whole part whole model

shared reading; phonics; reading based on word fam. + letter sounds

two consonants making one sound

The ability to differentiate between rime and rhyme

a, e, i , o, u indicated with a breve (V)

What is Response to Intervention (RTI)?

addressing students diverse needs in education through a tiered system

relationship between letter and sound

Four theories related to literacy

Constructivist, critical literacy, zpd, hierarchy of human needs

part-to-whole; patterns in words

4th tier of Maslow's hierarchy of human needs:

esteem- feeling good about oneself

vowel; represents uh sound; represented by upside down e

one words made up of two small words (rainbow)

Constructivist Theory

piaget; building knowledge+ accomodation and assimilation

beginning of a word; precede vowel in syllable

strategies in the comprehensive approach:

1. time for tasks 2. instruction groups 3. relation. between school + home

Zone of Proximal Development

vygotsky; distance between development and potential

before:prior knowledge; during: improve skills; after: remember

The ability to identify syllables

bat, rat, cat, same rime and rhyme

3 approaches/reading models:

whole part whole, part to whole, comprehensive

why is phonemic awareness important:

be able hear+manipulate orally before print

Comprehensive approach

nurturing class; student choice; relevant; technology; integration

1st tier of Maslow's hierarchy of needs:

physiological- food, water, oxygen

What does APM DEM stand for:

alphabetic, pattern, meaning, decoding, encoding, modeling

phonemic, phonics, word recognition, comprehension, vocab, fluency, writing

flashcard memorization; Dick and Jane

believing you can reach your goals

5th tier of Maslow's hierarchy of human needs:

self-actualization- fulfilled potential

6 non-negotiable elements of reading instruction (steadfast six):

phonics, phonemic, vocab, compreh., fluency, writing

if small groups show improvement, RTI is dropped; more individual if not

The ability to Manipulate sounds orally

relationship between letter and sound

Critical Literacy Theory

active reading to recognize injustice and begin social action

vowel and any consonants in a syllable; end of word

progression of alphabetic knowledge

1. letter names 2. shape 3. sounds

one opening of the mouth; one vowel; jump, clap, snap, etc.

