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
STR
| Question | Answer |
|---|---|
| Definition: The system through which we use spoken words to express knowledge, ideas, and feelings. Example: A child telling a story about their day. | Oral Language |
| Receptive | The ability to understand and process information that is spoken by others is known as _____ language. |
| What is the primary function of expressive language in a classroom setting? | It allows students to communicate their thoughts, needs, and ideas through speaking or writing. |
| In oral language, which component refers to the social rules governing how we use language in different contexts? | Pragmatics |
| The set of rules that governs the arrangement y of words and phrases to create well-formed sentences in a language. | Syntax |
| How does semantics differ from syntax in language development? | Semantics focuses on the meaning of words and sentences, while syntax focuses on their structural arrangement |
| The study of the sound system of a language and the rules that govern sound combinations is called _____. | Phonology |
| What is the relationship between oral language development and later reading comprehension? | A strong oral vocabulary and grasp of language structures provide the foundation for understanding written text. |
| The study of the internal structure of words and how they are formed from smaller meaningful units called morphemes. | Morphology |
| The broad ability to recognize and manipulate various parts of spoken language, including syllables, onset-rime, and individual phonemes. | Phonological Awareness |
| The understanding that letters and letter patterns represent the sounds of spoken language is known as the _____. | Alphabetic Principle |
| In phonics instruction, what is a 'grapheme'? | The smallest unit of written language that represents a phoneme, such as a single letter or a letter combination like 'sh'. |
| What is the definition of a 'phoneme'? | The smallest unit of sound in spoken language that distinguishes one word from another. |
| The process of converting printed words into speech by using knowledge of letter-sound correspondences is called _____. | Decoding |
| What is the primary goal of the 'summarizing' strategy? | To identify and synthesize the most important ideas in a text while ignoring irrelevant details. |
| What is the difference between an 'Open Syllable' and a 'Closed Syllable'? | An open syllable ends in a vowel (usually long), while a closed syllable ends in a consonant (vowel usually short). |
| A pair of vowels that work together to represent a single sound is known as a _____. | Vowel diagraph |
| A structure that tells a story, usually including characters, setting, plot, conflict, and resolution. | Narrative Text structure |
| What is 'scaffolding' in reading instruction? | The temporary support provided to a student as they develop a new skill, which is gradually removed as they gain independence. |
| Why is activating prior knowledge essential before reading a new text? | It helps students link new information to what they already know, making the text more meaningful and easier to comprehend. |
| A linguistic device where a word (often a pronoun) refers back to a previously mentioned word or phrase. | Anaphora |
| A type of text that uses repetitive patterns and pictures to support beginning readers in 'reading' the words. | Predictable Text |
| How do graphic organizers aid in reading comprehension? | They provide a visual representation of text structures and the relationships between ideas. |
| How does 'word identification' differ from 'word recognition'? | Identification involves the act of determining the identity of an unfamiliar word, whereas recognition is instant and automatic. |
| Using graphophonic cues to sound out and identify unfamiliar words in print. | Decoding |
| What is the main idea of a paragraph | The central point or most important thought that the author wants to communicate about the topic |
| In the question-answer relationships (QAR) strategy, what is a "right there" question? | A literal question whose answer is found explicitly in one single place in the text. |
| What is the difference between high-frequency words and sight words? | high-frequency words appear often in text. Sight words are any words a reader recognizes instantly without decoding. |
| An assessment or activity where words are deleted from a passage and students must fill them in using context clues is a __. | Cloze procedure |
| When a vowel is followed by the letter 'r', the sound of the vowel is altered. This is known as an __ vowel. | r-controlled vowel |
| the level of comprehension where the reader uses prior knowledge and text clues to read 'between the lines.' | Level of comprehension: Inferential |
| How can teacher-led "read-alouds: support oral language development? | They expose students to complex vocabulary, varied sentence structures, and models of fluent expression. |
| The level where the reader makes judgements about the text's quality, value, or author's purpose. | Level of Comprehension: Evaluate |
| What characterizes a 'closed syllable'? | It ends in a consonant and the vowel is usually short. Example: 'rab' in 'rabbit' |
| The smallest unit of meaning in a language. Example: The word 'cats' has two (cat + s). | Morpheme |
| How does sentence combining improve a student's reading comprehension? | It helps students understand how complex ideas are connected through syntax and transitions. |
| The intentional and active process of constructing meaning by interacting with a text. | Reading Comprehension |
| What is the 'schema' in reading theory? | A mental framework or body of knowledge that helps a reader organize and interpret new information. |
| The understanding of the rules for using language to communicate effectively in different social settings is ___. | Pragmatic competence |
| Why is 'explicit instruction' considered a best practice in the Science of Teaching Reading? | It involves clear, direct teaching with modeling and guided practice, leaving little to chance in student learning. |
| Explicitly teaching students to monitor their understanding and use 'fix-up' strategies when they get stuck is a form of instruction ____. | Metacognitive. |
| In the CVC pattern world like 'cat', what type of sound does the vowel typically make? | A short vowel sound. |
| What is the function of an inflectional ending in English morphology? | It is a suffix added to a word to change its grammatic al property, such as tense (-ed) or number (-s) |
| Structural analysis involves decoding multisyllabic words by examining their meaningful parts, such as ___ and ___. | Prefixes; suffixes |
| How is 'encoding' related to 'decoding' in literacy development? | Encoding is the process of using letter-sound knowledge to spell words (writing), which is the reverse of decoding (reading). |
| What is the benefit of teaching text features, such as glossaries or indexes, to students? | It allows students to efficiently locate specific information and navigate informational texts. |
| A word that cannot be fully decoded using standard phonics rules and must be learned as a whole is called an _____ word. | Irregular word |
| What occurs to the first vowel in a CVCe (silent e) pattern word like 'make'? | The first vowel typically becomes long, and the 'e' remains silent. |
| Informational text designed to explain, inform, or persuade, often using structures like cause/effect or compare/contrast. | Expository Text Structure |
| What role do 'Tier 2' vocabulary words play in reading comprehension? | These high-utility, academic words appear across many domains and are crucial for understanding complex texts. |
| The strategy where a teacher verbalizes their internal thought process while reading a text to model comprehension is called a _____. | think-aloud |
| The level where the reader understands he basic facts directly stated in the text. | Level of comprehension: Literal |
| Two consonants that join together to form a single, new speech sound. Example: The 'ch' in 'chair' | Consonant Diagraph |
| A complex speech sound that begins with one vowel sound and glides into another within the same syllable. Example: The 'oi' in 'boil'. | Diphthong |
| Two or more consonants that appear together in a word, where each individual sound is still heard. Example: The 'st' in 'stop' | Consonant belnd |
| How does 'visualizing' help a reader improve comprehension? | It involves creating mental images based on the text, which helps the reader anchor the meaning in their memory. |
| In phonics, what is blending? | The skill of pulling together individual sounds within a word to pronounce the whole word. |
| Reading material that contains a high percentage of words following the phonics rules students have already been taught. | Decodable text |
| What is 'metacognition' in the context of reading? | The reader's awareness and control of their own thinking processes while reading to ensure understanding. |
| The mental process used to store words for immediate and effortless retrieval is known as ___ mapping. | Orthographic |
Created by:
user-2040888