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EDUC 2200 Final
| Question | Answer |
|---|---|
| What is rate? (Mod. 5) | This is the speed at which students read text. |
| What is automaticity? (Mod. 5) | The ability to quickly, and without conscious effort, recognize words while reading. |
| What is accuracy? (Mod. 5) | The ability to read words correctly. |
| What is prosody? (Mod. 5) | The ability to read with good expression. This includes pitch, tone, volume, emphasis, and rhythm. |
| What is reading fluency dependent on? (Mod. 5) | 1) Proportion of words in the text that are sight words 2) Speed of decoding strategies and recognition of word meanings 3) Knowledge of the topic 4) Experience with the genre of text |
| Why is fluency important? (Mod. 5) | Fluent readers read more words and expand their vocabulary, which leads to greater comprehension and increases their motivation to read. |
| What is WCPM? (Mod. 5) | Word Count per Minute |
| How do you calculate WCPM? (Mod. 5) | You take the total number of words read in a minute and subtract the number of errors made. This product is your WCPM. |
| How do you calculate accuracy? (Mod. 5) | Take the number of words read correctly and divide it by the total number of words read. |
| What chart would you use to determine where a student falls in relation to grade level expectations for fluency? (Mod. 5) | A fluency norm chart |
| What percentage is considered independent for reading fluency? (Mod. 5) | 95%-100% - the student can do fluency activities without the support of a teacher |
| What percentage is considered instructional for reading fluency? (Mod. 5) | 90%-94% - use for decoding, word recognition, and fluency with a teacher |
| What percentage is considered frustrational for reading fluency? (Mod. 5) | Below 90% |
| List instructional activities for fluency: (Mod. 5) | Timed letter-sound or letter combination practice, tractor-train-plane-helicopter, scooping or slashing, fluency boats, alphabet punctuation, Seven Dwarfs (prosody practice), choral reading, echo reading, timed-repeated reading, readers theater |
| List fluency expectations for kindergarten (Mod. 5) | Kindergarten: focus on accuracy in decoding; fluency in letter-names, letter-sounds, and word-reading |
| List fluency expectations for early first grade (Mod. 5) | Early First Grade: focus on accuracy in decoding; fluency practice for letter-sounds, words, and connected text |
| List fluency expectations for late first grade (Mod. 5) | Late First Grade: focus on accuracy and rate; fluency practice for word reading and connected text |
| List fluency expectations for second grade and third grade (Mod. 5) | Second and Third Grade: focus on accuracy, rate, and PROSODY. Fluency practice for words, word parts, phrases/sentences, and connected text |
| What are principles for effective phonics instruction? (Mod. 4) | Embedded pictures for keywords and actions Tracing alphabet daily, explicit teacher-directed instruction A systematic sequence for introducing sounds in order Drawing attention to how sounds are formed Place and manner of articulation w/ mirrors |
| What skills does "Say It, Move It" address? (Mod. 4) | Decoding and Blending |
| What are the steps or implementation tips for "Say It, Move It"? (Mod. 4) | Teacher states the graphemes/tiles that will be needed. Students and teacher pull down each tile, in order, bringing tiles close together, stating each sound. Then run finger along line under the word to blend and state the whole word. |
| What skill does "Elkonin Boxes" address? (Mod. 4) | Spelling and Segmenting |
| What are the steps or implementation tips for "Elkonin Boxes"? (Mod. 4) | Teacher says the word. Students repeat. Teacher and students segment word into individual phonemes. Count. One box per phoneme. Move appropriate letter tile or write in each box. State each sound and blend back together to read the word. |
| When do we use -ck? (Mod. 4) | When /k/ comes immediately after a short vowel at the end of a single syllable word. |
| When does the letter c make the /s/ sound? (Mod. 4) | When followed by i, e, y. |
| When do we use -oy to represent the /oi/ sound? (Mod. 4) | Oy at the end of a word or oi in the middle of a word or syllable. |
| When do we use -tch? (Mod. 4) | When /ch/ comes immediately after a short vowel at the end of a single syllable word. |
| What is the FLOSS rule? (Mod. 4) | When a short vowel in a single syllable word is immediately followed by the /f/, /l/, /s/, or /z/ sound, double the final f, l, s, or z after the short vowel. EXCEPT: When s makes the /z/ sound as in as |
| When do you represent the /k/ sound at the beginning of a word with the letter c? (Mod. 4) | Use c before a consonant or when followed by the letters a, o, u. |
