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(293]STR Exam Prep
Reading Pedagogy Foundations of STR
| Question/Term | Answer |
|---|---|
| Asset-based (or strengths-based) approach | builds learning around a student's strengths and existing knowledge, rather than focusing on what they lack. The asset-based approach views diversity in thought, culture, and traits as positive assets that should be valued. |
| Deficit-based approach | a traditional educational approach, which focuses on strengthening a student's weak areas When using a deficit-based approach, teachers try to identify problems and work to fix them. |
| Instructional strategies that work well in an asset-based teaching approach | continually adjusting flexible groupings according to each child's current assessed knowledge and skills providing students with freedom of choice and autonomy in their learning drawing on prior knowledge that students bring into the classroom |
| Dyslexia | is a learning disorder that affects a student's ability to read, spell, write, and speak. |
| Characteristics of Dyslexia | difficulty with phonological awareness difficulty reading words in isolation difficulty decoding unfamiliar words slow, inaccurate, or labored (without prosody) oral reading difficulty spelling limited reading fluency |
| Dysgraphia | A disorder manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity |
| ELA | English Language Arts |
| Intrinsically motivated | students draw their motivation from the learning process. They find joy in the activity itself and learn for the sake of learning. This is the most desired motivation for students |
| Extrinsic motivation (or External motivation) | motive for the activity comes from outside the individual. |
| Autonomy | A student's ability to self-govern or self-motivate |
| Competence | refers to how a student perceives his own understanding and mastery of a topic. |
| literature circles | A strategy in which a teacher organizes students into small groups to discuss a common text. |
| Reading fluency | is measured by accuracy, prosody, and speed. |
| Guided Reading | reading done by students with teacher support. This reading will be done within the framework of a lesson and is often in a small-group setting with the teacher. |
| Independent Reading | reading done by students independent of the teacher. This reading can be either assigned or student-selected |
| Book talks | informal or formal conversations with their peers or with the teacher to discuss their books. |
| Response to Intervention (RtI) | research-based instructional intervention process used in general education classrooms to monitor and measure student progress(small group pull-out, tutoring) |
| RTI Tier 1 | The first step in the RtI process is an assessment of all students in a class to determine which students need instructional interventions. The teacher can then use differentiated instruction during class time to meet student needs. |
| RTI Tier 2 | the teacher will introduce small groups to work on specific skills. These Tier 2 interventions take place a few times a week during electives or enrichment activities so that students don't miss out on class time. |
| RTI Tier 3 | smallest group of students as they require instruction that is extremely individualized. If the student doesn't make progress in Tier 3, it's likely that he/she will need to be evaluated for Special Education services. |
| Phonological Awareness | the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print |
| Mentor Text | Books or other pieces of literature that are revisited throughout the school year for different purposes in literacy instruction |
| Differentiation | teaching that offers multiple options for learning the material based on different student needs and learning styles |
| Syllable Awareness / Syllabication / Syllable Segmentation | the ability to hear individual parts/syllables of words “Education” has four syllables “ed-u-ca-tion” |
| Attention Deficit Hyperactivity Disorder (ADHD) | A label applied to individuals who have great difficulty concentrating on what they are doing AND are extremely active, impulsive, distractible, and excitable |
| Phonemic Awareness / Sound Awareness | the ability to hear, identify, and re-create individual sounds in spoken words A student can hear that"B" makes first sound in the word "blue" |
| Schema | information or experience that the student has prior to learning When students can connect their background knowledge to the texts they read, it aids their comprehension. |
| Alphabetic Knowledge | The ability to recognize, name, and write letters. |
| Morphology | The study of forms of words, including affixes, roots, stems, and parts of speech. The word "bicycles" is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s. |
| Prosody | the reader's ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud |
| Alphabetic Principle | The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English. |
| Syntax | Rules that govern the construction of words in order to make phrases, clauses, and sentences. |
| Scaffolding | a method of teaching that involves gradually removing aids when teaching new concepts ·explicit teaching ·guided instruction ·prompts the students with questions like "what kind?" and "which one?" |
| Orthography | Spelling patterns of language |
| Ongoing Assessment | an assessment that guides the pace and content of instruction |
| Print Concepts | The general rules governing text text is read from left to right and top to bottom |
Created by:
Kerstie91
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