short vowel words

Bottom - up approach

children literally start at the bottom and work their way up.

Word Identification Strategy:Decoding by Analogy examples

claw from saw, flat from cat, stone from cone, think from pink

Technique that is best at getting students to use context and read for meaning on a sentence-by-sentence basis

cloze

Piaget's theories are examples of a ______________ approach

cognitive

Being aware of how text is structure will help readers build a

coherent representation of the text

TIER 1: BASIC WORDS

common words used socially, in informal conversation, at home and/or on the playground

Sound segmentation is the identification of all the

component phonemes in a word

Cloze works especially well with students who are

concentrating so hard on sounding out words that they fail to read for meaning

Struggling reader problems include

concepts about print, alphabet knowledge, phonemic awareness, decoding and fluency

What type of learning takes place in constructivism?

construction of knowledge

Comprehension is a ______________ process that builds on information in the text and the readers schemata

constructive

Elaboration is a generative activity in which the reader

constructs connections between information from the text and prior knowledge.

Realistic fiction is made up of

contemporary stories and historical stories

Informal assessments are driven by what?

content and performance driven.

It is estimated that the average young reader is able to use __________ successfully only 5 to 20 percent of the time, because even when the text's clues are fairly obvious, students fail to notice them.

contextual analysis

Readability is determined by

correlating semantic and syntactic features in a text

In classic cloze, the teacher

deletes words at random from a narrative or informational passage

The ability to see likeness and differences is a prerequisite skill for

deriving or constructing a main idea

Expository text structures

description, sequence, comparison, cause and effect, and problem and solution

Purpose of Criterion-Referenced tests

determines whether each student has achieved specific skills or concepts

What strategy is used when readers identify the big ideas in the text and notice the relationships amount them

determining importance

Responsive elaboration mainly attempts to

develop students' reasoning

Narrative Devices

dialogue, flashback, foreshadowing, imagery, suspense, symbolism, tone

For word recognition, what should be used as a last resort?

dictionary usage

Flexible grouping is a form of

differentiated instruction

Piaget believes that childrens thinking develops through

direct experience with their environment

If a student demonstrates difficulties in oral reading prosody they will benefit from

direct instruction and modeling fluent, prosodic reading.

Pragmatics

effective use of language: knowing how to take turns in a conversation, using proper tone, using terms of politeness, etc)

Making inferences is the most important

elaboration strategy

Literacy Development Stages

emergent, beginning, and fluent

Strategy instruction

encourages students to think about their mental processes and execute specific strategies to interact with text

Authors use symbolism to

enhance the theme of a story

What is the main goal of summative assessment?

evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark

There, their, they're

example of homophone

Comprehension instruction for young children should be

explicit and concrete

Literal meaning

explicit meaning

Specialized terms need to be _______________ taught.

explicitly

Folklore is made up of

fables, folktales, myths, and legends

Standard of Coherence, Role of Reasoning, and Role of Attention are all

factor in comprehension

Examples of personification

fear knocked on the door, raindrops danced on my umbrella

Tone is the overall

feeling or mood in a story

Anecdotal record

field note or description of a significant bit of student behavior

Teachers can use Criterion-Referenced tests to

find out how much students know before instruction begins and after it has finished

Narrative Genres include

folklore, fantasy, and realistic fiction

Formative vs. Summative Assessment

formative assessments tells how the student IS DOING and summative tells how the student HAS DONE

Authors use dialogue to move the story

forward while brining the characters to life

Which is most helpful in learning the meaning of a new word?

hearing the word explained in context.

Word identification strategies are explicitly taught to

help students decode unfamiliar words

Quantitatively complex texts provide experience with

high level vocabulary, sentence length and word structure that build a foundation for the continuum toward postsecondary and workforce preparedness (lexile)

Are summative assessments generally low or high stakes?

high stakes

What is a basic principle of behaviorism?

humans tend to repeat behaviors that are rewarding and avoid those that are not.

Phonological awareness is best assessed through

identification of rimes or onsets within words

Evaluative Comprehension judges the value of a text and

identifies biases

Phonemic Awareness Strategies

identifying, categorizing, substituting, blending, segmenting

Authors use metaphors and similes to create

images in peoples mind as they read

Reading Levels

independent, instructional, and frustration

During the Syllables and Affixes Spelling children learn

inflectional endings, rules for adding inflectional endings, syllabication, and homophones

Three broad categories of genres

informational (nonfiction) stories (fiction) poetry

Onset

initial consonant or constant blend

Onset

initial consonant sound of a syllable

Prosody

intonation and rhythm of speech

Alphabetic code knowledge

is the knowledge of individual letter names, sounds, and shapes. the alphabetic principle is the idea that letters and groups of letters represent the sounds of spoken language.

