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EDUC3330 Midterm
Fairmont State The Reading Process Midterm
| Question | Answer |
|---|---|
| What is the goal of literacy instruction? | to ensure all students reach their full literacy potential |
| What is principle 1 of being an effective teacher? | knowledgable about learning |
| What theory is teacher-centered? | behaviorism |
| Behaviorism | teachers provide direct instruction, control and motivate students through rewards and punishments |
| What type of learners are students in behaviorism? | passive |
| What theory is student-centered? | constructivism |
| Constructivism | students are active, engaged learners |
| Schema Theory | relate new information to prior knowledge (in schemata) |
| Inquiry Learning | collaboration over competition; ask questions, seek answers, create new knowledge |
| Engagement Theory | students are more engaged when they participate in authentic literacy activities in a nurturing classroom |
| Sociolinguistics | thought and language are related |
| Vygotsky | focused on the zone of proximal development and scaffolding instruction |
| Sociocultural Theory | reading and writing are social activities that reflect the community and culture |
| Situated Learning Theory | learning as you do through apprenticeship |
| Critical Literacy | language is a means for social action and students become agents for social change |
| Interactive Models | reading and writing are interactive, meaning-making processes |
| Transactional Models | comprehension is an interpretation of the interaction between the reader and text |
| Strategic Behaviors | goals that direct thinking and metacognitive strategies |
| What is principle 2 of being an effective teacher? | create a community of learners |
| What are some characters of a community of learners? | safety, respect, high expectations, risk-taking, collaboration, choice, family involvement |
| What is principle 3 of being an effective teacher? | support the use of cueing systems |
| What is principle 4 of being an effective teacher? | adopt a balanced approach to instruction |
| What does it mean to adopt a balanced approach to instruction? | combining explicit instruction, guided practice, collaborative learning and independent reading/writing |
| What is principle 5 of being an effective teacher? | scaffold students' reading and writing |
| What are the levels of scaffolding? | modeled, shared, interactive, guided, independent |
| What is principle 6 of being an effective teacher? | organize for literacy instruction |
| How do teachers organize for literacy instruction? | creating their own program that fits their students' needs and state standards |
| What is principle 7 of being an effective teacher? | differentiate instruction |
| What are the 3 ways to differentiate instruction? | content, process, product |
| Differentiating the Content | choose instructional materials at reading and developmental levels |
| Differentiating the Process | provide instruction to different sized groups, scaffold those who are struggling, challenge those who are excelling |
| Differentiating the Products | have group and independent projects that engage students |
| What is important when teaching ELL's? | scaffolding |
| What is principle 8 of being an effective teacher? | link instruction and assessment |
| What is the instruction-assessment cycle? | planning, monitoring, evaluating, reflecting |
| What factors define the quality of a children's book? | quality of cover, characters, plot, theme, language, illustrations |
| What are the sources for high quality children's literature? | ALA, Children's Book Press, Scholastic |
| What is the rule of thumb for a classroom library? | plan a minimum of 10 books for each child with no less than 100 books |
| What guidelines do you need with using the classroom library? | behavior expectations, check out and return, reshelving |
| How does the NAEP measure reading comprehension? | providing grade-appropriate materials and asking questions based on those readings |
| What are the three levels of the NAEP? | basic, proficient, and advanced |
| Are NAEP scores showing improvement or a decline? | a decline |
| What are the five essential components of reading? | phonemic awareness, phonics, fluency, vocab development, reading comprehension |
| Phonemic Awareness | understanding that spoken language words can be broken into individual phonemes |
| Phonics | the study of the relationship between sounds and letters |
| Fluency | ability to read as well as we speak and make sense of the text without decoding each word |
| What are the 3 elements to fluency? | automaticity, speed, expression (prosody) |
| Vocab Development | refers to the number of words a child knows |
| Listening Vocab | words we need to understand what we hear |
| Speaking Vocab | the words we use when we speak |
| Reading Vocab | words we need to know to understand what we read |
| Writing Vocab | words we use in writing |
