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Ftce reading
| Question | Answer |
|---|---|
| Oral language | Spoken language |
| Babbling stage | |
| One word stage | Child’s use of of a single word to convert a full meaning |
| Two word stage | 2nd year of life. Vocabulary acquisition 1-3 words per week . Mini sentences |
| Early multiword stage | Telegraphic stage- children understood by parents. Begin to use elements of grammar & repeating longer sentences |
| Later multi word stage | By age 5. 4-6 words per sentence and can increase vocabulary to 20 words per day. |
| How many words do children know by age 8? | 28,300 |
| Phonology | Refers to system of sounds that make up language. |
| Phoneme or sound | Most basic unit of language |
| Phone | Phoneme spoken aloud and creates sound |
| Syllables | Units |
| Onset | Beginning consonants ( SW-im) |
| Rimes | Letters that follow beginning sound (sw-IM) |
| Morpheme | Smallest units of language that have meaning, to make words |
| Morphology | Refers to forms of words (roots and affixes) |
| Semantics | Refers to the meaning of words |
| Syntax | Refers to the way speakers use morphemes together to make sentences with meaning |
| Receptive oral language | Ability to understand what is being said |
| Expressive oral language | Ability to use language to communicate ideas appropriately |
| Nonverbal communication | Refers to any way communication occurs outside of speech |
| Phonemes | Distinct units of sound and are the basic units of language |
| How many phonemes are there? | At least 44 in the English language |
| 18 consonant phonemes | 15 vowel phonemes |
| Phoneme blending | Involves blending sounds together |
| Phoneme segmentation | Involves un blending,, or segmenting, each sound (elkonin boxes) sounding out |
| Phonemic awareness | Knowledge of and ability to use phonemes (explicit instruction) |
| Phoneme deletion | Removing a phoneme to make a new word (ramp- take away p- ram) |
| Phoneme substitution | One phoneme changed to make a new word |
| Phonics | Helping students to read by connecting written language to spoken language or by correlating certain sounds with certain letters or groups of letters |
| Decoding | Ability to pronounce the sounds of written words orally and understand their meaning |
| Decodable | Follow basic principles of phonics |
| Non decodable | They deviate from the standard rules of phonics |
| Synthetic phonics | One of the most common and effective types of phonics instruction. Students are taught to break down words into their component phonemes and sound them out |
| Analytic phonics | Implicit phonics. Doesn’t sound out each phoneme. Instead students identity an initial sound (onset) & rime & recognize word families . Encourages readers to guess at words by using context without sounding out each phoneme |
| Analogy-based phonics, or analogy phonics | Teaches students to decode new words based on known words (word families). Ex: if students know think, they can decode similar words : drink, wink, sink |
| Embedded phonics , or phonics through context | An approach to phonics instruction that relies on incidental learning. Phonics structures are only taught as needed |
| Phonics through speeding | Combined approach whereby reading and spelling and taught in tandem. Students are taught to spell words phonetically by sounding them out or breaking them into their individual phonemes |
| Phonics through spelling | Leads to invented spelling. Children learn to spell by spelling all words phonetically |
| Best approach for teaching phonics | Synthetic phonics |
| Systematic phonics also good approach to teach phonics | Instruction that occurs in a particularly designed sequence. Teaching individual sounds, consonant blends, teaching digraphs, teaching irregular/challenging vowel sounds like r controlled vowels |
| Dolch word list | Sight word list contains 315 words |
| Human brain uses 3 cuing system to determine word meaning | Semantic, syntactic and grapho -phonetic |
| Word-attack strategies | Methods of decoding unfamiliar words |
| Semantic (meaning) cues | Cues to word meaning drawn from background clues or prior experience (ex: informational text about fishing. Students see the word bobbed. Student familiar with fishing recognizes a bobber refers to a float used on a fishing line |
| Homographs | Words that are spelled the same but have different meaning |
| Homonyms | Words that sounds the same and may or may not be spelled the same but have different meaning |
| Reading a broad array of books build background knowledge, which can then be applied and retrieved | This helps with semantic cues |
| Syntactic cues | Based on the structure of language and are regarded as the brains second most efficient dying system while reading |
| Graphophonic cues | System is based on applying sound (phoneme) -symbol (grapheme or letter) knowledge while reading |
| Language experience approach LEA | Word recognition is thought to come from graphophonic cues, but rather from words that have been experienced and written about by the students and teachers (whole language instruction) |
