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EDUC3330 Final
Fairmont State The Reading Process Final
| Question | Answer |
|---|---|
| What does NAEP stand for? | national assessment of educational progress |
| T/F : reading is natural | false |
| What is a major reason why students are referred to special education for learning disabilities? | inability to read |
| When can children at risk for reading failure be identified? | kindergarten |
| What do we need to intervene with for poor readers? | intensive instruction |
| What are the essential components of reading? | phonemic awareness, phonics, fluency, vocab, comprehenshion |
| _____ is a constructive process of creating meaning that involves the reader, the text and the purpose within social and cultural contexts | reading |
| The goal of reading is _____. | comprehension |
| What are the five stages of the reading process? | prereading, reading, responding, exploring, applying |
| What does good reading require? | decoding and comprehension |
| _____ are activities designed to help students understand what they are about to read | prereading |
| Why conduct prereading activities? | active and build background knowledge, preview text features, build confidence, engage students |
| What are some dangers of over-scaffolding in prereading? | students cannot read the text how the author intendedd |
| T/F : prereading should last longer than reading | false |
| What are the five types of reading? | read aloud, shared, guided, cooperative, independent |
| What are some purposes of a read aloud? | too difficult for students to read by themselves, provide a good reading model, demonstrate reading strategies |
| What is unique about shared reading? | students are active participants, demonstrate word-by-word matching, provide group social support |
| Reading where the teacher works with a small group of students who have similar reading processes | guided reading |
| Students read or reread text with a classmate or sometimes with an older student | cooperative reading |
| Students read on his/her own from a wide variety of text | independent reading |
| What is the most authentic type of reading? | independent reading |
| Students respond to what they've read and continue to negotiate meaning after reading | responding |
| What are the three types of connections that can be made? | text to self, text and world |
| Personal connections a reader makes between a piece of reading material and the reader's own experiences or life | text to self |
| Connections between the characters, setting and events of one book to another | text to text |
| Larger connections that a reader brings to a reading situation | text to world |
| Students write and draw their thoughts and feelings about the books they are reading | reading logs |
| Tool that allows students to write about key concepts they are learning ; personal record of your own learning | learning logs |
| What do learning logs promote? | metacognition |
| Authentic lively talk about the text ; student led whole class discussion | grand conversations |
| Students go back into the text to examine it more analytically | exploring |
| Is the exploring stage teacher or student directed? | teacher |
| Concise and focused lesson on any aspect of effective reading or classroom reading work that is important for children to explicitly understand at a particular point in time | minilessons |
| What are the four types of reading minilessons? | management, literary analysis, strategies and skills, writing about reading |
| Includes routines that are essential to the smooth functioning of the classroom community and each student's self-regulation and collaboration with each others | management |
| Build children's awareness of the characteristics and elements of fiction and nonfiction texts | literary analysis |
| Most teaching related to processing texts will take place with shared and guided reading lessons ; reinforce broad principles for processing texts that readers need to strengthen | strategies and skills |
| Lessons introduce the reader's notebook and help students use this tool for reflecting on and documenting their reading life for the year | writing about reading |
| What the strategy does | declarative knowledge |
| How to use the strategy | procedural knowledge |
| When to use the strategy | conditional knowledge |
| Stage where students participate in after reading activities that demonstrate comprehension of the text, reflections over their understandings, and the value taken from the reading of the text | applying stage |
| What are some examples of application projects? | commercials, advertisements, cereal box report, book creator, bulletin board, collage, map, mobile, play |
| Schoolwide initiative to identify struggling readers quickly, promote high-quality classroom instruction, provide effective interventions and increase likelihood of student success | RTI (response to intervention) |
| Most widely known intervention program ; involves 30 minute daily one-on-one tutoring for 12-30 weeks | reading recovery |
| Short term intervention that provides daily, intensive, small-group instruction | leveled literacy intervention |
| Scholastic ; intensive, individualized intervention program for elementary and middle school students | read 180 |
| The prevention of reading difficulties is a _____ | school-level challenge |
| What are three ways we can help to prevent reading failure? | (1) increase quality consistency and reach of instruction (2) conduct timely and valid assessments of growth (3) provide intensive interventions |
| Brain-based condition that makes it extremely difficult to read, write and spell in your native language despite at least average intelligence | dyslexia |
