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ELO
| Question | Answer |
|---|---|
| The highest level of reading material that students can understand with 75% comprehension when it is read to them | Listening capacity |
| An oral reading response that differs from the expected response | Miscue |
| An assessment device in which a student's oral reading errors are noted and classified in order to determine whether the material is on the appropriate level of difficulty and to see which reading strategies the student is using | Running record |
| Have mental abilities or other talents that are well above average. 2% of the population | Gifted and talented |
| The practice of educating within the classroom ALL students | Inclusion |
| a change in the content or structure of instruction--changing the curriculum | modification |
| a change in the process of instruction or assessment | Accomodation |
| The reading and writing behaviors that evolve from children's earliest experiences with reading and writing and that gradually grow into conventional literacy | Emergent literacy |
| Understandings about how print works--that printed words represent spoken words, have boundaries, are read from left to right, etc. | Concepts of print |
| The evolving ability of a child to read story books, which progresses from simply telling a story suggested by the book's illustrations or having heard the book read aloud to reading the book conventionally | Emergent storybook reading |
| Intuitive spelling that novices create before learning or while learning the conventional writing system. Temporary, developmental, or transitional spelling | Invented spelling |
| To generally accepted way of putting words on a page, such as arranging words from left to right | Print conventions |
| One student or a group of students dictates a story, which is then used as a basis for reading and writing instruction | Language-experience |
| Students may tell the teacher what letters to write or may actually write them in the piece | Shared writing |
| Students use letters but don't realize that the letters represent sounds | Prealphabetic stage |
| Students use the names of the letters to figure out the sounds they represent | Alphabetic stage |
| Students are beginning to see patterns such as final /e/ and double vowels | Consolidated alphabetic stage |
| The consciousness of individual sounds in words. It is the realization that a spoken word is composed of a sequence of speech sounds | Phonemic awareness |
| the process of articulating a sound while still articulating the previous sound | Coarticulation |
| The division of sentences into words, compound words into component words, words into syllables, syllables into rime, words into phonemes | Segmentation |
| Consonant sounds that are articulated with a continuous stream of breath | Continuants |
| The process of using the results of tests, observations, work samples, and other devices to judge the effectiveness of a programs | Evaluation |
| Statements of what students should know and be able to do | Standards |
| Results are used to make important decisions such as passing students, graduating students, or rating a school | High-stakes tests |
| The process of gathering data about an area of learning through tests, observations, work samples and other means | Assessment |
| Using tasks that are typical of the kinds of reading or writing that students perform in school and out | Authentic assessment |
| Occurs after learning has taken place and summarizes students' progress at the end of a unit or a semester or at some other point in time | Summative assessment |
| Takes place during learning and is used to plan or modify instruction | Formative assessment |
| The degree to which a test yields consistent results | Reliability |
| The degree to which a test measures what it is suppose to measure, or the extent to which a test will provide information needed to make a decision | Validity |
| The tasks of an assessment device are representative of the subject or area being assessed | Content validity |
| An assessment device in which a student reads a series of selections that gradually increase in difficulty. The teacher records errors and assesses comprehension in order to determine levels of materials that a student can read | Informal reading inventory (IRI) |
| A student can read without any assistance. 90% comprehension 99% word recognition | Independent level |
| Level at which a student needs a teacher's help. 75% comprehension and 95% word recognition | Instructional level |
| Reading material is difficult that the student can't read it even with help. 90% word recognition and 50% comprehension | Frustration level |
| A philosophy of learning that describes all the activities of an organism in terms of observable actions or behaviors | Behaviorism |
| A philosophy of learning that describes the activities of an organism in terms of observable actions or behaviors and internal or mental states | Cognitivism |
| A cognitive philosophy of learnign that describes learning as an active process in which the learner constructs mental models of reality | Constructionism |
| The process of incorporating new ideas into existing ones | Assimilation |
| A cognitive philosophy that describes learning as an active process in which the learner constructs mental models of reality individually and in interaction with others | Social constructivism |