Literal Comprehension

is the most basic level of comprehension

Phonological Awareness

knowledge about the sound structure or words, at the phoneme, onset-rhyme and syllable levels.

Research has shown that readers and writers use the same kinds of

knowledge when constructing meaning

Blending strategy

learn to blend 2, 3 or 4 individual sounds to form a word

Segmenting

learn to break a word into its beginning, middle and ending sounds

Identifying strategy

learn to identify a word that begins or ends with a particular sound

Categorizing strategy

learn to recognize the odd word in a set of words

Substituting strategy

learn to remove a sound from a word and substitute a different sound

Norm referenced test can not measure the

learning achievement or progress of an entire group of students but only the relative performance of individuals within the group

Which word learning tasks would be the hardest

learning new words representing new concepts.

What is print direction?

left to right, top to bottom

Frustration reading level accuracy rate is

less than 90% accuracy

Phoneme is the sound a _______ makes.

letter

An EARLY emergent student lacks

letter and directionality

An EARLY Letter Name- Alphabetic student uses but confuses

letter name-sound matches, consonants based on manner and point of articulation concept of word is rudimentary gets off track on two-syllable words spaces between words

A MIDDLE Emergent student uses but confuses

letters and numbers, letter strings, and directionality

A MIDDLE Emergent student correctly uses

linear movement across page and has a clear distinction between writing and drawing

Example of an open syllable

me, tea

One of the most powerful word-attack skills is morphemic analysis, which is primarily concerned with

meaning

Semantics

meaning of words

Norm-referenced tests content

measures broad skills areas sampled from a variety of textbooks, syllabi, and the judgements of curriculum experts

Knowing when and where to use strategies and background knowledge is part of monitoring which is also known as

metacognition

Figurative meaning

metaphorical meaning

Authors use suspense in the

middle of the story

Examples of summative assessment include

midterm exam, final project, paper, senior recital

Levels of Scaffolding

modeled, shared, interactive, guided, independent

Fantasy is made up of

modern literacy tales, fantastic stories, science fiction and high fantasy

What is the goal of formative assessment?

monitor student learning to provide ongoing feedback that can be used by teachers to improve their teaching and by student to improve their learning

Structural analysis focuses on the meaning of

morphemes

Students often figure out a new word based on its more familiar root word, or encounter a word that is in their listening vocabulary but not in their reading vocabulary. They look for a part of the word they know, or try to think of a familiar word that is like the unknown word. What strategy does this involve?

morphemic analysis

How is motivation a factor in comprehension

motivated students are more engaged in reading, more confident and more likely to comprehend successfully

Behaviorism uses incentives & rewards to increase __________.

motivation

Qualitatively complex texts present interactions with

multiple levels of meaning, irregular text structures, unconventional language, and other stylistic features that provide a context for close reading and critical thinking

Example of Hyperbole

my feet are killing me im so hungry i could eat a horse

The major problem with high-stakes tests is they often

narrow the curriculum to what is tested,

Diphthongs

new sound produced represented by 2 vowels within the same syllable

Four Types of Vocabulary

oral, print, receptive, and productive

Text Structures

organization of text, sequence, compare/contrast, cause and effect

A schema is the

organized knowledge that one has about people, places, things, or events

The main idea of a text provides a framework for

organizing, understanding and remembering the essential details

Activites for narrative writing

original short stories, personal narratives, retellings of stories, sequels of stories, story scripts

Suspense is an excited uncertainty about the

outcome of conflict in a story

Cloze helps students who

over use phonics and neglect context

Which repair technique would be best to use when a passage is difficult to understand because it is written in technical language

paraphrasing

An EARLY Letter Name- Alphabetic student correctly uses

partial phonological awareness, represents prominent sounds, usually beginning consonants, directionality, uses most letters of the alphabet, partial spelling of consonant blends and digraphs, and spells some known sight words correctly: the, is

Nursery rhymes are used in kindergarten to develop what

phoneme recognition

When a word is broken down into its smallest part, individual sounds (phonemes) the term _________________ is used.

phonemic awareness

A MIDDLE Emergent student lacks

phonemic awareness and sound-symbol correspondences

Focusing on connecting spoken sounds to written letters are

phonics skills

Imagery is descriptive words and phrases used to create a

picture in the readers minds

Homonyms

pronounced or spelled the same, but have different meanings

Rigorous

provide challenging instruction and encourage students to be active and engaged.