| Vocabulary building activities | OPIN, possible sentences, list-group label, semantic feature analysis, semantic impressions, predict-o-gram |
| Predict-o-gram | Students are given list of words and they predict how these words will be used in a text |
| Semantic impressions | Students are given a list of words in the order they appear in the text. After given the definition, students write their own story using the words in the same order, only using each word once |
| Semantic feature analysis or semantic grid | Graphic organizer that helps students think deeply about the features or properties of each vocab word |
| List group label | Semantic mapping strategy in which students brainstorm all the words they can think of that relate to a particular topic |
| Possible sentences | Students given list of vocab words. They then write possible sentences for each word. After reading the text students return to their sentences to see if accurate or make corrections if needed |
| OPIN short for opinion | Students fill in the blank with a word they think belongs in a sentence. Then they break into groups to defend their word choice |
| Denotation | A words literal meaning |
| Connotation | Subtle or implied meaning |
| Morphemes analysis | Breaks apart the morphemes within words and analyzes them for meaning. Explicitly taught as a unit of study and referred to frequently throughout reading instruction |
| Contextual analysis | Context clues to under meaning of unknown words |
| ELL’s will need additional vocab building practice | Specific strategies: picture dictionaries, teaching cognates and teaching idioms |
| Reading rate | Measure of speed. WPM |
| Prosody | Expressiveness in reading |
| Automaticity | Ability to easily recognize words automatically |
| Strategies for developing oral fluency | Timed repeated readings, shared reading, choral reading, paired readings, readers theatre, audio assisted reading neurological impress |
| Linguistic foundations | Describe the ways written and oral language are involved in the reading process |
| Sociological or cultural foundations | Describe the ways readers approach the reading task based on their unique environment and cultural constructs |
| Psychological or cognitive foundations | Describe how the brain works during the reading process |
| Transactional reading (transactional reader response theory) | Developed by Louise roseblatt. States that text on a page is nothing until it becomes a performance of meaning in the readers mind |
| How active readers get involved with a text | By making connections between their background knowledge and what they are learning or experiencing. |
| Previewing a text | Comprehension strategy. Identifying the author, genre and general subject matter before reading the text |
| Setting a purpose | Introduce new text with a guiding question that pushes students to examine their own value system |
| Prediction | Inference that is concerned with what is going to happen next |
| Metacognition | Students should be thinking about their own understanding. Readers think about what they are thinking as they read |
| Visa annotating | Involves noting interesting or new vocab, important inferences, helpful summaries and brief analysis |
| Different questions | Literal questions , inferential and evaluative questions |
| Metrics for measuring the readability of a text includes scales such as | Bleach Kincaid grade level, gunning fog index and SMOG index |
| Independent reading level | Read within 99% accuracy and 90% comprehension. Below reading level |
| Instructional reading level | Read at 85% accuracy with over 75% comprehension. Above reading level |
| Frustration levels | Read at less that 85% accuracy and less than 50% comprehension. Above reading level |
| Lexile measures | Only account for quantitative , not qualitative, text features. They do not measure content, knowledge demands and so on |
| Directed reading thinking activity (DR-TA) | Students make predictions and read up to a preselected stopping points |
| QAR strategy | Encourage students to identify the type of question and to think about how to find the answer |
| SQ-3R strategy | For textbooks . Survey, question, read , recite review |
| Reciprocal teaching | Assigns roles to groups of 4 students who work together to read and comprehend a text |
| Peer assisted learning strategies PALS | Students partner with a classmate. Take turns providing each other assistance and feedback in reading comprehension |
| Poetry | Imaginative, Expressive verse writing that uses rhythm, unified and concentrated thought, concrete images, specialized language, an patterns |
| A line in poetry | A unit of poetry. Lines can be separated by punctuation, meter, and or rhyme. |
| Stanza in poetry | Group of lines followed by a space |
| Sonnet | Lyrical poem with 14 lines. Typically written in iambic pentameter. Alternates stressed and unstressed syllables in a line of verse with ten syllables per line |
| Haiku | From Japan. 3 lines (5,7,5 syllables ) |
| Villanelle | 19 lines long.has 5 stanzas |
| Think- aloud | Process of modeling one’s thinking during a reading |
| Meter | The rhythm or beat of a poem |
| Figurative language | Phrases not meant to be interpreted literally. |