| When you you represent the /k/ sound at the beginning of a word with the letter k? (Mod. 4) | When it's followed by the letters i, e, y. |
| When do we use ending -es instead of -s? (Mod. 4) | When the base word ends in s, ss, sh, ch, or x |
| When does the letter g make the hard sound as in GOT? (Mod. 4) | When followed by a, o, or u. |
| When does the letter g make the soft sound as in GIST? (Mod. 4) | When followed by e, i, or y. |
| When does the letter c make the hard sound as in CAT? (Mod. 4) | When followed by a, o, or u. |
| When does the letter c make the soft sound as in CENT? (Mod. 4) | When followed by e, i, or y. |
| When do we change -y to i when adding a suffix. (Mod. 4) | Final y after a consonant changes to i before any suffix except one beginning with an i (ex: -ing, -ist) |
| When do I double the last consonant before adding a suffix that begins with a vowel? (Mod. 4) | If a one-syllable base word ends in one consonant with one short vowel before it, double the final consonant of the base word when adding a suffix that begins with a vowel. Do not double if the suffix begins with a consonant |
| What is a closed syllable? What is the typical vowel type? (Mod. 4) | One vowel followed by one or more consonants; short; EX: Cat |
| What is an open syllable? What is the typical vowel type? (Mod. 4) | Ends in one vowel; long; EX: Me |
| What is vowel-consonant-e? What is the typical vowel type? (Mod. 4) | This is one vowel-one consonant-silent e; long; EX: Cake |
| What is vowel team? What is the typical vowel type? (Mod. 4) | These are two adjacent vowels, pairs are learned individually, y and e may act as vowels. Long or other/variant; EX: Meet, Rain |
| What is vowel-r? What is the typical vowel type? (Mod. 4) | An r after the vowel, unexpected sound; r-influenced vowel; EX: Her, Torn |
| What is consonant-le? What is the typical vowel type? (Mod. 4) | Ends in consonant-le combination; schwa-__le; EX: Pud-dle |
| Things to do when dividing a syllable: (Mod. 4) | Underline/dot the talking vowels Count Syllables How many consonants between the vowels? Slash between syllables & divide Identify the C's & V's Determine Syllable Types & Vowel Types |
| Syllable Division: VCCV - Define, Typical Divide, Other Info (Mod. 4) | Define: Word with more than one consonant between the vowels Typical Divide: Between the two consonants. First syllable is closed and short Other Info: Digraphs stick together |
| Syllable Division: VCCCV - Define & Other Info (Mod. 4) | Define: Three consonants between the vowels Other Info: Blends stick together; digraphs stick together |
| Syllable Division: VCV - Define & Typical Divide (Mod. 4) | Define: Words with one consonant between the vowels Typical Divide: usually divided before the consonant. First syllable will be long. If a long vowel is not detected, divide after the consonant and make the first vowel short. |
| Syllable Division: Words ending in consonant-le - Typical Divide, Other Info (Mod. 4) | Three letters stay together, so divide before the consonant-le HINT: Count back 3 |
| What is a blend? (Mod. 4) | Two or more consonant sounds that are pronounced together, but each sound retains its identity. EX: /st/ |
| What is a digraph? (Mod. 4) | A combination of two letters that together represent a single sound. |
| Which of the following words does not contain a consonant blend? (Mod. 4) flat touch slush trap | Touch |
| Which of the following words contains a consonant digraph? Circle all that apply. (Mod. 4) grave crush slant thrive | Crush & Thrive |
| Which of the following nonsense words would most likely represent the “hard g” sound? (Mod. 4) gif gob gyl gen | Gob |
| Which of the following nonsense words would most likely represent the “soft c” sound? (Mod. 4) cin coz cug cak | Cin |
| The vowel phoneme in cloap has the same sound as that found in: stock no food none of the above (Mod. 4) | No |
| The vowel phoneme in sny has the same sound as that found in: might piece flip none of the above (Mod. 4) | Might |
| How many phonemes are represented by the word tough? 3 4 5 6 (Mod. 4) | 3 |
| How many phonemes are represented by the word stretch? 3 4 5 6 (Mod. 4) | 5 |
| The vowel phoneme in spo has the same sound as that found in: stock load food none of the above (Mod. 4) | Load |
| The vowel phoneme in snig has the same sound as that found in: light piece flip none of the above (Mod. 4) | Flip |
| Is the spelling of this nonsense word consistent with what you have learned about words and patterns – SLOTCH? Why/Why not? (Mod. 4) | Yes, -tch when /ch/ sound immediately follows a short vowel at the end of a word |
