Term
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Definition
| the study of the origin of words and the way in which their meanings have changed throughout history; the origin of a word and the historical development of its meaning |
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Term
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Definition
| a short segment of language that is a word or a part of a word that has meaning.it cannot be divided into smaller meaningful segments without changing its meaning or leaving a meaningless remainder. |
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Term
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Definition
| a range of formal and informal assessment, procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. helps "form" the rest of the lesson (when a cook tastes what they are cooking, can still add ingredients). EX) vocab pre-assessment |
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Term
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Definition
| assessments to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. they are often high stakes, which means that they have a high point value. a summary of student learning. (the customer tastes the cook's meal, can't be edited) EX) midterm exam, chapter test, final exam |
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Term
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Definition
| the extent to which a test accurately measures what it is supposed to measure. EX) reading test with math problems is not measuring what it is supposed to measure. EX) multiplication test with subtraction and regrouping. |
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Term
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Definition
| a measure used to evaluate the degree to which different test items that probe the same construct produce similar results; the degree to which an assessment tool produces stable and consistent results. dependable, several people grade you and they all get the same result. |
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Term
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Definition
| refers to a variety of instructional techniques used to move students progressively toward stronger understanding and ultimately greater independence in the learning process by providing the assistance needed at ann individual level. individualized supports (i do, we do, you do) |
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Term
| zone of proximal development |
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Definition
| the difference between what a student can do independently versus what a student can do with help. (Vygotsky) |
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Term
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Definition
| language taken in. if a student knows words fairly well reading them in a book but can't necessarily define the words or use them in their own expression. this type of language is usually higher (ex. 2 year old can do command but not express it) |
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Term
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Definition
| language that can be produced in oral and written language, language that is understood well enough to be expressed. what you put out. |
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Term
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Definition
| the mental storage of all concepts one has learned or been exposed to. a filing cabinet in the brain. what you've been exposed to, every experience adds to it. new knowledge builds on prior knowledge. |
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Term
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Definition
| breaking words apart to meaningful part. to explain what prefixes, suffixes, and root words are and then build on words they already know so that they can break down unknown words into smaller, more familiar word parts. analyze structure of word, tear it apart. |
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Term
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Definition
| the ability to read with speed, accuracy, and proper expression. in order to understand what they read, children must be able to read in this manner whether they are reading aloud or silently. when reading aloud students read in phrases, with accurate prosody and add intonation appropriately |
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Term
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Definition
| an instructional method in which the student takes on the teacher's role and asks higher-level questions or facilitates the discussions |
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Definition
| when the readers purpose is to gain information or knowledge |
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Term
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Definition
| when the purpose of the reading is dealing with the readers' feelings, attitudes and ideas within the text. personal level, attach emotions. choose books of their own interests. |
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Term
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Definition
| deciphering print and turning it into language sounds and words. readers who struggle with this also can trouble with vocabulary development, comprehension, fluency |
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Term
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Definition
| awareness and understanding of one's own thought processes. knowing how you come to know something.. want students to apply independently EX) chunking, decoding, reading aloud. teach through modeling. |
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Term
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Definition
| what one already knows that assist them in making connections, stems from previous experience |
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Term
| bottom-up approach (approach to learning) |
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Definition
| the approach to reading that refers to a student who decodes symbols, then letters, then words, then phrases. work your way up. EX) scribbles can be letters, letters make words, words make sentences |
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Term
| top-down approach (approach to learning) |
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Definition
| the reading approach in which readers read by understanding reading from a global to specific bringing their background knowledge and expectations to a text and applying strategies to bring meaning to the text through prediction and confirmation |
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Term
| interactive approach (approach to learning) |
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Definition
| involves using components of both the bottom-up and top-down models to reading, uses both comprehension strategies and word analysis to construct meaning of a text. |
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Term
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Definition
| when a student is totally absorbed in the work and there is a feeling of "flow" |
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Term
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Definition
| activates a behavior, goes hand in hand with skill performance, can be extrinsic (reward) or intrinsic (you want it w/o reword) |
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Term
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Definition