| Simile | Compares 2 things using the words like or as |
| Sensory imagery | Descriptive language that appeals to one or 5 of the senses |
| Alliteration | Repetition of the same sound within nearby words |
| Structural elements of literature | Setting, characters , conflict, tone, point of view, main ideas, and organization |
| Second person point of view | |
| Uses the word you and can be read as the narrator speaking to the reader | |
| Plot diagram | Graphic organizer that helps students identify the exposition, or beginning, of the story, which sets the stage by describing the time, place and main characters. First starts with conflict, main struggle of the story. |
| Rising action (part of plot diagram) | Sequence of events leading to the eventual climax, or turning point, which is the apex of the diagram. |
| The curve slopes sharply down as the falling action, or results of the climax, unfold. (Plot diagram) | Diagram closes with the final resolution , or ending of the story. |
| PIEED | Nonfiction authors purpose: persuade, inform, explain, entertain , describe |
| Hyperbole | Exaggerated language |
| Expository text | The writer wants to teach something to the reader |
| Brainstorm web | Write subject in the center and students fill in the rest of the web with information they already know about a topic |
| ABC brainstorm | Students write one word or phrase they already know about the topic for each letter of the alphabet |
| Free brainstorm | Students freely write down, or draw, what they already know about a topic |
| Word expert | Break up new vocabulary words into mini lists and have each student become an “expert “ on two or threee words |
| Words Alive | Students come up with actions or poses that illustrate the meaning of each word on their list after the teacher explains the words meaning to the group |
| Semantic mapping | Students write the new word in the center then write a synonym, antonym, example, and a non example of the word. Another take is the Frayer model. Students write the word in the middle of 4 squares (definition, characteristics, examples and non examples |
| Cornell method of note taking | The page is divided into keywords, notes and summary |
| 3 stages of writing development | 1. Conceptual knowledge (understanding the purpose of writing 2. Procedural knowledge (understanding how to form letters and words) 3. Generative knowledge (using words to communicate a meaning) |
| Transitional writing stage | Children begin writing letters separated by spaces, although words are generally not being formed yet |
| Invented spelling | At the beginning of learning letter sounds. Words may just have a beginning sound and ending sound. |
| Mechanics | Structural elements of writing and include punctuation, capitalization, spelling, grammar, and general conventions of usage |
| COPS pneumonic | Capitalization,organization , punctuation, and spelling |
| Writing steps | Plan, draft, revise, edit , publish |
| Data dump | Informal writing strategy where students think of a topic and write about ideas that immediately come to mind |
| RAFT | Students think about the role of the writer. Audience - who will read the work. Format- how will you communicate your message . Topic- what will you write about |
| Framed paragraphs | Fill in the blank paragraphs . Type of scaffolding. |
| Shared or interactive writing | Students are scaffolded by experts, usually teachers. Teachers scribe for the students |
| 3 approaches to spelling instruction | Basal approach, developmental approach, incidental approach |
| Basal approach | Spelling generalizations such as consonant doubling, adding prefixes and suffixes , dropping the silent e when adding a suffix, and so on l |
| Developmental approach | individualizing spelling instruction based on the developmental level and needs of individual students |
| Incidental approach | sometimes called the student oriented approach,or student centered approach. Teaches spelling in an authentic context |
| Assessments are ranked based on two factors: | reliability and validity |
| Reliability | The rate at which the assessment produces the same outcome every time. Consistency among many different test takers and different scenarios |
| Measurement error | All the variations that impact an examinees performance |
| Validity | whether the findings of the assessment instrument seeks to measure are accurate and based on research and evidence . |
| Quantitative data | From standardized assessments such as numerical iq or performance on the fifteenth percentile. |
| Qualitative data | Obtained through interviews with parents and teachers and observational records |
| Norm referenced assessment | Measures an individual student against other test takers , typically same age or grade level. Results are reports in percentile ranking. (types: Achievement tests and aptitude tests, intelligence test, personality tests) |
| Criterion referenced test | Measures an individuals performance as it relates to a predetermined benchmark or criteria. Measures a students progress towards meeting certain objectives. (Annual state accountability tests are criterion referenced) |
