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TExES Science of Teaching Reading (STR) Flashcards | StudBud
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TExES Science of Teaching Reading (STR)
TExES Science of Teaching Reading (STR)
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1
Formal assessments?
class or small group discussions, oral retellings, & listening to students
reading-error, phonics, spelling surveys, oral reading fluency measures
not offend or penalize students due to their background or culture
2
Phonics support? mispronouncing consonant sounds, vowel sounds,blends,/digraphs,explicit instruction -chants and poems
True
False
3
Meaning-based instruction?
learn phonics and phonemic concepts in order to decode words
sight word knowledge has also increased and is used while reading.
breakin terms down into individual phonemes/ syllables detract learnin word
4
Pragmatic?
Use of letter sounds & spellings patterns to decipher new words
Examining the purpose of a text to create meaning
Grammar of language& how the order of text in a sentence can create meaning
Examining the purpose of a text to create meaning
5
Informal assessments?
class or small group discussions, oral retellings, & listening to students
learning objectives outlined at the beginning of instructional unit align
not offend or penalize students due to their background or culture
reading-error, phonics, spelling surveys, oral reading fluency measures
6
Entry-level assessment (pre-assessment)?
beginning of instruction student current skill levels/allow teacher plan
track student progress instruction. lack progress would lead change in plan
"diagnose" a specific difficulty a student is having
the end of instruction- whether/not student has met the instructional goals
7
Code-based instruction?
sight word knowledge has also increased and is used while reading.
breakin terms down into individual phonemes/ syllables detract learnin word
learn phonics and phonemic concepts in order to decode words
8
Phonemes?
relationship between symbols alphabetic writing system &sounds language
The smallest individual sounds in a word
The sounds of human speech
The systematic organization of sounds in languages
9
Frustration Level?
89% or less no comprehension
90-94% (need support)
95-100%
10
Semiphonetic spelling is when children have some letter awareness. spell lengthy word w/few letters, spell play as "pa"
True
False
11
Instructional Level?
90-94%( need support)
95-100%
89% or less no comprehension
12
Emergent Readers?
energy devoted comprehension than word independence in comprehending text
from “learning to read” to “reading to learn.” -automatic and expression
understanding of the alphabet, phonological awareness, and early phonics
beginning learn sound/symbol-starting w/consonants & short vowels- read CVC
13
Morphology?
Rules govern construction words to make phrases, clauses& sentences
study of forms of words; includes prefixes, roots,& suffixes.
sounds meaning speech/writing &cannot be divided smaller grammatical part
The conventions for proper spelling in a language
14
Clarity of Language?
produce consistent results
measures what they intend to measure
learning objectives outlined the beginning of an instructional unit align
appropriate vocabulary level for student
15
Freedom of Bias?
produce consistent results
appropriate vocabulary level for student
not offend or penalize students due to their background or culture.
learning objectives outlined the beginning of an instructional unit align
16
What is Syntactic?
Use of letter sounds & spellings patterns to decipher new words
Examining the purpose of a text to create meaning
meaning words,symbols,& speech; visual provide semantic context for student
Grammar of language& how the order of text in a sentence can create meaning
17
Readers' Theater?
children's reading of text,as books, magazines,& newspapers, on their own
It involves children in oral reading through readingparts in scripts.
A strategy in which a student reads aloud to a teacher or tutor
individual/groupreading activity where students read along in their books
18
Validity?
learning objectives outlined the beginning of an instructional unit align
appropriate vocabulary level for student
produce consistent results
measures what they intend to measure
19
Semantics?
The study of word or symbol meaning
recognizing boundaries between words,syllables,/phonemes spoken language
Study language in use, not in its structure/ appropriate use of language
20
Partial-Alphabetic Stage?
use limited alphabetic knowledge along w/context from picture read new word
some working knowledge of alphabetic system
Need: benefit from predictable, repetitive text( 2 word variation)
combine limited alphabetic knowledge w/context clues attempting to read
21
Segmentation?