| when students use a script or play to assist in learning content or promoting reading strategies, may often assist with speaking and listening skils as student perform roles or take on character perspectives (can be used across content areas) |
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Term
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Definition
| records or written observations that track or document un-opinionated acounts of student performance or behaviors. make notes of what you are seeing. EX) at 11:15am student stood up and walked around room |
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Term
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Definition
| a successful reaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. EX) think pair share, jigsaw, project-based learning groups, matching |
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Term
| accommodation (schema theory) |
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Definition
| when new information dissolves existing information, uses schematic to interpret and reconstruct information to form new concepts, creates new slots in the reader's storage systems to dissolve existing ones |
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Term
| assimilation (schema theory) |
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Definition
| when some facts are recalled but not others, when new information is added to old, the fitting together of new ideas with old concepts or knowledge |
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Term
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Definition
| a given set of criteria on which a score is based, allows teachers to score work in a fair and accurate manner |
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Term
5 patterns of organization
- increases comprehension
- interpret text betters |
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Definition
1. time order/sequence/chronological order
2. cause and effect
3. compare and contrast
4. problem and solution
5. description |
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Term
| 2 major categories of text |
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Definition
1. expository
2. narrative |
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Term
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Definition
another term for information texts
EX) book about storms, nonfiction |
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Term
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Definition
another term for personal texts
EX) fictional, trade books |
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Term
reading strategies to assist ELLs
- helps everyone, not just ELLS |
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Definition
use visuals
labeling
language supports
echo or choral reading
graphs or charts
using students prior knowledge
analogies |
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Term
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Definition
| the concepts and knowledge are based on content and information |
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Term
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Definition
| based on interests, engagement, motivation |
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Term
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Definition
| an internal form of motivation. You strive towards a goal for personal satisfaction or accomplishment. |
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Term
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Definition
| outside demand, obligation, or reward that requires the achievement of a particular goal. |
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Term
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Definition
| understanding information. directly stated in text. basic level of comprehension. |
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Term
| inferrential comprehension |
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Definition
| ability to process written information and understanding underlying meaning of text. deeper level of understanding. reading between the lines. |
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Term
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Definition
| a way to assess a student's reading progress by systematically evaluating a student's oral reading and identifying error patterns. |
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Term
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Definition
| search Wendy Gustavel for test prep!!! |
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Term
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Definition
| broad skill that includes identifying and manipulating units of oral language – parts such as words, syllables, and onsets and rimes. |
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Term
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Definition
| the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. Before children learn to read print, they need to become more aware of how the sounds in words work. |
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Term
| release of responsibility |
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Definition
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Term
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Definition
two separate sounds that blend together
EX) tw, dr, br, sn, fr, gl, |
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Term
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Definition
two letters that make one sound.
EX) wh, sh, th |
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Term
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Definition
2 vowels together including "w"
make glided sound
EX) ow, oi, ou |
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Term
| phonological awareness umbrella |
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Definition
1. words in sentences
2. syllables
3. onset-rime
4. rhyme/alliteration
5. phonemic awareness
a. isolation
b. blending
c. segmenting
d. addition / deletion / substitution |
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Term
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Definition
distinguishing separate words in a sentence. count words in a sentence or clap/stomp for each word in a sentence.
(phonological awareness) |
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Term
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Definition
| identifying and producing words that begin with the same sound. use a puppet to make silly sentences: Sarah sips strawberries on Sundays. (phonological awareness) |
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Term
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Definition
| counting, clapping, or tapping the parts of a word into syllables. start with names, use your whole body: clap, stomp, etc. break up breaks and have students guess your word. (phonological awareness) |
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Term
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Definition
| student first will be able to identify two words that rhyme. producing a rhyming word comes later. Do cat and bat rhyme? Shoe and door? what rhymes with pan? (phonological awareness) |
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Term
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Definition
hearing the individual sounds in words. when a child can this, they will be able to identify and manipulate individual sounds in words.