differentiated instruct, small same ability groups, added to regular class

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Primary Reading Exam 1

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Questions 67

Answers

1
whole part whole model
memorization
sounds and letter recognition
reading on level, memorizing, reading in small groups, ABCs
shared reading; phonics; reading based on word fam. + letter sounds
2
Consonant Digraph
a consonant that sounds different than the letter
two consonants making one sound
sliding consonants
idc
3
the "R" in SIR OBSMO
The ability to run
The ability to read
The ability to differentiate between rime and rhyme
The ability to rhyme
4
Short Vowel
normal vowels
a vowel sound that says its name
a, e, i , o, u indicated with a breve (V)
a, e, i, o, u
5
What is Response to Intervention (RTI)?
addressing students diverse needs in education through a tiered system
uhhh
english help for struggling students
4 steps to better education
6
Phonetics
reading
science of speech sounds
what teachers teach and students learn
letters
7
Vowel Digraph
vowels that pop off
two vowels making one sound
one vowel with an odd sound
its not a real vowel (w)
8
phonics
relationship between letter and sound
letters not sounds
phrick this test
language
9
Four theories related to literacy
constructionist, zpd, reading
couldn't tell ya
Constructivist, critical literacy, zpd, hierarchy of human needs
multiple intelligences, literacy, constructivist, zpd
10
7 Dimensions of phonemic awareness:
There are only six
APM DEM
Doesn't Exist
SIR OBSMO
11
The "B" in SIR OBSMO
the ability to breathe
the ability to blend
the ability to buy coffee
the ability to segment
12
Linguistic Approach
memorization
beginning sounds
ending sounds
part-to-whole; patterns in words
13
4th tier of Maslow's hierarchy of human needs:
love+belonging- acceptance
esteem- feeling good about oneself
safety- security, shelter
self-actualization- fulfilling potential
14
Schwa
vowel from a different language
consonant with an odd sound
vowel; represents uh sound; represented by upside down e
idk
15
Compound Word
words that are difficult to pronounce
words livin in a compound
one words made up of two small words (rainbow)
bad words
16
Constructivist Theory
not a real thing
piaget; building knowledge+ accomodation and assimilation
something to do with plants I believe
vygotsky; zpd, scaffolding, the works
17
2nd tier of Maslow's hierarchy of human needs:
love+belonging- acceptance
self-actualization- fulfilled potential
love+belonging- acceptance
safety- security, shelter
18
Open Syllable
syllable ending in consonant
a friendly and accepting syllable
syllable ending in a vowel
a syllable that rhymes
19
Base
idk
beginning
root word/free morpheme
suffixes
20
phonemic awareness
visual and letters
phonics
aural, SIR OBSMO, sounds
never heard of her
21
Whole word approach
never learning words ever
reading straight up
sound it out
memorization; sight words
22
Onset
ending of a word; consonant in syllable
its a fake word- i'll say it
beginning of a sentence
beginning of a word; precede vowel in syllable
23
strategies in the comprehensive approach:
technology, youtube, jack hartman
1. creativity 2. reading 3. problem solving
big group discussion, dictionaries, screen time
1. time for tasks 2. instruction groups 3. relation. between school + home
24
Decoding
reading/sounding out words
she never talked ab this
understanding
writing
25
Zone of Proximal Development
piaget; building on of knowledge through experience
vygotsky; distance between development and potential
vygotsky; multiple intelligences
red zone, yellow zone, friend zone
26
reading strategies
before: review and after: review
reading aloud, asking questions, having in class library
before:prior knowledge; during: improve skills; after: remember
phonics approach
27
Hierarchy of Human Needs
maslow; tiers of human needs
love triangle
piaget; building on knowledge
gardner; needs that others must meet
28
"S" In -S-IR (OBSMO)
The ability to identify syllables
The ability to segment
The ability to sequence words in a sentence
The ability to sound out words
29
word families
boat, cat, rat
words that rhyme without same rime (bear, care)
bat, rat, cat, same rime and rhyme
words that are cousins, aunts, or uncles
30
3 approaches/reading models:
whole part whole
sight word
part to whole
comprehensive
31
why is phonemic awareness important:
it helps reading improve
be able hear+manipulate orally before print
its really not
It makes students read faster
32
Comprehensive approach
all the theorists theories together
reading instruction
all things that you could possibly teach combined
nurturing class; student choice; relevant; technology; integration
33
1st tier of Maslow's hierarchy of needs:
physiological- food, water, oxygen
esteem- feeling good about oneself
safety- security, shelter
love+belonging- acceptance
34
What does APM DEM stand for:
its a radio frequency i'm sure of it
alphabetic, pattern, meaning, decoding, encoding, modeling
alphabetic, person, mean, decode, encode, magotts
