Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
22 Cards in this Set
- Front
- Back
Etymology
|
Study of the origin and developmet of words.
|
|
Comprehension Strategies
|
1. Self Monitoring - Evalute and realize when doing understand
2. Re-reading 3. Summarizing - Identify main ideas and can retell story 4. Note-Taking and Outlining 5. Mapping - Storymaps, Story grammars, Story Frames 6. Learning Logs - Place where children record their thoughts about what they have read and generate questions, speculate, and summarize |
|
Story Mapping
|
Comprehension Strategy where story's title is placed in a circle in the center of the diagram and characters, events, and locations are placed in satellite positions around it. Lines show relationships.
|
|
Story Grammars
|
Comprehension Strategy that is an outline. A common template for a story grammar woudl look like this:
Setting: Problem: Event 1: Event 2: Event 3: Resolution: |
|
Story Frames
|
Comprehension Strategy which is easy to complete. STudents just fill in the blanks. For example:
(Title of Story) In this story, the problem starts when ___________. After that___________. Next, _________. Then, ____________. The problem is finally sovled when ____________. The story ends when ___________. |
|
Reciprical Teaching
|
A reading comprehension instruction strategy.
Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue. |
|
CLOZE
|
A way to assess Content Area Literacy. Will determine whether a student can comprehend a specific text. Short for 'closure'.
The teacher deletes every fifth word, starting with the second sentence. The child read the passage without doing anything first and then read the passage and attempts to writ ein the missing words. Independent Reading Level - Over 60% of the missing words provided. Instructional: Between 40 and 60% of the missing words provided. Frustration: Fewer than 40% of the missing words provided. |
|
Advantages of Independent Reading
|
1. Familiarity with language patterns
2. Increases Fluency 3. Increases Vocab 4. Broadens knowledge of conent areas 5. Motivates further reading |
|
How to Promote Independent and At-Home Reading
|
1. I + I: interesting books at student's independent reading level
2. Silent Sustained Reading. 3. Reader/writers workshop. An hour or more a day when children read silently, small groups work on projects, and teacher meets with individual students and groups of kids who have similar needs. One or 2 days a week |
|
How can you promote books to students?
|
1. Read aloud
2. Booktalks where teacher tries to 'sell' book to student 3. Books connected to other content areas 4. Trips to library |
|
7 ways of using "Implicit" or "Indirect" teaching of phonemic awareness
|
1. word play
2. chants 4. songs 6. alliteration |
|
SQ3R?
|
to help children read in depth text info:
|
|
What are 4 reading repair strategies?
|
1. re-reading
2. asking the teacher a question 3. use a dictionary 4. look at an illustration |
|
What are five categories of multi-sensory techniques that teach spelling?
|
1. visual: looking & repeated writing (doesn't work for all)
2. visual use of color-use crayons to highlight spelling patterns 3. auditory: child says the letter aloud as he writes 4. kinesthetic-write large letters in the air 5. tactile-use sandpaper, window screens,& shaving cream |
|
What are 2 ways of assessing spelling?
|
1. in isolation
- spelling tests 2. in context -in everyday writing |
|
What are the stages in the writing process?
|
1. Pre-writing- Students choose or narrow their topic. Children will generate main ideas and organize supporting detail. This can be accomplished by quick writes, drawing picture, writing outline, or using semantic web (cluster).
4. Final Draft- Usually revision completed in stage three will be draft, sometimes more drafts are needed. |
|
How can you support the reading development of ELs?
|
1. Differentiated Vocabulary Instruction: Use Visual aids and real objects.
|
|
Alphabetic Principle
|
The use of a letter or group of letters to represent a speech sound in a language.
|
|
Scaffolding Reading Experience
|
Technique in which student is led through a set of learning activities before, during, and after reading that are intended to aid his/her comprehension and enjoyment.
|
|
What is graphophonics
|
The relationship between the symbols and sounds of a language
|
|
Homophones
|
Words that sound alike but look different
|
|
Homographs
|
Words that are spelled the same but have different meanings
|