| The difference between independent performance and potential performance | Zone of proximal development |
| The support and guidance provided by an adult or more capable peer that helps a student function on a higher level | Scaffolding |
| Self-talk and rewards are used to replace faulty learning habits and beliefs with effective habits and strategies and realistic beliefs | Cognitive behavioral modification |
| A kind of processing in which meaning is derived from the accurate, sequential processing of words. The emphasis is on the text rather than the reader's background knowledge or language ability | Bottom-up approach |
| Deriving meaning by using one's background knowledge, language ability and expectations. The emphasis is on the reader rather than the test | Top-down approach |
| Reading involves processing text and using one's background knowledge and language ability | Interactionists |
| The relationship between the reader and the text in which meaning is created as the text is conditioned by the reader and the reader is conditioned by the text | Transaction |
| The position or attitude that the reader takes. 1) aesthetic 2) efferent | Stance |
| A kind of reading in which the focus is on obtaining or carrying away information from the reading | Efferent |
| A type of reading in which the reader focuses on experiencing the piece | Aesthetic |
| Process in which we construct meaning from print | Reading |
| Producing and understanding speech sounds | Phonology |
| Meaningful word parts, such as roots and affixes | Morphology |
| The way in which words are arranged in a sentence | Syntax |
| Word and sentence meaning | Semantics |
| Intonation and rhythm of speech (pitch, stress, juncture) | Prosody |
| Engaging in effective communication | Pragmatics |
| Self-regulatory talk directed to oneself and not designed for communication with others | Private speech |
| Self-regulatory talk that is not spoken aloud | Inner speech |
| A more complex form of inner speech in which several ideas might be folded so that the child might be aware of the final product but not the processes that led to the final product | Verbal thinking |
| Not born in the US. First language is not English and who cannot participate effectively int he regular curriculum because they have difficulty speaking, understanding, reading and writing in English speaking classrooms | English language learners (ELLs) |
| Students who have been judged likely to have difficulty at school because of poverty, low grades, retention in a grade, excessive absence, or other potentially limiting factors | At risk |
| Refers to a group of disorders that are evidenced by difficulty learning to read, write, speak, listen or do math | Learning disability |
| Difficulty focusing and maintaining attention | Attention deficit disorder |
| The tendency to be overly active, impulsive or distractible | Hyperactivity |
| The tendency to act on the spur of the moment without thinking of the consequences | Impulsivity |
| Have below-average ability but are not intellectually disabled. IQ range between 70-85 | Slow learners |
| Designed to indicate possible difficulties or problems | Screening measures |
| an expected level of performance on a task. Can be used to predict later success | Benchmark |
| a brief, standardized assessment of a general outcome in reading, math,or some other content area | Curriculum-based measure (CBM) |
| a standard format is followed | standardized |
| A passage in which students choose from 3 or more words the one that is the correct replacement for a deleted word | Maze passage |
| Those in which students' performance is compared with a norm group, which is a representative sampling of students | Norm-referenced |
| One in which the student's performance is compared to a criterion, or standard | Criterion-referenced test |
| the number of correct answers or points earned on a test | Raw score |
| The point on a scale of 1 to 99 that shows what percent of students obtained an equal or lower score. | Percentile Rank |
| Indicates the score that the average student at that grade level achieved | Grade equivalent score |
| the ranking of a score on a scale of 1-99 | normal curve equivalent |
| a point on a 9-point scale with 5 being average | Stanine |
| A continuous ranking from 000 to 999 of scores from a series of norm-referenced tests, from the lowest to highest level test | scale score |
| a written description of the traits or characteristics of standards used to judge a process or product | rubric |
| the practice of assigning students to a test level on the basis of their reading ability rather than their grade level | Functional level testing |
| the process of summarizing or describing a story that one has read. the purpose is to assess comprehension | Retelling |
| procedures in which students are asked to describe the processes they are using as they engage in reading or another cognitive activity | Think-alouds |
| the recording of the description of a significant incident of student behavior; interpretation of the observation comes later | Ancedotal record |
| an estimation of the degree to which a student possesses a given skill or trait | Ratings |
