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