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Reading 360 Test 1
RDG 360 Professor Raine Exam 1 Study Tools
| Question | Answer |
|---|---|
| Spelling errors were | not random and evolved over time |
| Word study is based on | stages of spelling |
| Independent Reading Word Recognition | 95-100% |
| Independent Reading Comprehension | 90% |
| Independent Readers | don't need any help |
| Instructional Level Word Recognition | 90-94% |
| Instructional Level Comprehension | 70-90% |
| Instructional Level Readers | use but confuse zone of proximal development |
| First layer of orthography | Alphabetic |
| Second layer of Orthography | Pattern |
| Third layer of Orthography | Meaning |
| Orthography | refers to the system of writing of a language and correct sequence of letters |
| Alphabetic Layer | relationship between letters and sounds |
| Letters | graphemes |
| Sounds | phonemes |
| Alphabetic Layer | the idea that letters stand for and or represent sounds |
| In looking at short vowel sound we also consider | the next layer, pattern CVS |
| closed sort | teacher specified |
| open sort | student has choice |
| blend | you hear the seperate sounds two letter sounds blend together but still can hear each sound |
| digram | two sounds blend together but cannot hear the seperate sounds, ship, thick, chick |
| Word Recognition skills | are taught by words they already know |
| Analytic | segmenting and blending already known words and sounds together |
| Synthetic | isolating phoneme by phoneme |
| For Phonemic Awareness use | synthetic approach |
| Synthetic words, easy or not | easy |
| Look for what student use but confuse | use words they can read and sort by sight and sound |
| A step backward is a step | forward |
| Use words students can | read |
| Compare words that do with words | that don't |
| the more you see and hear | the more you understand |
| begin with obvious | contrasts |
| don't hide | expectations |
| work for | automaticity |
| automaticity | accuracy and speed |
| return to meaningful | text |
| Orthography | the correct sequence of letters in the writing system |
| rhymes are a tool to use in the beginning steps of | phonemic awareness |
| In alliteration children are able to hear the | beginning sounds of words before they are able to hear or decode the end or middle of the word |
| The level of differentiating syllables is the | intermidate level in children becoming phoenemic awareness |
| Phonological awareness is present when the teacher | claps out a word, awareness of the parts of words |
| Phonemes are divided into two categories | consonants and vowels |
| the number of vowel sounds is the same as the number of | syllables |
| onset rime | beginning consonant |
| rime | vowels and what follows |
| Consonant blends or clusters | have two consonants before vowel |
| consonant blends or clusters | two letters and two sounds |
| consonant blends or clusters | three letters and three sounds |
| consonant blend | hear each phoneme all sounds are hooked together |
| consonant digraphs | two letters and one sound |
| Every phoneme is determined by | place, manner, and voice, voice when throat vibrates |
| Sounds sorts | picture or words what sounds the letters stand for |
| pattern sorts | printed words identify the pattern |
| concept sorts | use words or pictures |
| some meaning sorts are related | spellings but some sounds may be different |
| grapho | phonological |
| syntactic | sound stream of language |
| semantic | meaning making vocabulary |
| pragmatic system | the social and cultural functions of language |
| Phonemes are the | smallest units of speech sounds |
| Of the 44 English phonemes the largest groups is comprised by the | phonemes represented by single consonant |
| single consonant phonemes | there are 18 phonemes in this group represented by the grapheme normally associated with them and a key word is given |
| consonant blends or cluster | four main groups of beginning consonant clends and many ending blends |
| consonant blends or clusters groups | r, l, s, tw |
| regular consonant digraphs | six consonant phonemes are represented by the consonant digraphs, ch, sh, th-voice and unvoiced and the ending digraph ng |
| C is soft when followed by the vowel sound of | i, e, y otherwise it is a hard C |
| G is soft when followed by | i,e,or y |
| W and Y are consonants when | onset of word |
| W and Y are not consonants when | they are in the middle or end or vowel pair |
| Y will always serve as a vowel when | it is after a vowel if one is present |
| S, D, and T can or cannot represent different phonemes | can represent different phonemes |
| primary years children acquire word knowledge | from the language that surrounds them through listening to talking about life experiences |
| invented spelling provides a window into | a child's developing word knowledge |