| What do dyslexic difficulties typically result from? | deficit in phonological component of language |
| T/F : dyslexia is inherited | true |
| What makes dyslexia unexpected? | it is a weakness of decoding surrounded by a sea of strengths |
| What are some things students with dyslexia may have difficulties with? | reading words in isolation, decoding of nonsense words, inaccurate oral reading, difficulties with rapid naming |
| What is the most common cause of dyslexia? | genetics |
| What side of the brain do dyslexic students us? | right side |
| A dyslexic brain often works about ____ as harder when reading than a non-dyslexic brain | 5 |
| What are some examples of 504 accommodations for dyslexia? | copies of notes, extra time for written response, chunking assignments, preferential seating, oral reading of directions |
| What does young children's writing grow out of? | talking and drawing |
| What are the three purposes of writing? | (1) learn how to write (2) learn about written language (3) learn through writing |
| What are the five stages of the writing process? | prewriting, drafting, revising, editing, publishing |
| What is unique about the writing process? | it is recursive |
| Getting-ready-to-write stage ; choosing a topic, purpose, ideas, genre, etc. | prewriting |
| What is the most neglected stage? | prewriting |
| Writers focus on getting their ideas down on paper during drafting | drafting |
| Writers clarify and refine ideas in their drafts, focusing on content | revising |
| How is revising often done? | in groups or constructive class discussions |
| Putting the piece of writing into its final form by focusing on conventions | editing |
| Turning your work into a published piece to be shared by an appropriate audience | publishing |
| What is the best way to encourage students to revise and edit their writing? | publishing |
| Things learned that are temporary and goal-oriented (strategies v skills) | strategies |
| Knowledge based, automatic actions (strategies v skills) | skills |
| What are the six writing genres? | argumentative, descriptive, expository, journals, narriative, poetry |
| Genre : study sides of issue, develop logical reasons, present both sides | argumentative |
| Genre : describe a person, place or thing in such a way that a picture is formed in the reader's mind | descriptive |
| Genre : provide an explanation of a specific topic | expository |
| Genre : write to themselves and to specific known audiences | journals |
| Genre : create a basic plot, hook and satisfy readers, sequence times and events | narrative |
| Genre : create word pictures and play with rhyme and other stylistic devices | poem |
| Students and teacher create a text together, oftentimes with the teacher acting as the scribe | interactive writing |
| A special play to write in the classroom with all materials provided | writing center |
| Recommendation one for teaching writing | establish writing routines that create a supporitve writing environment |
| Recommendation two for teaching writing | teach foundational writing skills |
| Recommendation three for teaching writing | teach students about different types of text and their purposes |
| Recommendation four for teaching writing | enhance the planning, revising and editing of text |
| Recommendation five for teaching writing | use 21st century writing tools |
| Recommendation six for teaching writing | have students write and use writing to promote understanding and learning |
| Ability to read and write effortlessly and efficiently | fluency |
| When do most students reach the fluent stage? | second or third grade |
| Reading fluency is the bridge between _____ and _____ | decoding / comprehension |
| What components are involved in reading fluently? | (1) automaticity (2) speed (3) prosody |
| What is the key to developing fluency? | reading a lot |
| Name some characteristics of automaticity | recognize high-frequency words, apply phonics to decode unfamiliar words |
| Name some characteristics of speed | read at least 100 wpm (3rd grade), vary speed depending on purpose and text complexity |
| Name some characteristics of prosody | chunk words into phrases, read smoothly, read with expression |
| What are the components of prosody? | expression, phrasing, volume, smoothness, pacing |
| The ability to quickly recognize words | automaticity |
| The most common words that readers use again and again | high frequency words |
| What are the four word identification strategies? | phonic analysis, decoding by analogy, syllabic analysis, morphemic analysis |
| Students apply their knowledge of phoneme-grapheme correspondences, phonics, rules and spelling patterns to read or write a word | phonic analysis |
| Students use their knowledge of phonograms to deduce the pronunciation or spelling of an unfamiliar word | decoding by analogy |
| Students break a multisyllabic word into syllables and then apply their knowledge of phonics to decode the word syllable by syllable | syllabic analysis |
| Students use their knowledge of root words and affixes to read or write an unfamiliar word | morphemic analysis |
| Endings that indicate verb tense, person, plurals, possession and comparison | inflectional suffixes |
| Show the relationship of the word to its root word | derivational suffixes |
| What are some factors that can affect reading speed? | background knowledge and English fluency |
| What qualities must fluent writers exhibit? | automaticity, speed and writer's voice |
| Students who aren't fluent readers are _____ | dysfluent |