A 4th grade student reads an unfamiliar passage aloud for one minute. He read at an average rate but with poor expression. He accurately decoded 98% of the words in the passage. Based on the results of the assessment, what should the teacher do to improve the students reading ability?

provide the student with explicit instruction and modeling of prosodic reading of text

In DR-TA the teacher leads the student to establish their own

purposes for reading, decide when these purposes have been fulfilled and to attack unfamiliar words independently

Text complexity encompasses three interdependent measures

qualitative complexity, quantitative complexity, and reader and task demands

QAR stands for

question- answer relationship

What method focuses on content rather than strategy, occurs during reading rather than after reading, and uses a series of queries and moves

questioning the author

Which questions are best for helping students activate schema and read with a purpose in mind?

questions asked before a selection is read

How does determining importance improve comprehension

reader focuses on big ideas so they don't become over whelmed with details

How do you make connections while reading?

reader make text to self, text to world and text to text links

How does making connections while reading improve comprehension?

reader personalizes their reading by relating what they're reading to their background knowledge

The most important factor in comprehension is

reader's background knowledge about the topic of the selection.

How does evaluating improve comprehension

readers assume responsibility for their own strategy use

How does predicting improve comprehension

readers become more engaged in the reading experience and want to continue reading

How does monitoring improve comprehension

readers expect the text to make sense, and they recognize when it doesn't so they can take action

How does setting a purpose improve comprehension

readers focus their attention as they read according to he purpose they've set

How does summarizing improve comprehension

readers have a better recall of the big ideas when they summarize

How does drawing inferences improve comprehension

readers move beyond literal thinking to grasp meaning that isn't explicitly stated in text

How does repairing improve comprehension

readers solve problems to regain comprehension and continue reading

How do readers activate background knowledge while reading?

readers think about what they already know about the topic

How does questioning improve comprehension

readers use questions to direct their reading, confusions, and make inferences

How does visualizing improve comprehension

readers use the mental images to make the text more memorable

How does activating background knowledge while reading improve comprehension?

readers use their background knowledge to fill the gaps in the text and enhance their comprehension

What is the largest contributor to the development of students written vocabulary

reading

New Criticism a theory of

reading literature that was popular in 1920s- 1960s

Critical Comprehension

recognize symbolic meaning, distinguishing fault from opinion

Bloom's revised taxonomy

remember, understand, apply, analyze, evaluate, and create

Rereading, slow reading, and pausing during a confusing paragraph are examples of

repairing

Alliteration

repetition of beginning consonant or vowel sound in words within a phrase or sentence

What is the most common type of expository writing?

reports

Symbolism a person, place or thing used to

represent something else

Close reading requires a careful analysis of the text and typically requires

rereading

Students engaged in close reading should be given the

responsibility to interpret the meaning of the text

Examples of informal assessments

running records and reading inventories

Macrostructure is a

running summary of the text

Guided reading is used with individuals or with groups of students who are on approximetly the

same level of reading development

An EARLY emergent student use but confuse

scribbling and drawing for writing

What takes place during reading

self monitoring

Syntax

sentence formation

Phonics rule

set of relationships between phonology(sounds in speech) and orthology (spelling) patterns

What takes place before reading

setting a purpose for reading is a before reading strategy

High frequency words such as be, the and or are taught during the instruction of what?

sight word recognition

An EARLY Letter Name- Alphabetic student lacks

silent letters and preconsonantal nasals

Top-Down approach

starts at the top and works downard.

Two approaches to teaching comprehension

strategy and content instruction

Two main approaches to teaching comprehension are

strategy and content instruction

Syntax

structure or grammar of a sentence

Syntactic System

structure system of english that governs how words are combined into sentences

Formative assessments can help identify

struggling students and target area of need

Literature circles are

student centered

Literature focus units are

student centered

Reading and writing workshops are

student centered

Formal Assessments have been used before and have statistics which support if a

student is reading below average for his/her age?

Constructivism is centered around ________.

students

Infromation processing is centered around ________.

students

How is background knowledge a factor in comprehension

students activate their world and literacy knowledge to link what they know to what they're reading

How is comprehension strategies a factor in comprehension

students actively direct their reading, monitor their understanding and troubleshoot problems when they occur.

Word Identification Strategy: Phonic Analysis

students apply their knowledge of sound symbol correspondences, phonics rules and spelling patterns to read or write a word, sounding words out.