abc, pretend, movement, dream, eat, manifest
35
3rd tier of Maslow's hierarchy of human needs:
love+belonging- acceptance
esteem- feeling good about oneself
self-actualization- fulfilled potential
safety- security
36
1st step in assessing a child's phonemic awareness:
listen
assess
kid watch
observation
37
Literacy
hearing, seeing, fluency, reading, kinesthetic
reading modalities
phonemic, phonics, word recognition, comprehension, vocab, fluency, writing
phonics, phonemic, vocab
38
Sight word approach
sounding out words
phonics instruction
flashcard memorization; Dick and Jane
couldn't tell ya
39
self-efficacy
work ethic
believing you can reach your goals
daily pep talks
cheering others and yourself on
40
How students learn phonics
other
they don't
SIR OBSMO
APM DEM
41
5th tier of Maslow's hierarchy of human needs:
self-actualization- fulfilled potential
esteem- feeling good about oneself
physiological- oxygen, food, etc.
love+belonging- acceptance
42
6 non-negotiable elements of reading instruction (steadfast six):
phonics, phonemic, vocab, compreh., fluency, writing
there are only five
phonics, math, reading, sounds, science, social studies
writing, reading, sight words, sounds, flashcards, books
43
metacognition
speaking out loud
thinking about thinking
listening
hearing
44
Step 3 of RTI
if small groups show improvement, RTI is dropped; more individual if not
Couldn't tell ya
differentiated instruct, small same ability groups, added to regular class
determine prior knowledge, screen and assess, start intervention
45
"MO" in SIR OBSMO
The ability to Manipulate sounds orally
The ability to move words in a sentence
The ability to blend
The ability to detect oddity
46
alphabetic principle
abc song, written, and reading
relationship between letter and sound
learning is progressive
grapheme
47
Critical Literacy Theory
the problems within reading
Emergent Lit but make it real life
active reading to recognize injustice and begin social action
5 step process to reading and comprehension
48
Rime
beginning sounds
end of sentence
gotta be punctuation
vowel and any consonants in a syllable; end of word
49
progression of alphabetic knowledge
say, write, read
song, letter, read
1. sing 2. draw 3. done
1. letter names 2. shape 3. sounds
50
Syllable
one opening of the mouth; one vowel; jump, clap, snap, etc.
a clapping game
a part of a word with deeper meaning
rhyming words
51
Step 2 of RTI
differentiated instruct, small same ability groups, added to regular class
only outside of class help
immediate intervention
determine prior knowledge, screen and assess, start intervention
52
epistemic knowledge
knowing what knowledge is important+ where/how to find it
the type of knowledge you need to be a doctor
being advanced in knowledge
knowing what you know
53
Digraph Dipthong
two words put together to make one word
two letters representing one sound; glides in vowel sounds (oi, oy, etc.)
sound and letter correspondence
sounds that are alike but not the exactly the same
54
Step 1 of RTI
in class aid
split into small same ability groups & one on one intervention
one-on-one tutoring
determine prior knowledge, screen and assess, start intervention
55
Part to Whole Model
sight words to whole books
only letter sounds
letter names and sounds and then simple words/books
only whole words
56
Fricative Consonants
another way of saying frick these consonants
friction or trouble between two consonants
audible friction; when the mouth blocks air but not completely
consonants that have two letters making one sound
57
Derivational Suffix
adding something to the end of a word
a suffix that changes the meaning of a word (like to likeable)
its just a suffix that is meaningful
taking a suffix from another word
58
syntactic cueing system
knowing what comes next
something to do with pool
sentence structure
literally just grammar
59
Blend/Cluster
its a granola bar
pulling a word apart to letters
sounding out words
taking letters and combining to make a word
60
Phonics Approach
learning letter names and sounds
letter shapes
blends, vowel digraphs, dipthongs etc.
painting of letters
61
how to teach phonemic awareness:
letter sounds
direct instruction
alliteration, rhyme, rhythm, and onomatopoeia
songs, nursery rhymes, poems, books
62
graphophonic system
phonemes
relationship between letter and sound
graphemes
letter recognition
63
"I" in SIR OBSMO
The ability to infer
The ability to segment
The ability to blend
The ability to hear initial letter sounds and recognize alliteration
64
Closed syllable
syllables ending in a consonant
syllable ending in a vowel
syllables starting with a vowel
syllables starting with a consonant
65
Grapheme
graph paper
synonym for phoneme
smallest unit of sound
written symbol representing a phoneme
66
Vowels
5, 6, or 7 letters: a, e, i, o, u, y, w
21 vowels
26 vowels
half of the alphabet
67
Consonants
sounds that are difficult to pronounce
one of two categories; 21 consonant letters and 25 consonant sounds
the five letters making two different sounds
the letters a, e, i, o, u

Primary Reading Exam 1 Flashcards | StudBud