| IRI informal reading inventory | Assessment includes a word list to determine which level of the assessment should be given. Oral reading and silent reading portion. Pinpoints the independent, instructional and frustration level for each student |
| Formative assessment | Refers to the ongoing monitoring of student progress toward learning objectives. Informal assessments where teachers gather information on how to streamline instruction. Used while students are forming their knowledge. Ex a quiz |
| Summative assessment | Designed to assess student learning at the end of a unit. Lump all of student learning to one sum |
| Authentic assessment | Measures students ability to use knowledge in a dorect, relevant and real world way. Ex: writing a resume in hs |
| Diagnostic assessment | Used to determine what students already know |
| Dynamic assessment | Based on Vygotsky’s theory of zone of proximal development. What students can do on their own, vs with help from a teacher. In dynamic assessment instruction is part of the assessment. Pretest, then intervention, then post test (test- teach-retest) |
| 5 stages of ELL learning | Pre production (silent period), early production (single and two to three word phrases), speech emergence stage (chunk simple words and phrases into sentences ), intermediate fluency stage (more complex sentences and catch their errors), advanced fluency |
| Interlanguage | ELL’s current understanding of the language they’re learning |
| Cognates | Visually similar words (comprender- to comprehend) |
| False cognates | Visually similar words with different meaning (comprar- to buy) |
| ELPs | English language proficiency standards |
| ESEA | Elementary and secondary education act- improve academic achievement through supplementary educational services as well as increased educational research and training |
| IDEA | Individuals with disabilities education act |
| Reading difficulties | Swd (single word-reading difficulties) SRCD (specific reading comprehension difficulties) Mrd mixed reading difficulties |
| Reading disabilities | |
| Cognitive development | Refers to the way people think and develop and understanding of the world around them through genetics and other learned influences |
| Areas of cognitive development | Information processing, reasoning, language development , intelligence and memory |
| Skinner | Was a pioneer in educational technology . In 1954, created a prototype for a teaching machines. Used a system of hole punches and tapes to give students immediate feedback after answering a question. |
| Social development | Learning values, knowledge and skills that allow children to relate to others appropriately and effectively and contribute to family, the community, and school in a positive way |
| Behaviorism | Observable stimulus - response behaviors. All behaviors are learned through interactions with the environment through classical or operant conditioning |
| Constructivism | Learning is an active process and knowledge is based on personal experiences. The learner is not a blank slate. The learner uses past experiences and cultural factors to gain knowledge in new situations |
| Benjamin bloom | Led a group of researches to study learning processes. 3 domains: cognitive (knowledge), social(attitude), and psychomotor (skills). |
| Blooms theory of mastery learning | Each domain has a hierarchy , or degrees of complexity, that must be mastered before moving to the next level. |
| Cognitive domain | Deals with intellectual development. |
| Simpson | Expounded on the physical domain (also called psychomotor domain) in 1972. This domain deals with all aspects of motor skill development. |
| Categories of physical domain: | |
| Perception(awareness), set (readiness), guided response(imitation), mechanism (proficiency), complex or overt response (skilled), adaptation or origination (modification and construction) | |
| Affective or social emotional domain | Includes emotions, motivation and attitudes. |
| Lawrence kohlberg | Developed the moral domain |
| Moral domain | Deals with the acquisition of morals and values |
| Categories of moral domain | Preconventional- child behaves well because it’s in the child’s best interest Conventional stage- the child conforms to societal expectations Post conventional the person is driven by their own ethics and morals |
| Jean Piaget | Theory of cognitive development. Observing children in their natural environment. Child’s knowledge developed from schemas, or units of knowledge that uses past experiences to understand new experiences |
| Piaget stages : 4 stages. Sensorimotor stage:infants, show intelligence through motor activities without using symbols. Pre operational stage: toddler-early childhood: demonstrate intelligence with symbols | Concrete operational: elementary to adolescence: logical and rational actions when thinking and solving problems Formal operational: adolescence through adulthood. Independently able to navigate problems and situations |
| Vygotsky | Social development theory and zone of proximal development |
| Neurological impress | A teacher reads the same text as a student almost simultaneously as both point to the words, modeling automaticity and prosody. The teacher is the more “capable” adult that scaffolds student learning to ZPD |