| the best way to develop fast and accurate perception of word features is to engage in | meaningful reading and writing and have multiple opportunities to examine those same words out of context |
| the most effective instruction in phonics, spelling, and vocabulary links word study to the | texts being read, provides a systematic scope and sequence of word level skills, and provides multiple opportunities for hans on practice and application |
| the purpose of word study is first students develop a | general knowledge of english spelling |
| word study teaches students to examine | words to discover generalizations about english spelling |
| word study teaches the | regularities, patterns, and conventions of english orthography |
| the purpose of word is is secondly to | increase specific knowledge of words, the spelling and meaning of individual words |
| alphabetic | represents the relationship between letters and sounds |
| alphabetic layer | the first layer of information of work |
| pattern layer | overlies the alphabetic layer |
| meaning layer | students learn that groups of letters can represent meaning directly |
| morphemic | silent letters in a word |
| instructional level | we must teach the child at this level |
| word study is based on students' level of | orthographic knowledge |
| emergent spelling encompasses the writing efforts of children who are not yet | reading conventionally and in most cases have not been exposed to formal reading instruction |
| emergent spelling may range from | random marks to legitimate letters that bear a relationship to sound |
| most of the emergent stage is decidedly | prephonetic |
| early emergent stage students may produce | large scribbles that are basically drawings |
| at the earliest points in this stage there are | no designs that look like letters and the writing is undecipherable from the drawing |
| throughout the emergent stage children begin to learn | letters, particulary the letters in their own name and begin to pay attention to the sounds of the words |
| toward the end of the emergent stage their writing starts to include | most prominent or salient sounds in a word |
| the movement from emergent stage hinges on learning the | alphabetic principle |
| alphabetic principle | letters represent sounds in a systematic way and words can be segments into sequences of sound from left to right |
| toward the end of emergent spelling students start to | memorize some words and write them repeatedly |
| letter name alphabetic spelling stage is the | second stage and encompasses that period of time during which students are formally taught to read |
| letter name alphabetic spelling stage is typically during | kindergarten and first grade and extend into middle of second grade |
| writing is | analytic |
| in a synthetic approach students are expected to | sound out unknown words phoneme by phoneme |
| analytic phonics supports the | synthetic skill necessary to decode new words when reading and to encode words when writing |
| sorting does not rely on | rote memorization or the recitation of rules prior to an understanding of the underlying principles |
| during sorting students determine | similarities and differences among targeted features as they utilize higher level critical thinking skills to make categorical judgments |
| first layer of english orthography that students must negotiate to make sense of the alphabetic nature | sound |
| picture sorting is suited for students in what stages | emergent, letter name alphabetic and early within word pattern stages of spelling development who do not have extensive reading vocabularies |
| picture sorts can be used to develop | phonological awareness |
| phonological awareness | the ability to identify and categorize various speech sounds such as rhyme and alliteration |
| picture sorts can be used to teach | phonics |
| phonics | the consistent relationship between letters and sounds |
| words sorts can also draw students' attention to | sound |
| sounds is the first aspect of a | word a speller has for reference |
| blind sorts | when students are asked to sort words by sound |
| blind writing sort | where students must write each word under the correct key word before seeing the word |
| blind sorts are a goody way to increase the time students | practice and also encourage cooperative learning |
| when students use the printed form of the word they can sort by the | visual pattern formed by groups of letters or letter sequences |
| word families | words that share the same rime |
| rime | vowel and following consonants |
| mainstay of patten sorts | word sorts using printed word cards |
| word sorts using printed word cards are useful for | all students who have a functional sight word vocabulary |
| the two major types of meaning sorts are | concept and meaning sorts |
| meaning sorts related to spelling include | homophone and homograph and roots, stems, and affix sorts |
| concept sorts are appropriate for | all ages and stages of word knowledge |