| Reading Comprehension | complex cognitive process readers use to understand what they have read |
| What is the ultimate goal of reading? | comprehension |
| Phonological Awareness | ability to recognize words are made of a variety of sound units |
| What are the building blocks of phonological awareness? | listening, rhyme and alliteration, sentence segmentation, syllable awareness, onset and rime, phonemic awareness |
| Listening | ability to attend to sounds in the environment and spoken word |
| What is the foundation of phonological awareness? | listening |
| Rhyme | words that have the same ending sound segment |
| What are the stages of rhyming? | (1) children listen to a pair of words and decide if they rhyme (2) listen to three words and decide which doesn't rhyme (3) generate rhyming words |
| Alliteration | repetition of initial sounds in two or more wrods |
| Sentence Segmentation | hearing the individual words or pauses in spoken language in a sentence |
| Syllable Awareness | uninterrupted segment of speecha vowel |
| What must all syllables have? | a vowel |
| What type of words do onset and rime occur in? | single syllable words |
| Onset | all the sounds in a word before the first vowel |
| Rime | the first vowel in a word and all the sounds that follow |
| What is one of the most effective ways of improving phonological awareness? | onset and rime |
| Phoneme | smallest component of a language that can change the meaning of a word |
| How many phonemes are there? | 44 |
| How many letters are in the alphabet? | 26 |
| What are the building blocks of language? | phonemes |
| Phonological v. phonemic: phonological | individual sounds, words, and parts of words |
| Phonological v. phonemic: phonemic | individual sounds |
| Grapheme | smallest part of written language that represents a phoneme |
| How many vowel phonemes are there? | 20 |
| How many consonant phonemes are there? | 24 |
| Continuous Sounds | sound that can be pronounced for several seconds without distortion |
| Stop Sounds | sound that can be pronounced only for an instant |
| Is it easier to blend with continuous or stop sounds? | continuous |
| What are examples of stop sounds? | /b/, /d/, /g/, /h/, /j/, /k/, /p/, /t/ |
| What are examples of continous sounds? | vowels, /f/, /l/, /m/, /n/, /r/, /s/, /v/, /w/ /y/, /z/ |
| Voiced Sounds | need vocal chord vibrations to produce the sound |
| What are examples of voiced sounds? | b, d, g, j, l, m, n, ng, r, th, v, w, y, z |
| Unvoiced Sounds | sounds that do not make a vibration in your vocal chords |
| What are examples of unvoiced sounds? | ch, f, k, p, s, sh, t |
| What are the layers of phonemic awareness? | isolation, blending, segmentation, addition, deletion, substitution |
| Phoneme Isolation | identifying the beginning, end, and middle sounds |
| Phoneme Blending | bleding sounds together to make a word |
| Phoneme Segmentation | segmenting sounds apart in a word |
| Phoneme Addition | adding a sound to the beginning or end of an already existing word |
| Phoneme Deletion | deleting a sound from the beginning or end of an already existing word |
| Phoneme Substitution | substituting sounds in an already existing word |
| Which methods of phonemic awareness have the greatest impact? | segmenting and blending |
| What are the 3 criteria for phonemic awareness instruction? | age appropriate, planned and purposeful, integrated with other components of a balanced literacy program |
| What is the single best predictor of reading success? | phonemic awareness |
| Phonics | there is a relationship between sounds and spellings |
| Phoneme | sound |
| Grapheme | written representation of speech sounds |
| Which is auditory: phonemic or phonics? | phonics |
| Synthetic Phonics | children are taught individual sounds of words and how to blend sounds into words |
| Analytic Phonics | children are taught to analyze letter-sound relationships in previously learned words; do not pronounce sounds in isolation |
| Analogy-Based Phonics | children learn to use parts of word families they know to identify words they don't know |
| Alphabetic Principle | systematic and predictable relationship between written letters and spoken sounds |
| What does the alphabetic principle suggest? | there should be a one-to-one correspondence between phonemes and graphemes |
| Consonants | represent a single sound |
| Which consonants do not represent a single sound? | c, g, x, w and y |
| What types of c are there? | hard and soft |
| What types of g are there? | hard and soft |
| What sound does x make when at the beginning of a word? | /z/ |
| What sound does x make when at the end of a word? | /ks/ |
| What is the exception of w and y? | when at the beginning, they're consonants. when at the middle or end, they're vowels |
| Consonant Blends | when two or three consonants appear next to each other in words and their individual phonemes are blended together |
| Consonant Digraphs | letter combinations representing single sounds that are not represented by either letter |
