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| the first consonant before a vowel in a word ie c in cat |
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| the first vowel in a word and the part afterwards at in cat |
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| spelled the same but different meaning ball = to throw ball = party |
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| same sound but different meaning to two too |
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| how words are related prefix suffi root the family of the word meaning |
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| the grammar and structures - word order |
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| relationship between letters and phonemes |
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| breaking a word into its small sound parts |
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| vowel with 2 parts that creates a new sound oy, oi, ou |
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| two vowels that go together to make one sound oa, ea |
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| two consonants that go together to make a new sound th, sh |
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| 2 consonants that go together and keep their original sound bl, cl |
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| words that have a common pattern -ick -at |
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| ability to hear different sounds phonenemes |
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| accuracy in identifying sounds |
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| ability to see differences between letters |
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| accuracy in identifying letters |
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| ability to see patterns in words |
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| ability to see patterns in words |
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| ability to see patterns in words especially prefix suffix |
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| ability to get word meaning from context |
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| introduce letters and sounds one by one and build to blends to make words |
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| learn phonics through studying already known words to get letter sound correspondence |
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| the process of introducing sounds and symbols step-by-step |
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| spelling based on personal phonics system |
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| make small words bigger with onset and rime such as kick, brick, sick |
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| National Association for Educational Progress national association that measures and reports on nation-wide reading performance |
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| independent reading level |
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| instructional reading level |
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| 90% accuracy - best for instruction |
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| frustration reading level |
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| less than 90% too difficult for instruction |
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| how well a test measures up to established criterion or other measurements (tests) |
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| how well a test measures learning as it applies to the real world |
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| how well the test measures the actual content |
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| how accurate and true the test results are |
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| how often the test can give accurate results |
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| test is taken by many students and a "norm" is established to determine an acceptable level based on peer performance |
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| criterion-referenced test |
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| test is based on established criteria and students must meet this goal or benchmark |
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| Informal Reading Inventory - IRI |
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| diagnostic assessment that covers vocabulary, site word reading, oral reading fluency and miscue analysis |
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| system of marking miscues while a student reads in order to diagnose learning needs |
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| analyze what the student read incorrectly and frequently repeated errors to inform instruction |
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| create blank lines in a text and student must fill in the missing word - tests comprehension and text structure knowledge |
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| how many standard deviations above or below the median. The raw score is placed in a formula to get the standard score |
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| the actual number correct |
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| series of standardized achievement tests in US |
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| building background knowledge increases comprehension |
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| Louise Rosenblatt there are different ways of reading - aesthetic = reading for pleasure efferent = reading for meaning. |
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| created Reader Response theory |
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| creating meaning by drawing on background knowledge, previous experiences and activity |
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| interactive model of reading |
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| acknowledges that the reader is using a lot of different skills all at once to get meaning from reading - decoding, phonics, structure, symantics |
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| zone of proximal development - students should be challenged just a bit more than their skill level. scaffold difficult work |
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| Zone of Proximal development |
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| scaffold complex tasks to help students be successful - model and support |
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| instructional methods of modifying tasks so student can work in their zone of proximal development and be successful |
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| our learning and beliefs are products of our culture and socialization. all students have different experiences and values that affect their comprehension |
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| the rich get richer and poor get poorer. When a student has strong academic skills they are more likely to continue to succeed |
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| work on adolescent learners and motivation - they need relevant, interesting material that is readable at their level |
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| Language Experience Approach |
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| used with ELLs - have an experience, write down what the student dictates - exactly as stated (with errors) use the written work to reinforce reading and create lessons based on the common errors |
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| awareness that there are individual sounds in a language |
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| putting sounds and letters together |
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| looking at words and sounding out the phonics in order to read |
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| reading rate (# words per minute) but also accuracy and prosody (inflection, phrasing) |
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| what we understand about what we read |
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| higher order reading skills (HOTS) |
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| the kinds of questions and ways of analyzing text to show thinking |
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| how different texts are set up - math, science, literature |
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| Survey, Question, Read, Review, Respond |
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| mapping ideas together to show connections |
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| Directed Reading Think Aloud - 1. set purpose 2. predict 3. make decision based on reading keep reviewing predictions and thoughts. develops critical thinking and comprehension |
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| acting out parts of story or content to increase comprehension |
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| helps teachers improve instruction by demonstration, helping plan instruction |
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| helps create effective reading program based on research and assessment |
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| assist teachers with reading but are not instructors |
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| based on standards and student interest/needs |
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| curriculum and assessment alignment |
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| curriculum and assessment match and give accurate information about student mastery |
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| reading as therapy - helps relax |
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| grouping students in different configurations based on a variety of factors - interest, ability, skill, etc... |
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| whole class - presentation one=-size fits all |
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| grouping students according to ability on assessments. usually not very flexible |
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| thinking about thinking - what did you do to figure it out? |
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| stopping while reading to think aloud and model what is going on in a readers mind to get meaning from text |
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| could have many different answers depending on how you put the facts together |
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| asks for a judgment - is it right or wrong? |
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| asks for a "guess" based on what is known in the text and the student experience |
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| little boxes on a piece of paper that can be used to put letters to create words for phonics practice |
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| recursive writing process |
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| the order in which we learn to write - it can be flexible - go back and revise then continue writing |
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| props or items that are brought in to increase comprehension |
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