| concept sorts should be used | regularly in the content areas |
| concept sorts can be used for | assessing and building background knowledge before embarking on a new unit of study |
| words that sound alike but are spelled differently are called | homophones |
| in closed sorts teachers define the | categories and model the sorting procedure |
| student centered or open sorts are particularly useful after students | are already accustomed to sorting and are quite adept at finding commonalities among words |
| in open sorts students create their own | categories with the set of words |
| open sorts are more | diagnostic in nature |
| word hunts | students hunt through their |
| speed sorts | motivation and develop fluency and automacity |
| speed sorting is no different than ordinary word sorting except that students | time themselves using a stop watch |
| drawing is particularly useful for teaching emergent and letter name alphabet spellers | initial consonant sounds |
| cut and paste activity uses | pictures instead of written words and is appropriate for emergent and letter name alphabetic spellers |
| teacher led introductory lessons make take | 15 to 20 minutes |
| subsequent activities should last only about | 10 minutes a day and do not require a lot of supervision once the students understand the routines |
| learning to read and spell is a process of | matching oral and written language structures at the three different levels |
| different levels in learning to read | the global level, level of words within phrases, and level of sounds and letters within syllables |
| global level | the text is organized into phrases and sentences |
| global level of oral language | prosodic |
| second level of structures that students negotiate are the units of meaning | words |
| mismatch of meaning units between speech and print is most clearly illustrated though a | spectrograph |
| sounds and letters make up what level of analysis | third |
| in learning to read students must segment the | sounds or phonemes within syllables |
| paraphrase or spontaneous retelling at global level which children produce while turning the pages of a familiar book | pretend reading |
| involves an accurate recitation of the text accompanied by pointing to the print in some fashion | memory reading |
| the ability to fingerpoint or track accurately to words in print while reading from memory is | concept of word |
| Early emergent writing is largely | pretend |
| by the end of the emergen stage children are beginning to use letters to | represent speech sounds in a systematic way |
| to invent a spelling children must know | some letters, know how to form or write some of the letter they know, know that letters represent sounds, and must attend to the sounds within syllables and match sound segments to letters |
| the ability to divide syllables into the smallest unit of sound is | phonemic awareness |
| the goal of phonemic awareness instruction for emergent readers is to help them | classify the sounds they know into categories that coincide with printed word boundaries |
| to move from emergent to beginning reading students must have many opportunities | to see and experiment with written language |
| to move from emergent to beginning reading students must see their own | spoken language transcribed into print |
| to move from emergent to beginning reading students must be supported in making the | speech to print match by choral recitation and fingerpoint memory reading |
| to move from emergent to beginning reading students must be encouraged to | write, even if this writing is little more than scribbles |
| familiarity with songs and rhymes helps bridge the gap between | speech and print and cultivates the sense that what can be sung or recited can be written or read |
| recording children's own language in the form of picture captions and dictated language experiences stories also | nutures the notion that print is talk written down |
| five main components of the learning to read process | vocabulary growth and concept development, phonological awareness, alphabet knowledge, letter sound knowledge, concept of word in print |
| the ability to pay attention to, identify, and reflect on various sound segments of speech is known as | phonological awareness |
| phonological awareness is the umbrella term for a range of | understanding about speech sounds, including syllables, rhyme, and a sense of alliteration |
| alliteration | a series of two or more words that begin with the same sound |
| voiced | vibrating |
| nasal | air through nose |
| m, n, and ng are all | nasals |
| p, wh, f, th (the), t, s, sh, ch, k, and h are all | unvoiced |
| b, w, v, th (thin), d, z, j, and g are all | voiced |
| l, r, and y are all | other |
| diagnostic test to see the child's concept of word understanding is | fingerpoint reading and tracking words |
| concept of word is prevalent in the | end stage of the emergent stage |
Created by:
rahenson