| What are the two types of vowels? | short and long |
| Vowel Digraphs | when two vowels represent a single sound |
| Vowel Dipthongs | when two vowels represent a glide from one sound to another |
| R-Controlled | the r influences the pronunciation of the vowel sound |
| What goes over a short vowel? | breve (curved line) |
| What goes over a long vowel? | macron (straight line) |
| Schwa | vowels in unaccented syllables are pronounced as "uh" (upside down e) |
| What is another word for onset/rime? | phonograms |
| Words that share a rime _____. | may rhyme |
| Words that share a rhyme _____ | not always rime |
| Closed Syllables | vowels are closed in by one consonant; they are short |
| Open Syllables | vowels are open (there is no consonant after it); they are long |
| CVCe | silent e; after adding the silent e after a consonant, the vowel becomes long |
| R-Controlled | if the syllable's vowel is followed by an r, the r controls the sound |
| Vowel Team | when two vowels are next to each other, they make a new sound |
| Consonant-LE | found at the end of words; sounds like a "ul" |
| Accented Syllables | syllable that receives greater stress than the other syllables |
| Unaccented Syllables | syllable that receives little to no stress |
| What is the most prominent part of the syllable? | vowel phoneme |
| When does literacy begin? | infancy and continues throughout life |
| Children who develop strong oral language skills during ______ create an important foundation for their achievements in reading. | Preschool |
| What is strongly related to reading proficiency and overall academic success? | vocab knowledge |
| How do young students develop oral language? | through everyday experience and interactions with parents and others |
| What are the components of oral language? | phonological skills, syntax, morphological skills, pragmatics, semantics |
| Phonological Skills | awareness of phonemes/sounds |
| Morphological Skills | comprehending the smallest components of words and their respective meanings by recognizing prefixes, suffixes, and roots |
| Syntactic System | how words are arranged into sentences; word order, structure, punctuation |
| Semantic System | vocabulary; grasping meanings of words, phrases, and sentences and using words accurately |
| Pragmatic System | social conventions of language (conversational normas and ability to adjust speaking/listening behaviors to the context) |
| At what grade will students begin having difficulties keeping pace without strong oral language? | first grade |
| What are ways to asses students' oral language? | listen during conversations, play with words, use new vocab words |
| What are the 3 stages of learning to read and write? | emergent, beginning, fluent |
| Emergent Stage | develop interest, acquire concepts about print, can handle a book, identify alphabet letters, read/write some high-frequency words |
| Beginning Stage | learn phonics, recognize 100 high-frequency words, five 5+ sentences, spell phonetically, spell 50 words correctly, capitalize beginning of sentences and punctuate end of sentences |
| Fluent Stage | read fluently with expression, recognize most one-syllable words automatically, decode words, write multiple paragraphs, spell most words right |
| Concepts About Print | book orientation knowledge, understand principles of directional arrangement of print, know words have story, know word, letter, beginning of sentence |
| What do children learn when teaching about concepts about print? | print carries meaning, letters and words represent spoken language, reading and writing are used for a variety of purposes |
| Shared Reading | read aloud books that are appropriate for interests but too difficult to read by themselves |
| Predictable Books | books with repeated sentences, rhymes, or other patterns |
| What are the 4 stages of word consciousness? | (1) do not differentiate between words and things (2) describe words as labels (3) understand words carry meanings (4) words have meanings of their own |
| Environmental Print | signs, labels and other print found in community; begin by recognizing fast-food restaurants |
| Literacy Play Centers | using written language in play (bank, grocery store, medical, restaurant) |
| Concepts about Alphabet | knowing letter name, upper and lowercase, direction of b and d, sound that represents letter |
| How should you begin teaching the alphabet? | with the student's own name and environmental print |
| Morning Message | daily literacy routine that teachers use to teach literacy concepts, strategies, and skills; follow a predictable pattern |
| LEA (language experience approach) | integrate speaking and listening through reading and writing; use firsthand experiences |
| Interactive Writing | teacher and student create text together; learn concept of print, letter-sound relationship, spelling patterns |
| Writing Centers | set up in the classroom that is a special place to go and write |
Created by:
haileyjordan
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