| Is the spelling of this nonsense word consistent with what you have learned about words and patterns - CLEK? Why/Why not? (Mod. 4) | No, when /k/ comes immediately after a short vowel at the end of a single syllable word spell it -ck. |
| Is the spelling of this nonsense word consistent with what you have learned about words and patterns –VIT + ING = VITING? Why/Why not? (Mod. 4) | No, If a one-syllable base word ends in one consonant with one short vowel before it, double the final consonant of the base word when adding a suffix that begins with a vowel - e.g., hop = ing = hopping. |
| Is the spelling of this nonsense word consistent with what you have learned about words and patterns –FLOIN? Why/Why not? (Mod. 4) | Yes, oy at the end of a word or syllable, oi in the middle of a word or syllable |
| Label the syllable type and indicate whether you would expect the vowel sound to be short or long in the following contexts: CVC (Mod. 4) | Closed & Short |
| Label the syllable type and indicate whether you would expect the vowel sound to be short or long in the following contexts: CV (Mod. 4) | Open & Long |
| What is the syllable type for this nonsense word: VO (Mod. 4) | Open |
| What is the syllable type for this nonsense word: PLOON (Mod. 4) | Vowel Pair/Double Vowel |
| What is the syllable type for this nonsense word: STERK (Mod. 4) | R-Controlled |
| What is the syllable type for this nonsense word: FLACK (Mod. 4) | Closed |
| Divide the two-syllable nonsense word. Explain the division tip that determined where you would divide. Then, label each syllable type: Fligster (Mod. 4) | Flig-ster, if 3 consonants blends & digraphs stick together, short vowel closed & v+R |
| Divide the two-syllable nonsense word. Explain the division tip that determined where you would divide. Then, label each syllable type: Slabboon (Mod. 4) | Slab-boon, divide between two consonants, closed & vowel pair |
| Divide the two-syllable nonsense word. Explain the division tip that determined where you would divide. Then, label each syllable type: Wilthane (Mod. 4) | Wil-thane, if 3 consonants blends & digraphs stick together, closed and v-e |
| What are the five essential components of reading instruction? (Mod. 4) | 1) Phonemic Awareness 2) Phonics 3) Fluency 4) Comprehension 5) Vocabulary |
| Define this component of reading instruction: Phonemic Awareness (Mod. 4) | Awareness of and ability to manipulate the smallest unit of sound in English, the phoneme. |
| Define this component of reading instruction: Phonics(Mod. 4) | the relationship between letters and sounds in words |
| Define this component of reading instruction: Vocabulary (Mod. 4) | knowledge of word meanings, relationships, and morphemes |
| Define this component of reading instruction: Fluency (Mod. 4) | reading with accuracy, appropriate pace/speed, and expression |
| Define this component of reading instruction: Comprehension (Mod. 4) | the ability to understand, synthesize, and integrate reading material with known information |
| Define phonological awareness, including the progression. (Mod. 3) | Phonological awareness is the ability to produce, identify, isolate, and manipulate various UNITS of spoken language. It includes word-level awareness such as rhyme and sentence segmentation, syllable awareness, onset-rime, and phonemic awareness |
| Define phonemic awareness. (Mod. 3) | is hearing, identifying, blending, segmenting, and manipulating the smallest sound unit. This is the highest level of phonological awareness. |
| Define phonics. (Mod. 3) | refers to letter-sound relationships within words and how they connect. It teaches the relationship between phonemes (sounds) and graphemes (written symbols representing those sounds). This is a “lights on” activity. |
| Discuss the relationship between phonological awareness & phonemic awareness. (Mod. 3) | Both phonological awareness and phonemic awareness are “lights off” activities meaning you CAN practice and SHOULD assess them without visually presenting any letters. Phonemic awareness is the highest level of phonological awareness. |
| What are the levels of phonemic awareness from most basic to hardest? (Mod. 3) | 1) Phoneme Isolation 2) Phoneme Blending 3) Phoneme Segmenting 4) Phoneme Adding 5) Phoneme Deletion 6) Phoneme Substitution |
| Explain why phonemic awareness is most related to phonics and learning to read. (Mod. 3) | Phonemic awareness is most related to phonics and learning to read because it deals with individual phonemes, the smallest unit of sound in our language. Awareness of individual sounds in words is necessary to map those sounds to print. |
| What is a consonant? (Mod. 3) | A consonant phoneme is formed by fully or partially obstructing the flow of the air stream. A consonant is considered a closed sound. |