- isolating sounds, blending sounds, segmenting sounds, deleting sounds, adding phonemes, substituting sounds |
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Term
| isolating sounds (phonemic awareness) |
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Definition
what's the first and last sound in"cat"
/c/ is first
/t/ is last |
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Term
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Definition
/p/ /a/ /n/ = "pam
p-an = pan |
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Term
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Definition
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Term
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Definition
add /p/ to "at" = pat
add /s/ to "top" = stop or tops |
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Term
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Definition
| change /p/ to /s/ = pat to sat |
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Term
| age 4 - development sequence of phonological skills |
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Definition
rote imitation and enjoyment of rhyme and alliteration
EX) cat, hat, sat, bat, mat
Sally sang silly songs |
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Term
| age 5 - development sequence of phonological skills |
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Definition
1. recognizing rhyme
EX) EX) which two rhyme? bat, bug, hat
2. clapping or counting syllables
EX) dog (1 syllable), turtle (2 syllables) |
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Term
| age 5 1/2 - development sequence of phonological skills |
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Definition
1. blends onset and rime
EX) /b/ /oat/ (boat), /t/ /ree/ (tree)
2. produces a rhyme, isolates beginning sound
EX) tell me a word that rhymes with cat = rat
say the first sound in "net" = /n/ |
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Term
| age 6 - development sequence of phonological skills |
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Definition
1. syllable deletion
EX) say "tulip" now say it again but don't say /tu/ = lip
2. blending of 2- and 3- phoneme words
EX) /s/ /u/ /n/ = sun EX) /b/ /o/ = bow
3. segments 2- and 3- phoneme words (no blends)
EX) say the sounds in the word "boat" as you move a bead for each sound (/b/ /o/ /t/) |
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Term
| age 6 1/2 - development sequence of phonological skills |
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Definition
1. segments words that have up to 3- or 4- phonemes (including blends)
EX) say the sounds n the word "black" as you move a bead for each sound (/b/ /l/ /a/ /k/)
2. phoneme substitution to build new words (no blends)
EX) change the /c/ in "cat" to /b/ = bat |
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Term
| age 7 - development sequence of phonological skills |
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Definition
phoneme deletion (initial and final word positions)
EX) say "seed" now say it again without the /d/ = see |
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Term
| age 8 - development sequence of phonological skills |
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Definition
phoneme deletion (initial position including blends)
EX) say "sled" now say it again without the /s/ = "led" |
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Term
| age 9 - development sequence of phonological skills |
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Definition
phoneme deletion (medial and final blend positions)
EX) say "snail" now say it again without the /n/ = "sail" |
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Term
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Definition
| groups of two or three consonant in words that makes a distinct consonant wound, such as "bl" or "spl" |
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Term
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Definition
| two consonants stand together to represent a single sound. the most common are /sh/ /ch/ /th/ /wh/ |
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Term
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Definition
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Term
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Definition
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Term
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Definition
cold, cat, curve, come
- usually in front of o, a, u |
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Term
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Definition
circle, lace, center, cereal
- usually in front of i, e
- makes /s/ sound |
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Term
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Definition
| comb, knot, wrist, ghost, wren |
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Term
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Definition
| a sound made by combining two vowels, specifically whe it starts as one vowel sound and goes to another |
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Term
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Definition
the reduced vowel sound that is the most comment vowel sound in spoken english. the purpose is to allow unstressed syllables to be said more quickly so the main beats of spoken words are easier to palce on stressed syllables.
- represented by upside down "e"
- "uh" sounds in aloud |
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Term
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Definition
| the smallest meaningful contrasive unit in a writing system, the written form can be a single letter, or be a sequenceof letters, such as /ai/ /sh/ /igh/ /tch/ |
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Term
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Definition
| the smallest unit of sound |
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Term
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Definition
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Term
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Definition
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Term
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Definition
predictor of reading and writing success. language deficits most common reason for SPED referral. strong vocab and syntax = good comprehension. literacy experiences before school determine success = word gap. early intensive intervention = success. difficult to assess.
INSTRUCTIONAL STRATEGIES: promote dialogue between teacher and student, Simon says, fishbowl activity, role playing, interviews, copy cat, opportunities to talk before, during, and after. |
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Term
phonemic awareness
phonics
word analysis |
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Definition
- phonemic awareness: words made up of individual sounds.
- phoneme: smallest unit of sound. only sound manipulation.
- phonics. 1) decoding - breaking down sound by sound blending sounds together 2) word recogniton words as whole. 3) alphabetic principle - sounds are associated with certain letters.