How is text features a factor in comprehension

students apply their knowledge of the conventions and literacy devices used in texts to deepen their understanding

Stage 4: Syllables and Affixes Spelling

students apply what they've learned about one syllable words to spell longer words and they learn to break words into syllables. they also learn to add inflectional endings(s, es, ed, ing) and to differentiate between homophones such as your-you're.

Norm-referenced test

students are compared with a representative sample of others who are the same age or in the same grade.

How is comprehension skills a factor in comprehension

students automatically note details that support main ideas, sequence ideas, and use other skills

Word Identification Strategy: Syllabic Analysis

students break a multisyllabic word into syllables and then apply their knowledge of phonics to decode the word, syllable by syllable.

During guided reading, selections should present some challenge so that

students can apply strategies

Partner reading strengths

students collaborate and assist each other, students become more fluent readers, and students talk to develop comprehension

When preparing to do a close reading of a complex text with students, it is important for

students to read the text multiple times and focus on a different outcome during each reading

Expository writing purpose

students collect and synthesize information. this type of writing is objective. students use expository writing to give directions, sequence steps,compare one thing to another, explain cause and effect, or describe problems and solutions

Oxymoron

students combine two normally contradictory words to create a paradoxical image

Portmanteau

students commonly use words that are created by fusing two words to combine the meaning of both words

Hyperbole

students create exaggerated sentences

In the applying stage

students create projects to deepen their understanding of the text they've read and reflect on their reading experience

Poetry writing purpose

students create word pictures and play with rhyme and other stylistic devices as they create poems. through their wordplay, students learn that poetic language is vivid and powerful but concise and that poems can be arranged in different ways on a page

Independent reading strengths

students develop responsibility, students learn to select text, and the experience is authentic

Unknown words

students do not recognize the word

Personification

students endow inanimate objects with human traits or abilities

Stage 5: Derivational Relations Spelling

students explore the relationship between spelling and meaning and learn that words with related meanings are often related in spelling despite changes in sound (wise-wisdom, sign-signal, nation, national). they also learn about latin and greek root words and derivational affixes (amphi, pre, able, tion

How is fluency a factor in comprehension

students have adequate cognitive resources available to understand what they're reading when they read fluently.

Initial recognition

students have seen or heard the word but do not know the meaning

Full word knowledge

students know more than one meaning of the word and can use it in several ways

Partial Word Knowledge

students know one meaning of the word and can use it in a sentence

Stage 3: Within-Word Pattern Spelling

students learn long-vowel patterns and r-controlled vowels, but they may confuse spelling patterns and spell meet as mete and they reverse the order of letters such as form for from and gril for girl

Vocabulary

students learn the meaning of academic vocab through wide reading, listening to books read aloud, and content area study; they apply word-learning strategies to figure out the meaning of unfamilar words.

Phonemic Awarness and Phonics

students manipulate sounds in words and apply the alphabetic principle and phonics rules to decode words

Palindromes

students notice words and phrases that read the same forward and backward

Descriptive writing purpose

students observe carefully and choose precise language as they write description. they note sensory details and create comparisons to make writing more powerful

In the pre-reading stage

students prepare to read by setting purposes, thinking about the topic and genre of the text and planning for the reading experience

In the reading stage

students read the text silently or orally, thinking about it as they read, monitoring their understanding and solving problems as they arise.

Instructional time during closed reading should be focused primarily on

students reading and interacting with the text

Eponyms

students recognize that people's names can become words

How is text structures a factor in comprehension

students recognize the important ideas more easily when they understand the patterns that authors use to organize text

How is vocabulary a factor in comprehension

students recognize the meaning of familiar words and apply word learning strategies to understand what they're reading

In the exploring stage

students reread parts of the text, examine it more analytically, and study the genre and the writers craft

Narrative writing purpose

students retell familiar stories, develop sequels for stories they've read, write stories about events in their own lives and create original stories. includes a beginning, middle, and end in the narratives to develop the plot and characters

In the responding stage

students share their reactions, making tentative and exploratory comments, asking questions and clarifying confusions, by talking with classmates and the teacher and writing in reading logs

Spoonerism

students switch sounds in words, often with a humorous effect

Journals and Letters purpose

students write to themselves and to specific known audiences. writing is personal and often less formal. students share news, explore new ideas, and record notes. students learn the special formatting that letters, envelopes and online messages require

A LATE Emergent student uses but confuses

substitutions of letters that sound, feel and look alike: B/P AND D/B

How are summative assessments used?

summarizes students progress at the end of a unit or a semester or at some other point in time.