| an instrument in which a subject is asked to respond to a series of questions of some topic | Questionnaire |
| the process of asking a subject a series of questions on a topic | Interview |
| a process for sorting or ranking students' written pieces on the basis of an overall impression of each piece | Holistic Scoring |
| A process for scoring that uses a description of major features to be considered when assessing a written piece | Analytic Scoring |
| a collection of work samples, test results, checklists, and other data used to assess a students' performance | Portfolio |
| indicates the difficulty of a reading selection | Readability level |
| the study of speech sounds related to reading | Phonics |
| two letters used to spell a single sound | Diagraph |
| Composed of two or more letters that represent two or more sounds. Sometimes called blends | Cluster |
| the initial part of a word, the part that precedes the first vowel. Could be a single consonant or a cluster. A word that begins with a vowel does not have one | Onset |
| Is the part of the word that rhymes | Rime |
| involves studying sounds within the context of the whole word | Analytic Approach |
| involves decoding words sound by sound and then synthesizing the sounds into words | Synthetic approach |
| rather than trying to remember a rule, all the student has to do is try the major pronunciation, and, if that pronunciation does not work out, try another | Variability Strategy |
| freedom from word identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading | Fluency |
| rate of reading and reading with expression | Surface fluency |
| the reader controls the rate of reading and reading with expression to maximize comprehension | deep fluency |
| being able to pronunce or sound out a word and also know the word's meaning | Accuracy |
| a diagram used to show the interrlationships among words or ideas | graphic organizer |
| a graphic organizer that uses lines and circles to organize information according to categories | Semantic map |
| uses drawings, with or without labels, to show interrelationships among words or concepts | Pictorial map |
| another name for a semantic map | Web |
| a graphic organizer that uses a grid to compare a series of words or other items on a number of characteristics | Semantic feature analysis |
| is a graphic organizer that uses overlapping circles to show relationships between words or other items | Venn Diagram |
| a program in which a certain amount of time is set aside each week for vocab instruction | Planned program |
| the study of vocal words as they occur in the natural course of reading and writing | Incidental approach |
| words that have the same sound but differ in meaning and often have different origins. Usually do not have the same spelling | Homophones |
| two or more words that have the same spelling but different meaning and different word origins | Homograph |
| one that is peculiar to a language and cannot be understood from the individual words making up the expression | Idiomatic expression |
| the examination of a word in order to locate and derive the meanings of the morphemes | morphemic analysis |
| the smallest unit of meaning | morpheme |
| an affix placed at the beginning of a word or root in order to form a new word | Prefix |
| a morphemic element added to the beginning or ending of a word or root in order to add to the meaning of the word or change its function | Affix |
| an affix added to the end of a word or a root in order to form a new word | Suffix |
| produces a new word by changing a word's part of speech or meaning | Derivational Suffix |
| changes the inflected ending of a word by adding an ending such as --s or --ed that shows a number or a tense | Inflectional Suffix |
| the part of the word that is left after all the affixes have been removed | Root |
| an attempt to derive the meaning of a word by examining the context in which the unknown word appears | Contextual Analysis |
| an easy dictionary that has fewer entries than a regular dictionary, simplifies definitions, but does not contain a pronunciation key | Predictionary |
| a series of corrective feedback statement arranged in order of utility and ease of application | Corrective cues hierarchy |
| a statement of information | Proposition |
| the overall organization of a selection, including the main ideas or overall meaning of the selection | Macrostructure |
| refers to the detail of a selection | Microstructure |
| is a series of rules designed to show how the parts of a story are interrelated | Story grammar |
| provide an overview of a story: characters, settings, problem, plot and ending | Story maps |
| writing that is designed to explain or provide information | Expository Text |
| the way a piece of writing is organized, main idea and details | Text structure |
| a classification of objectives, types of questions, or other items, based on difficulty | Taxonomy |
| a period of silence between asking a question and repeating or rephrasing the question, calling on another student, or making some sort of comment | Wait time |
| an instructional framework within which the teacher supplies whatever help or guidance students need to read a story successfully | Guided reading |
| a procedure in which the reader demonstrates comprehension by supplying missing word | Cloze |
Created by:
jillball2007