Study language in use, not in its structure/ appropriate use of language
recognizing boundaries between words,syllables,/phonemes spoken language
The study of word or symbol meaning
22
Open Syllables? Vowels are open, (there is no consonant after it) Vowels are long. ex. be, me, he
False
True
23
Phonetic spelling? students spell the way they hear the word pronounced, as "wuz" for was. known as invented spelling
False
True
24
Independent Reading?
offer learner opportunity re-think messages&see features,not noticed readin
reading to/reading aloud, students listening text read aloud by the teacher
A strategy in which a student reads aloud to a teacher or tutor.
children's reading of text,as books, magazines,& newspapers, on their own
25
Reading Assessment cover?word analysis,fluency, comprehension, vocabulary, background knowledge/schema&academic language
False
True
26
Consolidated-Alphabetic Stage?
sight word knowledge continues to expand, improving their fluency
improved ability to use structural analysis will help w/complex words
read memorized letter,affixes,& syllables, decode recognizable chunks
reading books that contain longer, multi-syllable words,
27
Choral Reading?
children's reading of text,as books, magazines,& newspapers, on their own
developing reading fluency, involves children oral reading parts in scripts
a student/group of students reads a passage together, w/without a teacher
cooperative learning strategy in two students work together, read an text
28
Early Emergent Readers?
from “learning to read” to “reading to learn.” -automatic and expression
understanding of the alphabet, phonological awareness, and early phonics
energy devoted comprehension than word independence in comprehending text
beginning learn sound/symbol-starting w/consonants & short vowels- read CVC
29
Reading Fluency for 1st Grade
name letters quickly,start matching word hear &see,sound out&recognize word
read aloud w/proper emphasis expression&prosody,read connect text increased
identify letters and recognize sounds
reading speed& fluency, context clues sound out&understand unfamiliar word
30
Summative assessment-occurs at the end of instruction.Determine whether/not the student has met the instructional goals
True
False
31
What is a Digraphs?
Two letters make one sound
Three letters make one sound
Unique vowel sounds
32
Phonics?
The sounds of human speech
The smallest individual sounds in a word
relationship between symbols alphabetic writing system &sounds language
The systematic organization of sounds in languages
33
Closed Syllables? Vowels are closed in by at least one consonant. Vowel are short. ex-cellent, test
True
False
34
Phonemic awareness? skills Example - segmenting frog as f-o-g instead of f-r-o-g -Teacher model/scaffold
False
True
35
Reading Fluency for Pre-K?
name letters quickly,start matching word hear &see,sound out&recognize word
identify letters and recognize sounds
read aloud w/proper emphasis expression&prosody,read connect text increased
reading speed& fluency, context clues sound out&understand unfamiliar word
36
Graphophonic cues involve the letter-sound or sound-symbol relationships of language
True
False
37
Transitional spelling? when students use some conventional spellingbut still misspell many irregular words.
False
True
38
Congruence?
measures what they intend to measure
learning objectives outlined the beginning of an instructional unit align
produce consistent results
appropriate vocabulary level for student
39
Reading Fluency for Grade 3+?
read increasingly complex connected text
reading speed& fluency, context clues sound out&understand unfamiliar word
read aloud w/proper emphasis expression&prosody,read connect text increased
identify letters and recognize sounds
40
Vowel-R (R controlled)? The syllable's vowel is followed by an R, controlling its sound (ar, er/ir/ur, or) ex. far, tar
False
True
41
What is a Semantic?
study relationship between words & how we draw meaning from those words
cues involve the letter-sound or sound-symbol relationships of language
meaning words,symbols,& speech; visual provide semantic context for student
Syntax study grammar,system&arrangement word, phrase&clause make sentences
42
Early Fluent Readers?
beginning learn sound/symbol-starting w/consonants & short vowels- read CVC
from “learning to read” to “reading to learn.” -automatic and expression
understanding of the alphabet, phonological awareness, and early phonics
energy devoted comprehension than word independence in comprehending text
43
Reading Fluency for Kindergarten?
identify letters and recognize sounds
read aloud w/proper emphasis expression&prosody,read connect text increased
reading speed& fluency, context clues sound out&understand unfamiliar word
name letters quickly,start matching word hear &see,sound out&recognize word
44
Rereading Familiar Text?
offer learner opportunity re-think messages&see features,not noticed readin
A strategy in which a student reads aloud to a teacher or tutor.
reading to/reading aloud, students listening text read aloud by the teacher
children's reading of text,as books, magazines,& newspapers, on their own
45
Morphemes?
study of forms of words; includes prefixes, roots,& suffixes.
The conventions for proper spelling in a language
sounds meaning speech/writing &cannot be divided smaller grammatical part
Rules govern construction words to make phrases, clauses& sentences
46
Vowel Digraph/Diphthong? Two vowels are next to each other. They make a new sound. ex. team, zoom
False
True
47
Reliability?
measures what they intend to measure
learning objectives outlined the beginning of an instructional unit align
appropriate vocabulary level for student
produce consistent results
48
Audio/Video-Assisted Reading?
partner fluent reader paired less fluent improve reading strugglin student
individual/groupreading activity where students read along in their books
children's reading of text,as books, magazines,& newspapers, on their own
A strategy in which a student reads aloud to a teacher or tutor
49
Fluency is the ability to read text with accuracy, speed, and prosody (expression, emphasis, tone).