According to research, the most effective organizational strategy for comprehension is

summarizing

What strategy is used when the reader paraphrases the big ideas to create a concise statement

summarizing

What takes place after reading

summarizing

The main idea is a

summary statement that includes the other details in a paragraph or longer piece. it is what all the sentences are about

Scaffolding

support and guidance provided by an adult or capable peer

Formal Assessments will have data to

support the conclusions made from the test (standardized test)

Pragmatic System

system of english that offers language choices according to social and cultural uses

In flexible grouping, students are placed in small groups based on data and the teacher provides

systematic and explicit instruction in identified skill areas

Interactionists

teach skills directly and systematically

Basal reading program is

teacher centered- teacher led

Relevant

teachers address literacy standards to ensure students learn (knowledge, skills and strategies)

Complex

teachers engaged students in thinking deeply about books they are reading and writing concepts

How are formative assessments used?

teachers use formative assessments to plan or modify instruction

TIER 3: SPECIALIZED TERMS

technical terms content- specific and often are abstract

New Criticism Theory emphasizes focusing strictly on the

text and ignoring historial, social, and political influences as well as subjective reader responses.

Cause-effect

text structure that is presents the effect along with a single cause or a series of causes.

Comparison- contrast

text structure that presents differences and/or similarities.

Text Connections

text to self, text to text, and text to world

During the Letter name -alphabetic spelling stage children learn

the alphabetic principle, consonant sounds, short vowel sounds, consonant blends and digraphs

During the emergent spelling stage children learn

the distinction between drawing & writing, how to make a letter, direction of writing on a page, and some letter-sound matches

The contents of a portfolio should depend primarily upon

the goals and results of instruction.

For comprehension to improve,

the interaction among all three factors must be taken into consideration

Sematic systems

the meaning system of english that focuses on vocabulary

The major differences between a guided reading lesson and a directed reading-thinking activity (DR-TA) is in

the person deciding on the reading purpose

Comprehension process involves three factors

the reader, the text and the context in which the text is read.

Emergent literacy

the reading and writing behaviors that precede and develop into conventional literacy.

In Checking

the student is able to evaluate his or her performance

In Regulating

the student knowns what to read and how to read it and is able to put that knowledge to use

In Repairing

the student takes corrective action when comprehension falters

What is phonics?

the study of sound letter relationships

Behaviorism is centered around

the teacher

Why are summative assessments high stakes?

they have high point value

Why are formative assessments generally low stakes?

they have low or no point value

Why are running records and reading inventories examples of informal assessments?

they indicate how well a student performs on a particular task (or book)

The most effective way to assess student's comprehension processes is through a

think-aloud

Example of Onomatopoeia

tick-tock, sizzling

Authors use flashback in

time wrap stories where characters travel back in time to a particular historical period

How can students use structural analysis?

to find familiar word parts within an unfamiliar word in order to decode the word and determine the definition of a new word.

When is criterion referenced test used in place of norm?

to measure whole group performance

Purpose for Norm-Referenced tests are

to rank each student with respect to the achievement of others in broad areas of knowledge.

What is the main purpose of progress monitoring?

to see if students are currently making adequate improvement.

Flashback is an interruption, often taking readers back

to the beginning of the story

Directionality is the ability to

track words as they are being read

Explanation-process

type of structure that explanation tells how something works. sequence may be involved but steps in a process rather than time order are stressed

Problem-solution

type of structure that is a statement of a problem followed by a possible solution or series of solutions

Time sequence

type of structure that is similar to enumeration but time order is specified and use signal words

Enumeration- description

type of structure that lists details about a subject without giving any cause-effect or time relationship among them.

Differentiation

varying instructional arrangements, strategies and monitors student learning, make adjustments

_____________________ is most likely to result in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don't-knows

wait time

Scaffolding levles

ways to support students in reading and writing

TIER 2: ACADEMIC VOCABULARY

wide and application in school and used more frequently in written than oral language

The most effective approach for learning new words, one that requires little planning or effort, is through

wide reading

Semantics

word and sentence meaning

When teachers point to words during shared reading, what are they modeling?

word boundaries, directionality and one to one correspondence

Morphology

word formation

The study of roots, suffixes, and prefixes is called

word morphology

Authors create the tone through their choice of

words and use of other narrative devices

Concept about words

words carry meaning and we can make words with letters application

Synonyms

words that mean the same or nearly the same

Homonyms

words that sound alike but are spelled differently

Grapheme

written representation of a phoneme (using one or more letters)


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