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Reading final
| Question | Answer |
|---|---|
| Emergent, Letter Name-Alphabetic, Within Word Pattern, Syllables and Affixes. Derivational Relations | Stages of Spelling |
| Period prior to the conventional matching of letters and sounds in a left to write sequence. Lacks concept of words Pre-phonetic Late emergent : begins to make some letter sound matches | Emergent |
| Understands the alphabetic principle: the letters match to sounds Acquired concept of word Lack full phonemic awareness and only represents the most salient sounds Long stage for students to master | Letter-Name Alphabetic Stage |
| Study of beginning sounds Study of blends and digraphs Short vowel instruction | Sequence of Letter-Name Spellers |
| Full alphabetic: students begin to chunk words Good understanding of short vowels Uses but confuses long vowel patterns Long stage for students to master | Within Word Pattern |
| High Frequency long vowel patterns contrasted with short vowels. Less common vowel patterns Other Vowels: R-controlled, ambiguous, diphthongs. Homophones and homographs | Within Word Pattern Sequence |
| Is the ability to read and write effortlessly and efficiently. | Fluency |
| Reading words correctly | Accuracy |
| Reading quickly without effort. | Automaticity |
| Reading with phasing, expression, and tone. | Prosody (expression) |
| Consists of a learner’s knowledge of word meanings. Acquired across a lifetime. Breadth of vocabulary knowledge continues to grow as we continue to learn more and more words. This is NOT high frequency or sight words. | Conceptual Vocabulary |
| Knowledge about a word grows over time as the learner experiences the word in a variety of contexts | Incrementality |
| Refers to a single word with more than one meaning. Example: The newspaper got wet in the rain. The newspaper fired some of its editing staff. | Polysemy |
| Words are not learned in a vacuum. Knowing a word involves knowing how it connects with other words and where it fits within the networks that make up semantic memory. | Interrelatedness |
| As incremental knowledge of a word develops, multiple dimensions of knowledge about the word are expanded | Multidimensionality |
| Not all words and not all word meanings are of equal usefulness. Given the limited time for instruction, it is important for teachers to teach and test the most useful words. | Heterogeneity |
| The writer attempts to convince or persuade the audience to adopt a particular point of view or take a specific action through the development of logical arguments Example: “Why recess should be longer | Argumentative/persuasive |
| Descriptive writing helps the reader visualize the person, place, thing, or situation being described. Example: describing a favorite place | Descriptive writing |
| Imparts information, shares ideas, and provides explanations and evidence. Expository writing is about sharing information, explaining ideas, presenting facts clearly, and organizing. Example: report on animals, 'how-to' essay | Expository writing |
| Writing that is characterized by a main character in a setting who engages with a problem or event in a significant way. Example: personal story or fictional tale | Narrative writing |
| A poem can be a collection of words that expresses feelings or ideas, sometimes with a specific meaning, sound, or rhythm. Words can be put together to create sounds imagery, and ideas that sometimes might be too hard to describe directly. | Poetry writing |
| Writing in journals can be a powerful strategy for students to respond to literature, gain writing fluency, dialogue in writing with another student or the teacher, or write in the content areas | Journal and letters |
| Knows blends, digraphs, short and long vowel patterns Uses but confuses use of inflected endings, other vowel patterns, and unaccented final syllable (schwa sound) | Syllables and Affixes |
| This is our stage as spellers Most words are spelled correctly but students use and confuse : -Derived forms with Greek or Latin roots example: conference or conference Vowels in unaccented syllables examples: resident, radical | Derivational Relations |
| These are the most common, high-frequency words used in everyday conversation. | Tear 1 vocab |
| These are sophisticated words with multiple meanings that are crucial for academic success and are found across various subjects. They are often more common in writing than in spoken language. | Tear 2 vocab |
| These are low-frequency words that are specific to a particular subject, profession, or field of study. | Tear 3 vocab |
| Teaching students what the strategy is. | Declarative Knowledge |
| Teaching students how to use the strategy. | Procedural Knowledge |
| Teaching students when and why the strategy is most useful. | Conditional Knowledge |
| for students, sharing what is happening inside her head as she make sense of the text. | Think aloud |
| Process of judging, concluding, or reasoning from some given information | Inferencing |
| Students monitor their own thinking and understanding and make actionable decisions about what to do when they don’t understand | Monitoring & Clarifying |
| Good readers automatically engage in critical thinking by asking themselves questions to make sense of what they read. | Generating Questions |
| Actively involve students in asking questions of the teacher (or one another) during a discussion. | Reciprocal Questioning (ReQuest) |
| • Students identify what is important in the text by: retelling short parts of the text identify crucial details practice identifying crucial and irrelevant information in the text | Summarizing |
| Process of combining elements from multiple sources and integrating them into a new whole | Synthesizing |
| Forming mental pictures while reading to connect the questions and knowledge in one’s head with what one is reading. | Visualizing |
| Using critical thinking to make judgements about what one has read and about one’s own reading ability. | Evaluating |
| Relating the ideas, characters, settings, or themes in a text to other texts you've encountered (books, movies, shows, articles). | Text to text |
| is a reading comprehension strategy where a reader connects the content of a text to real-world events, issues, or experiences outside of the text itself | Text to world |
| a reading comprehension strategy where a reader connects the content of a text to their own personal experiences, feelings, or memories. | Text to self |
| Which means difficulty with | dys |
| Means language or words | lexia |
| means that the teacher anticipates the differences in students' readiness, interests, and learning profiles and, as a result, creates different learning paths so that students have the opportunity to learn as much as they can as deeply as they can | Differentiation |
| What students learn | Content |
| How students go about making sense of ideas and information | Process |
| How students demonstrate what they have learned | Product |
| Students read texts on the same topic/theme but at different reading levels (e.g., three versions of a nonfiction article about ecosystems). | Leveled Text Sets |
| Some students receive essential Tier 2 vocabulary; advanced students receive extended academic vocabulary. | Varied Vocabulary Lists |
| Provide videos or picture-based summaries for students who need more support before reading. | Accessible Background Knowledge |
| Students choose from a small set of texts that address the same standard (e.g., theme, character motivation). | Choice of Reading Material |
| Provide simplified or annotated versions of complex texts (e.g., scaffolded version of The Odyssey for developing readers). | Modified Texts |
| Students may: – Work independently – Participate in a teacher-led small group – Use a digital reading tool (audio support, highlighting) | Choice of Learning Pathway |
| Sentence frames (“The character felt ___ because ___”), graphic organizers, or modeled oral responses. | Supports for English Learners |
| Guided reading groups based on decoding needs, language proficiency, or comprehension skills. | Flexible Grouping |
| difficulties in visual short-term memory (including near- and far-point copying) real word recognition (can read a word on one page fine but not on another) won’t try to sound out an unknown word labored reading rate | Reading Characters with dyslexia |
| phonetic inconsistent, often no vowels | Spelling Characteristics for dyslexia |
| Cloze testing involves deleting words from a prose selection and asking students to replace them on the basis of the remaining context | Cloze Assessment |
| Multiple choice variation of the cloze task. | Maze Tasks |
| The openness of the retelling task allows for observation of the child’s thought processes, what the child values as important, and cultural influences in story interpretations | Oral retelling |
| In settings beyond second grade, students are most often asked to demonstrate their comprehension or new knowledge acquisition through writing | Writing within the response |
Created by:
karlie2004