- consonant blend = hear each sound EX) bl, fr, sk, spl
- consonant digraph = 2 consonants together = 1 sound EX) ch, th, ng
- vowel digraph - 2 vowels, 1 sound. EX) ee, ea, oa
- diphthongs - 2 vowels together including "w" make glided sound EX) ow, oi, ou
- schwa - "uh" sounds - EX) a, e, o EX) about, effect other
INSTRUCTIONAL STRATEGIES:
blending- orally (phonemic), actual letters (phonics)
segmenting - chunking, listen to each syllable
letter sound cards
phonics Go Fish |
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Term
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Definition
accuracy, automaticity (ability to decode quickly), volume, pitch, appropriate speed for grade level, prosody (rhythm at which they read), expression, rate (good rate but also good expression and pausing).
INSTRUCTIONAL STRATEGIES:
choral reading, echo reading, rereading, paired/partner reading (take turns), reader's theater, read alouds, poetry, singing |
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Term
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Definition
more words are known = more successful with comprehension and writing.
language deprived backgrounds struggle
learned through experience
some explicitly taught EX) automaticity
preteach words
meaningful purpose to learn
1. association processing - synonyms, word association
2. comprehension processing - manipulate beyond association EX) fill in blank
3. generation processing - know very well, write in clear sentence, connect to personal experience.
INSTRUCTIONAL STRATEGIES: know words you will teach beforehand. 10 words or less selected (5 words for younger kids). explicit instruction. multiple experiences. games. word walls. word sorts. writing. art. |
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Term
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Definition
reader = person is comprehending
text = actual reading material
activity = purpose
situational context = where you read
reader's response theory - meaning not definite, depends on readers knowledge background schema and purpose for reading
schema theory - link new ideas to old idas, create new meaning
constructional integration - Processing a text occurs in cycles
Involves multiple and simultaneous thinking process that eventually creates memories. Influence by: Reader’s knowledge about the text, Reader’s goals and motivations, Reader’s strategy and selection and use, Genre, type and difficulty of the text, Constraints of reader’s memory, Reader’s ability to learn in and from sociocultural context
INSTRUCTIONAL STRATEGIES: explicitly taught, activate background knowledge, questioning, analyze text structure, mental/visual images, summarize |
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Term
| EXTENDED RESPONSE 1: oral retelling |
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Definition
- identify strength
- identify weakness
say purpose and cite specific evidence. know subject matter knowledge. support your examples. provide rationale.
LOOK AT EXAMPLE IN PRACTICE TEST |
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Term
| EXTENDED RESPONSE 2: running record |
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Definition
- identify strength
- identify weakness
say purpose and cite specific evidence. know subject matter knowledge. support your examples. provide rationale.
LOOK AT EXAMPLE IN PRACTICE TEST |
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Term
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Definition
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Term
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Definition
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Term
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Definition
base word: before inflectional ending, turn into contraction, add prefix/suffix
root word: greek or latin EX) auto = autograph, automatic, autoimmune |
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Term
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Definition
| inability to read tied with lower socio-economic status, cycle continues |
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Term
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Definition
| able to read but reluctant to |
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Term
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Definition
| (pitch, stress, and timing) to convey meaning when they read aloud |
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Term
| association vocabulary processing |
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Definition
| students develop reading comprehension when we link new ideas to old ideas and that creates new learning. EX) visualize a filing cabinet in your brain |
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Term
| comprehension vocabulary processing |
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Definition
Manipulate the word beyond word/synonym association
Ex: Put the word in a sentence blank or find an antonym |
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Term
| general vocabulary processing |
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Definition
Put definition into own words, write word in a sentence showing clear context, make a connection with personal experience
- a meaningful connection to personal experience
know very well
write in clear sentence
connect to personal experience |
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Term
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Definition
meaning is not definite
depends on readers knowledge, background, schema, purpose, etc. |
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Term
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Definition
link new ideas to old ideas. creates new meaning. filing cabinet in brain, can keep adding information to file.
students develop reading comprehension when we link new ideas to old ideas and that creates new learning. EX) visualize a filing cabinet in your brain |
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Term
| construction integration theory |
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Definition
phase 1: construction - activate prior knowledge, connect with what you know. if you can't, you wont retrieve information
phase 2: integration
Processing a text occurs in cycles
Involves multiple and simultaneous thinking process that eventually creates memories.