| _____ has been called the "neglected" language art for more than 50 years because it is rarely taught in K-8 | listening |
| What is the first language process that children acquire? | listening |
| Complex, interactive process "by which spoken language is converted to meaning in the mind" | listening |
| What are the three steps listening entails? | (1) receiving (2) attending (3) assigning meaning |
| What are the four purposes for listening? | (1) discriminative (2) aesthetic (3) efferent (4) critical |
| People use _____ listening to distinguish sounds and develop sensitivity to nonverbal communication | discriminative |
| People listen _____ when they are listening for enjoyment | aesthetically |
| People listen _____ to understand a message and remember important information | efferently |
| People listen _____ to evaluate a message | critically |
| How can you improve listening? | activate background knowledge, set a clear purpose, use manipulatives, create graphic organizers, take notes |
| What are the four types of vocab knowledge? | (1) reading (2) listening (3) writing (4) speaking |
| When do you practice receptive vocab? | reading and listening |
| When do you practice expressive vocab? | writing and speaking |
| What is level 1 of word knowledge? | students don't recognize word |
| What is level 2 of word knowledge? | students have seen or heard the word and may be able to pronounce it but don't know the meaning |
| What is level 3 of word knowledge? | students know one meaning of the word and can use it in a sentence |
| What is level 4 of word knowledge? | students know more than one meaning of the word and can use it in several ways |
| Interest in learning and using words | word consciousness |
| Repeat words with the same beginning consonant or vowel sound within a phrase or sentence | alliteration |
| Words the refer to places, things and actions that have been named after an individual | eponyms |
| Exaggerated statements | hyperbole |
| Words that imitate sounds | onamotopoeia |
| Combine two normally contradictory words to create a paradoxical image | oxymorons |
| Notice words or phrases that read the same forward and backward | palindromes |
| Endow inanimate objects with human traits or abilities | personification |
| Commonly used words that were created by fusing two words to combine the meaning of both words | portmanteau |
| Switch sounds in words, often with a humorous effect | spoonerism |
| Words that have nearly the same meaning | synonyms |
| Words that express opposite meanings | antonyms |
| Words that sound alike but are spelled differently | homophones |
| Words that are spelled the same but pronounced differently | homograms |
| Words that are both spelled and prononced alike | homographic homophones |
| Words that can stand alone in English | base words |
| Typically come from greek or latin words and may or may not stand alone | root words |
| Added to the beginning of words | prefixes |
| Added to the endings of words | suffixes |
| What are the four most common prefixes? | un, re, in, dis |
| Metaphorical or uses figures of speech | figurative meanings |
| The explicit, dictionary meaning of a word | literal meaning |
| What are the two types of figurative language? | idioms and comparisons (similie/metaphor) |
| Group of words that are displayed on a wall, bulletin board, chalkboard or whiteboard in a classroom | word wall |
| What tier do teachers usually have to explicitly teach students? | tier 2 |
| Students choose a word and write it on a poster, then draw a picture and illustrate it | word posters |
| Students choose a word and then identity 3 or 4 words to sequence before or after it to make a chain | word chains |
| Focuses on a specific term and visually represent its place in a conceptual hierarchy | concept / word mapping |
| Students sort words into categories that make sense to them | open sort |
| Categories are provided usually by the teacher | closed sort |
| Strategy for graphically representing concepts ; allows students to conceptually explore their knowledge of a new word by mapping it with related words | semantic maps |
| Students receive a paper divided into 6 equal squares, where they write down instructed things | concept cube |
| What are 3 effective word-learning strategies? | using context clues, analyzing word parts, checking a dictionary |
| Creative, multifaceted thinking process in which students engage with the text | comprehension |
| What does the success of comprehension depend on? | interaction of reader and text factors |
| Includes the background knowledge of readers, strategies they use while reading, and motivation/engagement during reading | reader factors |
| Includes the author's ideas, the words they use to express those ideas, and how the ideas are organized and presented | text factors |
| Who studies the many ways people communicate across the globe? | linguistic anthropologies |
| What are keys to how we make society and culture? | language and communication |
| Sifting through the text to identify the important ideas while reading | determining importance |
| "Reading between the lines," synthesizing background knowledge and author's clues | drawing inferences |
| Reflecting on the reading experience | evaluating |
| Make thoughtful guesses about what will happen | predicting |
| Fix comprehension problems that arise while reading | repairing |
| This activates a mental blueprint, aiding in determining how readers focus their attention | setting a purpose |
| Picking the most important ideas and the relationships among them | summarizing |
| Creating mental images of what is being read | visualizing |
Created by:
haileyjordan
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