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