Influence by: Reader’s knowledge about the text, Reader’s goals and motivations, Reader’s strategy and selection and use, Genre, type and difficulty of the text, Constraints of reader’s memory, Reader’s ability to learn in and from sociocultural context |
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Term
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Definition
sounds are associated with certain letters.
children develop understanding that specific letters or letter combinations represent specific speech sounds in spoken words - know sound is associated with letter
EX) aware that the rrrrr sound is is represented in print every time you see the letter "r" |
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Term
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Definition
| ability to decode quickly |
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Term
| instructional strategies to help a child with areas of weakness for ORAL LANGUAGE |
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Definition
picture flashcards - the student is shown the word, if they can't figure out the word the picture on the back helps make an association. repetition gives practice with word.
conversation cubes - gets students to talk and answer questions about a text or about themselves as ice breaker |
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Term
| instructional strategies to help a child with areas of weakness PHONICS AND WORD RECOGNITION |
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Definition
sound scrambles - given picture and a sound it contains, they have to find the rest of the word parts
tongue twisters - peter piper picked a peck of pickled peppers. it provides practice identifying specific consonant |
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Term
| instructional strategies to help a child with areas of weakness for FLUENCY |
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Definition
fluency tic tac toe - read the story multiple times in a different way
fluency passages - words per minute, shows gradual progress |
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Term
| instructional strategies to help a child with areas of weakness for VOCABULARY |
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Definition
word bank (my strategy) - collect unknown words and find the definition, have for future reference if needed
word walls - direct student attention to words
word sorts - provides word association |
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Term
| instructional strategies to help a child with areas of weakness for COMPREHENSION |
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Definition
visualize, infer, summarize, connect, question, predict - gets them involved in the text
Jenga wood pieces with comprehension questions on each piece - answer Q to place block |
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Term
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Definition
| reading with correct volume, pitch, juncture, and stress |
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Term
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Definition
| o Age or grade level appropriate speed |
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Term
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Definition
| o Accuracy and ease of decoding |
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Term
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Definition
| o A change in voice, raising and falling of voice. Like: when someone asks a question |
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Term
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Definition
o Appropriate text phrasing
the grouping of words in a sentence into short meaningful phrases (usually three to five words). This process prevents word-by-word reading, which can cause lack of comprehension, since students forget the beginning of a sentence before they get to the end |
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Term
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Definition
o Thinking about how you think
o A readers knowledge of the status of his or her own thinking and the appropriate strategies to facilitate ongoing comprehension
o Executive control one has over one’s own thinking, including the use of comprehension strategies to facilitate or repair failing comprehension while reading. |
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Term
| • Receptive vocab (listening and reading) |
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Definition
- listening and reading vocabulary
o decoding, take in
- Words you hear and read and are able to understand, but don’t necessarily use in your regular speech or writing |
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Term
| • Expressive vocab (speaking and writing) |
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Definition
- speaking and writing
o encoding, put out
- Words you can listen to, read, use in speech can then be used in writing (most limited) |
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Term
| • Difference between encoding and decoding. |
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Definition
- Decoding is the process of reading words in text. They need to know the sounds made by each letter and how they blend together to create words.
- Encoding is the process of using letter/sound knowledge to write. They need to recall sounds and the symbols assigned to them to write the letters together to form words. |
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Term
| what are running records? |
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Definition
| essential assessment tool for assessing students ability to use phonics and word recognition strategies. allows teachers to assess students decoding abilities while reading texts orally and identifying need areas for instruction. |
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Term
| • What counts as an miscue vs. what does not? |
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Definition
o countable errors are omissions, insertions, student appeal with assistance, substitutions, and teacher assistance
o Self-corrections and repetition are NOT countable errors |
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Term
| • Independent, Instructional, Frustration levels |
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Definition
| these levels measure the oral reading accuracy rate. through this, we can find the text level difficulty (easy, adequate, difficult) and the level of support needed by the reader. helps distinguish if a text is appropriate for instruction |
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Term
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Definition
95% or better
Easy reading level
Appropriate for recreational reading, Little support from adult needed |
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Term
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Definition
90-94%
adequate ability
Student’s zone of proximal development, Requires assistance from an adult |
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Term
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Definition
Below 90%
Too difficult
Beyond the student’s zone of proximal development, should not be used (not even for instruction) |
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Term
| o Construction-Integration Theory |
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Definition
When reader’s comprehend a text, it becomes a part of their schema
• Schema can then be accessed to understand future texts.