| What is a vowel? (Mod. 3) | A vowel is an open (unobstructed) speech sound; Vowel sounds are produced by subtle changes in the position of the tongue (front to back, and high and low). |
| What are voiced and unvoiced pairs? (Mod. 3) | Put your hand over your throat and feel the difference as you say the following pairs of sounds: /t/ and /d/. Notice that for the voiced sound you feel a vibration and the unvoiced there is no feeling. EX: /p/ & /b/; /t/ & /d/; /k/ & /g/ |
| What are stop sounds? (Mod. 3) | These sounds produce a quick burst of air and sound. Put your hand in front of your mouth and feel the short burst of air as you say these sounds: /p/, /k/, /g/, /b/; complete obstruction of airflow with release; can be voiced or unvoiced. |
| What are continuant sounds? (Mod. 3) | These sounds are held until your breath runs out. Put your hand in front of your mouth and feel the steady stream of air as you say these sounds: /f/, /s/, /sh/, /m/; partial obstruction. |
| What are liquid sounds? (Mod. 3) | These sounds are sometimes called "slippery" because it is difficult to pronounce them in isolation. The vowel sound that precedes them affects the way they are pronounced. |
| What are nasal sounds? (Mod. 3) | These sounds are produced by sending air through the nose. Hold your nose to see how difficult it is to make these sounds without air coming through your nose: /n/, /m/, /ng/ (as in king). |
| What are affricates? (Mod. 3) | non-continuous sounds that begin as a stop and release as a fricative, can be voiced or unvoiced; /ch/, /j/ |
| What are fricatives? (Mod. 3) | continuous sounds, produced as friction is created as the air in the mouth is partially obstructed, can be voiced or unvoiced, can be voiced or unvoiced; /f/, /v/, /th/, /s/, /z/, /sh/, /h/ |
| What are glides? (Mod. 3) | produced when the airstream is frictionless and modified by the position of the tongue and the lips, they precede a vowel and are similar to a vowel (which is why they are sometimes called semivowels); /y/, /w/ |
| What are short vowel sounds? (Mod. 3) | The breve symbol (curved line) is used to mark a vowel sound as short (lax); cat, sit, hot, sun, net. |
| What are long vowel sounds? (Mod. 3) | the macron symbol (straight line) is used to mark a vowel sound as long (tense); cake, bike, cute, note, meet. |
| What is the Simple View of Reading Formula? (Mod. 1) | Word Recognition (Decoding) X Language Comprehension = Reading Comprehension; Without strength in both categories, a reader will not achieve reading comprehension. |
| What is the Reading Rope? (Mod. 1) | Language Comprehension (background knowledge, vocabulary, language structures, verbal reasoning, lit. knowledge) and Word Recognition (phonological awareness, decoding, sight rec.) produce skilled reading by becoming more intertwined as the skill develops |
| What is pragmatics? | Social rules about language use |
| What is syntax? | System of rules of grammar; awareness of permissible word order in sentences |
| What is semantics? | Knowledge of word meanings and relationships |
| What is discourse? | Ability to combine sentences to communicate ideas |
| What is phonology? | Sound system; awareness of speech sounds |
| What is morphology? | System of units of meaning in words |
| What is orthography? | Spelling system; knowledge of letters |
| Write a sample word with: /ă/ | Cat |
| Write a sample word with: /ĕ/ | Net |
| Write a sample word with: /Ĭ/ | Hit |
| Write a sample word with: /ŏ/ | Hot |
| Write a sample word with: /ŭ/ | Up |
| Write a sample word with: /ā/ | Cake |
| Write a sample word with: /ē/ | Team |
| Write a sample word with: /ī/ | Dime |
| Write a sample word with: /ō/ | Boat |
| Write a sample word with: /ū/ | Cute |
| How many letters, phonemes, graphemes, and morphemes are in the word: Top | 3, 3, 3, 1 |
| How many letters, phonemes, graphemes, and morphemes are in the word: Girl | 4, 3, 3, 1 |
| How many letters, phonemes, graphemes, and morphemes are in the word: Nicest | 6, 6, 6, 2 |
| How many letters, phonemes, graphemes, and morphemes are in the word: Catches | 7, 5, 5, 2 |
| How many letters, phonemes, graphemes, and morphemes are in the word: Teacher | 7, 4, 4, 2 |
| Put the following levels of phonological awareness in order: phonemes, syllables, onset-rime, word awareness | Word Awareness, Syllables, Onset-Rime, Phonemes |
| Put the following levels of phonemic awareness in order: phoneme segmentation, phoneme substitution, phoneme addition, phoneme deletion, phoneme blending, phoneme isolation | Phoneme Isolation, Phoneme Blending, Phoneme Segmenting, Phoneme Addition, Phoneme Deletion, Phoneme Substitution |
Created by:
kedilts