Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Texes 4-8 English
Vocabulary wordsTeacher Cert
| Question | Answer |
|---|---|
| dissect a word into each phoneme and put it back to recreate the word, as well as understanding that sounds together create syllables and words | Phonemic awareness |
| able to identify and separate words within a sentence, identify stress in individual words, and identify intonation patterns. Includes ability to segment words into smaller units and recognize and manipulate components of sound system in language | Phonological awareness |
| ability to conceptualize and separate words into their basic pronunciation components | Syllabication |
| basic unit | Phonemes |
| taught through rhymes and poems to introduce rhythmic patterns | Phonemic stress |
| emphasize phonemes using successive words beginning with the same consonant sound or letter. Tongue twisters are the best known form | Alliteration |
| ability to understand words and alter meaning, ex: PREsent and preSENT | Word stress |
| describes the pitch contour of a phrase or sentence that changes the meaning, ex How ARE you? and How are YOU? | Intonation Patterns |
| ability to connect letters with sounds, and to create words based on these association. (pre, partial, full and consolidated) | Alphabetic principle |
| writing system where words, ideas, and concepts are represented with visual or image | Pictograhic |
| writing system where syllables are depicted through the use of unique symbols | Syllabic |
| writing system uses the sounds of the language as a basic unit for writing | Alphabetic |
| number of graphemes in English language (letters) | 26 |
| number of phonemes in the English language (sound) | 44 |
| two or more letters representing one sound, ex ch, kn, wr, ght | Digraph |
| readers understands that print contains meaningful information, they can imitate the reading process, and they possess some degree of phonemic awareness | Emergent |
| reader have mastered readiness skills and are beginning to read with some degree of success | Early |
| reader with relative fluency and comprehension; they use several cuing systems to obtain meaning and can self monitor their reading, identifying and correcting simple errors | Newly fluent |
| simply observing students at work, collecting meaningful information about what student can and cannot do | Informal assessment |
| assessment to gauge accuracy and fluency in oral reading. Teacher mark errors as they listen to a student read the text | Running record |
| teacher made tests, district exams, and standardized test | Formal assessment |
| evaluation occurs during the process of learning when it is still possible to modify instructions | Formative assessment |
| evaluation occurs at the end of a specific time or course of study. Applies to single grade or score to represent a students performance | Summative assessment |
| teacher attempts to measure each student against uniform objectives or criteria | Criterion referenced assessment |
| test compares the performance of a group of students. It is competitive because a limited number of students can score well | Norm referenced assessment |
| assess how well students perform certain tasks. The use high level thinking to apply, analyze, synthesize, and evaluate ideas and data | Performance bases assessment |
| include projects, anecdotal records, portfolios, checklists, as well as self and peer assessments | Authentic assessment |
| checklist for grading with assigned point values | Rubric |
| strategy used to assess listening and reading comprehension, sentence structure knowledge, vocabulary, speaking ability, and knowledge about the structure of the story | Story retelling |
| guide children to link current knowledge to new knowledge | Questioning |
| develop comprehension where students in small groups practice summarizing, questioning, clarifying, and predicting | Reciprocal teaching |
| question where only one answer is correct | Convergent questions |
| question where more than one answer is correct | Divergent questions |
| questions that are easily answered and can be easily located within the text | Literal questions |
| questions where students must draw conclusions. ex: about a feeling, a new idea, or reading between the lines | Inferential questions |
| creative questions that extend beyond the text , ex: What does that mean for us? or What would you have done if you were? | Applied question |
| must supply omitted words within a passage. If assessing an understanding of meaning is the intent of the exercise, then the teacher might accept synonyms | Cloze questions |
| make direct connections between vocabulary being learned and words they may have seen, heard, or learned | Semantic mapping |
| book level at which a student reads 95% of the words correctly | Independent reading level |
| book level at which a student reads 90-94% of the words correctly (child can perform satisfactorily with help from the teacher) | Instructional reading level |
| book level at which the student reads 89% or fewer of the words correctly | Frustrated reading level |
| clues that require a child to think about the meaning of words and what is already known about the topic being read | Semantic |
| clues involving word order, illustrations, and context | Syntactic |
| clues requiring the reader to pay attention to letter groups occurring frequently within words, ex: bio = life, geo =land | Structural |
| words that have the same sound and spelling but differ in meaning, ex: club, fine, bank | Homoyms |
| words that sound the same but are spelled differently and have different meanings. ex: eight/ate or blew/blue | Homophones |
| words that are spelled the same way but have more than one pronunciation and different meanings, ex: bow and present | Homographs |
| assessment procedure is used to assess oral reading; it refers to any deviation made from the text | Miscue analysis |
| ability to decode words quickly and accurately in order to read text with the appropriate word stress, pitch, and intonation | Fluency |
| the pattern of rhythm and sound used in poetry | Prosody |
| quick and accurate recognition of letters, words, and language conventions. It's achieved through continuous practice using texts written at the reading level of the child | Automaticity |
| grammar, punctuation, and capitalization | Writing convention |
| teacher introduce writing samples where writing conventions are used appropriately | Modeling |
| provides students with a word list by category (noun, verb, adjective) and guides children to produce sentences using each component | Sentence builders |
| spelling resulting in non standard writing where beginning writers connect sounds and letters to create words | Invented |
| children begin noticing visual cues and develop a knowledge of word structure. Sight word training is important, and students attempt self correction | Transitional |
| describes when spelling become standard, but students may still have problems with digraphs, homonyms, and contraction | Conventional |
| study plan to increase content comprehension: survey, question, read, reflect, recite, review | SQ4R |
| teacher directed study plan to help students establish a purpose for reading a story and strengthen comprehension | DRTA (directed reading/ thinking activitiy |
| basic recalling of information | Knowledge in Bloom's Taxonomy |
| understanding information | Comprehension in Bloom's Taxonomy |
| making inferences | Analysis in Bloom's Taxonomy |
| assessing inferences | Evaluation in Bloom's Taxonomy |
| being able to draw conclusions about the ideas | Synthesis in Bloom's Taxonomy |
| applying ideas to new situations | Application in Bloom's Taxonomy |
Created by:
miramason
Popular Standardized Tests sets