The surface code, or written words, only stays in the iconic memory for a short period of time.
• It must move through our short-term or working memory to then be processed into memory with more information and creates a “text base” |
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Term
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Definition
| Once text-base is formed & in long-term memory, begins to integrate details using this. The reader’s knowledge, goals/motivation to read, Strategy selected to understand text, ability to function in sociocultural context in which text is being read, genre of reading, processing of constraints of reader’s memory effect understanding. 2 phases occur when reader encounters these clauses: Construction phase and integration phase. |
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Term
| Construction phase of situation model |
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Definition
• Prior knowledge activated
• Retrieval of word meanings
• Examining the surface and grammatical structure of the printed text |
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Term
| Integration phase of situation model |
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Definition
• Ideas from the text are strongly interconnected with prior knowledge and strengthened
• Ideas that don’t associate with prior knowledge are deactivated and deleted from our memory |
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Term
| running records: meaning cues |
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Definition
Semantic cues- Does it make sense?
Student uses meaning clues to try to make sense of the unknown word. Context, picture, and information could be used. |
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Term
| running records: syntax cues |
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Definition
Structure cues- Does it sound right?
Student unconsciously uses rules of grammar in attempt to identify unknown words in print.
EX: Substitutes a noun for a noun, verb for a verb. |
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Term
| running records: visual cues |
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Definition
Graphophonic- Does it look right?
Miscue resembles the actual word in the text. It may begin with the same letter or letters or the letters may appear to be similar to the word in the text.
EX: top for toy, sit for seat, or introduction for introspection. |
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Term
| • Ordinal concepts of convention |
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Definition
| First, second, third, beginning, last, book, paragraph, sentence, word, letter |
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Term
| • Visual clues of convention |
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Definition
| cover, spine, pages, margins, indents, spaced, print size, punctuation |
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Term
| • Location concepts of convention |
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Definition
| Top, bottom, left, right, beginning, middle, end |
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Term
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Definition
| An understanding that spoken language and words are made up of individual sounds |
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Term
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Definition
| relates spoken sounds to written symbols in systematic and predictable ways (letter-sound relationships) and shows readers how this knowledge can be used to decode words in print |
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Term
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Definition
| All the sounds in the syllable before the vowel. |
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Term
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Definition
| The vowel and everything following it. Rest of the of the syllable after onset. |
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Term
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Definition
Sounds in spoken words are represented by symbols or letters.
This is learned in a program from whole to small. First, child must realize the word is made up of individual sounds. Then, learns sounds are represented by symbols, letters. |
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Term
| • What is RTI/Purpose of RTI? |
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Definition
| an approach for differentiating instruction to meet the learning needs of those who struggle in their learning and quickly return them to normal developmental instruction. |
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Term
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Definition
| when the students need the least amount of support. This may include periodic screening, regular classroom instruction, and mandated tests with no extra support. 80% of students. |
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Term
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Definition
| when the students need a little extra support. interventions may include students receiving small group work with a teacher or an Intervention Specialist. Students at this Tier should be periodically looked at for progress, to assess if they should move up to Tier 1 or down to Tier 3. 15% of students. |
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| students are on IEP’s and can receive additional supports under the IDEA act. 5% of students. students need the most support. |
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Term
| what does the Concepts of Print Assessment predict? |
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Definition
| 1) Some children require direct and explicit instruction in learning concepts of print 2) Concepts of print entering kindergarten is predictor of reading success by end of 1st grade 3) Knowing early concepts of print then help development of language, phonemic awareness, phonics, word reading, comprehension, & writing |
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Term
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Definition
| Sometimes sounds blend together as is the case with consonant blends. Consonant blends (also called consonant clusters) are a collection of two or three different consonant sounds that are each heard when the word is pronounced. For example, let's look at the word "drink." Both the letters "d" and "r" are consonants. |
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Definition
| grammar and correct use of words |
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Definition
| the arrangement of words and phrases to create well-formed sentences in a language. |
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Definition
| the meaning of a word, phrase, sentence, or text. |
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Term
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Definition
CVC = consonant, vowel, consonant (dog)
CV = consonant, vowel (me, key, no)
VC = vowel, consonant (at)
CVCe = consonant, vowel, consonant, silent e (home, woke, hole) |
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