| Semantic feature analysis | A grid system that helps students make connections between texts, vocabulary and other items |
| Semantic impressions | Strategy in which students use vocabulary words from a story to write their own story and then compare the two versions |
| Gardner | Theory of multiple intelligences. 9 types of intelligences |
| Bruner 3 modes of representation in which learners interpret the world | Enactive (knowledge stored through motor responses) iconic (knowledge stored through visual images) symbolic (knowledge stored through words, mathematical symbols, or other symbols) |
| Bandura social learning theory | People learn best by imitating, observing, and modeling behaviors, attitudes, and emotional reactions |
| Erickson - theory of psychosocial development 8 stages | Trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identity v role confusion |
| Maslow | Hierarchy of needs: physiological, safety, love, esteem & self actualization |
| Blooms taxonomy | Hierarchy of skills that build on each other from simple to complex and concrete to abstract. |
| Categories of blooms taxonomy | Remembering , understanding (interpreting, summarizing, comparing etc), applying, analyzing (differentiate, organize, attribute), evaluating, creating k |
| Motivation theory | explains the driving forces behind conduct |
| Self determination theory : everyone has a PLOC- perceived locus of casualty | Higher PLOC= motivated by internal rewards - intrinsic motivation External PLOC- motivated by external rewards - extrinsic motivation |
| Attribution theory | Internal attribution (personality flaws) is assumed when people make mistakes. |
| Cognitive dissonance theory | Uneasiness felt when someone has conflicting thoughts. |
| FAFT method | Writing strategy where students ask what the role of the writer is, who the audience will be , what format will be used and what topic will be presented |
| Para linguistics | |
| Guided storybook reading | can help students develop oral language skills as they craft responses. an interactive experience in which students are engaged in oral responses |
| Rhetoric | refers to techniques (effective or ineffective) used to influence readers. |
| A teacher hangs a poster in the classroom that says, “I before E except after C or when sounded like ay as in neighbor and weigh.” This poster gives an example of | This is a common spelling convention, or orthographic pattern, present in English. |
| help students build oral fluency. | paired reading in heterogenous groups.. Heterogenous grouping allows more proficient oral readers to model for peers. |
| Hyperlexia | or specific comprehension deficits, describes issues with vocabulary, language learning, and abstract reading. Individuals with these deficits, however, have average or advanced word recognition skills. |
| Instruction to help young children develop letter-sound correspondence should primarily use which of the following? | Most words are written in lowercase letters, so conducting instruction in lower case letters is of maximum utility |
| What is the most common pattern of syntax in spoken English? | The subject + verb + object pattern is “I bake a cake.” |
| Curriculum compacting allows for advanced students to move on to new material more quickly than peers if they have demonstrated mastery of skills. | |
| Advantage of phonics through spelling | . Students see the interconnectedness between spelling and reading and begin spelling very early. |
| Paralinguistics | non-verbal elements of communication, such as tone, pitch, volume, and facial expressions, which convey meaning beyond words. |
| Blending occurs while reading, not spelling | A phonics through spelling approach encourages students to segment words into their individual phonemes and then write each. |
| Jerome Bruner's iconic mode of representation | Ex: A student sees a picture of a pizza and says the word ?pizza.? Knowledge stored in picture form demonstrates iconic mode. |
| Knowing the sounds of letters, not necessarily their names, is essential in learning to read. | Orthographic processing deficits affect reading speed and accuracy due to an issue with memory and recall when decoding. |
| A ninth-grade student has completed a data dump pre-writing exercise with the topic of “autonomous vehicles.” What should she do next? | . After a data dump, students can refine their list by circling the most closely associated words or crossing out unrelated words. |
| A first-grade teacher asks a crying student to take a deep breath and then use her words to describe the problem. In addition to helping this student develop emotional regulation, the teacher is also teaching the student about which of the following? | Pragmatics is the way we use language for a practical purpose. |
| Research has shown that teaching English grammar and mechanics through isolated drill leads to | Little to no improvement.. Research suggests that the study of grammar through isolated drill is ineffective. No evidence supports the other assertions. |
| ROL | Record of oral language.. helpful instrument to determine oral language proficiency |
Created by:
Amclark