True
False
50
There are five Stages of Word Recognition
True
False
51
Consonant-LE? Found at the end of words. The-LE sounds like "UL". ex. un-cle
True
False
52
Read Independently?
89% or less no comprehension
90-94%( need support)
95-100%
53
Orthography?
Rules govern construction words to make phrases, clauses& sentences
study of forms of words; includes prefixes, roots,& suffixes.
The conventions for proper spelling in a language
sounds meaning speech/writing &cannot be divided smaller grammatical part
54
homophones? (aunt-ant, be-bee, die-dye, pedal-peddle, see-sea, to-too-two, and there-their-they're)
False
True
55
Ongoing curriculum-based assessment-track student progress throughout instruction. Would lead to change instruction plan
False
True
56
Vowel-Consonant-e? Adding the silent e after I consonant makes the vowel long. ex. came, same, shame
False
True
57
Diagnostic assessment?
"diagnose" a specific difficulty a student is having
track student progress instruction. lack progress would lead change in plan
the end of instruction- whether/not student has met the instructional goals
beginning of instruction student current skill levels/allow teacher plan
58
Reading Fluency for 2nd Grade?
reading speed& fluency, context clues sound out&understand unfamiliar word
read aloud w/proper emphasis expression&prosody,read connect text increased
identify letters and recognize sounds
name letters quickly,start matching word hear &see,sound out&recognize word
59
Phonology?
relationship between symbols alphabetic writing system &sounds language
The sounds of human speech
The systematic organization of sounds in languages
The smallest individual sounds in a word
60
Teacher-Modeled Reading?
reading to/reading aloud, students listening text read aloud by the teacher
children's reading of text,as books, magazines,& newspapers, on their own
developing reading fluency, involves children oral reading parts in scripts
cooperative learning strategy in two students work together, read an text
61
Partner/Small Group Reading?
children's reading of text,as books, magazines,& newspapers, on their own
A strategy in which a student reads aloud to a teacher or tutor
reading to/reading aloud, students listening text read aloud by the teacher
partner fluent reader paired less fluent improve reading strugglin student
62
Phonetics?
The sounds of human speech
The systematic organization of sounds in languages
The smallest individual sounds in a word
relationship between symbols alphabetic writing system &sounds language
63
Ongoing curriculum-based assessment-?
beginning of instruction student current skill levels/allow teacher plan
track student progress instruction. lack progress would lead change in plan
"diagnose" a specific difficulty a student is having
the end of instruction- whether/not student has met the instructional goals
64
Pragmatics?
recognizing boundaries between words,syllables,/phonemes spoken language
Study language in use, not in its structure/ appropriate use of language
The study of word or symbol meaning
65
Full-Alphabetic Stage?
understanding letter-sound correspondene decode unfamiliar words(p-l-a-n)
reading books w/simple, recognizable syllable patterns makes decoding skill
sight word knowledge has also increased and is used while reading
66
Conventional spelling?children know&use basic spelling rules&spell words correctly. They recognize misspelled, help edit
False
True
67
Fluent Readers?
understanding of the alphabet, phonological awareness, and early phonics
energy devoted comprehension than word independence in comprehending text
beginning learn sound/symbol-starting w/consonants & short vowels- read CVC
from “learning to read” to “reading to learn.” -automatic and expression
68
Precommunicative spelling is when students use scribble letter-like shapes for spelling words but unable to make forms
True
False
69
Syntax?
Rules govern construction words to make phrases, clauses& sentences
sounds meaning speech/writing &cannot be divided smaller grammatical part
study of forms of words; includes prefixes, roots,& suffixes.
The conventions for proper spelling in a language
70
What is Diphthongs?
Unique vowel sounds
Three letters make one sound
Two letters make one sound
71
Supervised Oral Reading?
reading to/reading aloud, students listening text read aloud by the teacher
developing reading fluency, involves children oral reading parts in scripts
A strategy in which a student reads aloud to a teacher or tutor.
children's reading of text,as books, magazines,& newspapers, on their own
72
1-Pre-Alphabetic Stage?
phonemic awareness,print concepts books that retell familiar nursery rhymes
direct instruction letter/sound relationships foundational reading skills
no working knowledge of alphabetic system reading recognition& memorization
73
What is Trigraphs?
Unique vowel sounds
Three letters make one sound
Two letters make one sound
