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FTCE K-6: Language Arts - Test Review (Verified)
1. SLANT
: sit up, learn forward, ask questions, nod yes and no, talk with teachers Strategy for listening
2. Productivity software
: allows teachers to use tools to increase efficiency and time management includes word processors, spreadsheet, databases and presentation software
3. Prosody
: rhythms, stress patterns, and intonations of speech
4. Prior knowledge
: st connect with texts that reflect their own experinces
5. Evaluating
: second highest level in Bloom's revised Taxonomy
6. Progress monitoring
: assess st academic progress with current instructional environment
7. Reading workshop
: involves a "teaching point", direct instruction, practice alone or with partners, and teacher conferencing with st
8. Progress moitoring
: assess st academic progress and evaluate the effective- ness of instruction
9. Fluency & Automaticity
: closely related the ability to read aloud without having to sound out words
10. Structural analysis
: involves interprettation, analysis, and evaluation skills
16. Comprehension monitoring
: the use of background knowledge and text in- formation to make sure that what is read is understood
17. Alliteration: using several words with the same onset (she sells seashells by the seashore)
18. Onomatopoeia: words that imitate sounds
19. Personification: giving inanimate objects characteristics of a human
20. Tall tale: tells a humorous story with exaggerated elements
21. Legend: imaginative old story, often passed down for generations, whaich may or may not feature a
historical national or folk hero
22. Myth: culture's legends or traditional narratives about their ancestors, heroes, gods and other
supernaturals
23. Fable: book that uses animals as characters and ends with a moral
24. Conventions of writing: mechanics of writing: grammar, spelling and punctu- ation
25. Semantics: involves meaning
26. Narrative style: kind of writing
27. Voice: individual style
28. Summative Assessments: high-stakes tests used for accountability; formal standardized tests,
norm-referenced --at the end of a unit or grade to determine if instructional goals and learning outcomes were met --scored by standard scores like percentile rankings or stanine scores
29. Formative Assessments: ongoing and informal; quizes; criterion-referenced; performance-based and
authentic; --should clearly align w/standards and lesson outcomes - use as a guide for future instruction
30. Anecdotal records: reflect behavior
31. Diagnostic tests: used to identify a st strengths and weaknesses
32. Rubric: 1. tool that provides a way to grade or score according to the objectives of the assignment
- a checklist that helps writers identify writing objectives
- identify key elements of an assignment, clearly set standards
38. Administrative software: helps manage st and information organize and
record data, like grades, communications, budgets
39. Instructional software: supports classroom teaching and learning
tutorial, drill and practice, simulations, problem-based, concept mapping/outlining and instructional games
40. Smart board: interactive whiteboard
can be saved, manipulated, used for reviews
41. Expository writing: to inform about a content topic
42. Descriptive writing: to inform about a fictional or nonfictional person, place, thing, event or idea
43. Choosing a mode of writing: author must consider: audience, occasion, purpose
44. Standardized testing: based on normative data and can be used to identify percentile rankings
45. Phonemic awareness: the ability to hear and identify individual sounds; recog- nition of the same
sound in words
46. Phonemic substitution: what word is formed if the t in tap is replaced with m
47. Alphabetic principle: graphophonemic awareness - relationship btwn letters and sounds
48. Emergent Literacy: print motivation, print awareness, listening and oral vo- cabularies, narrative skills
(ability to retell stories), letter knowledge, phonological awareness
- Marie M Clay 1966 -reading-related knowledge and skills that children develop prior to formal reading -up to age 5
49. Running records: informal checks of oral reading accuracy
50. Criterion-referenced tests: show mastery of objectives and content
51. Plot: main events of a story
1. progressive - resolved in the end of story
2. episodic - resolved at end of each chapter
52. Multicultural literature: use of different world perspectives, celebration of reader's personal and
distinctive characteristics, and info about cultural contribu- tions from other societies
interjection - oh! ah, wow
63. Semantic understanding: word meaning
64. Pragmatic understanding: focuses on the social or contextual uses of lan- guage; comparing
dialect among three writings
65. Title IX: ensures that sex discrimination cannot occur and that both genders have equal access to
educational opportunities
66. Language experience technique: a whole group approach to writing and reading based on a
shared event.
67. Onset and Rime: the onset is the beginning sound of a syllable (or 1-syllable word) and the rime is the
part of that consists of the vowel and consonant sounds following the vowel. - d-og
68. Media Literacy: The Center for the Media Literacy defines it as the ability to access, analyze,
evaluate, and create media in a variety of forms
69. Digital Nativism: someone who grew up using digital technologies
70. Screening Assessments: often occur before students start school in order to filter students who may
need additional diagnosis and remediation from those who are ready to proceed.
71. Building Speaking Skills: vocabulary and outlines provide scaffolding
72. Levels of Reading: independent - 95% success instructional -
90% success frustration - <90% success
73. Concepts of Print: Marie M Clay 1966
-formal procedures for observing child's behavior to determine the extent of child's print-related concepts -title, front and back, directionality of print
74. Oral language components: speaking, listening, reading and writing
-oral is speaking and listening -listening is precursor of speaking (how many words heard affects oral language development)
75. Phonological Awareness: a broad understanding of the sound of language and occurs as children
begin to hear speech sounds and play with them (Oral)
76. Semantic Understanding: involves understanding the morphology or mean- ing of words: vocabulary
(Oral)
77. Syntactic Understanding: the rules for using words in sentences: grammar (Oral)
78. Pragmatics: defined as understanding the social and cultural use of language (Oral)
81. Phonemic Isolation: recognition of individual sounds
-what is the first sound in top?
82. Phonemic Identification: recognition of same sounds
-what sound is the same in all these (top, ten, tall)?
83. Phonemic Categorization: recog similar sounds and choose different sounds
-which word doesn't belong (dip, dime, sun)?
84. Phonemic Addition/Subtraction: making new words by adding or subtracting
-what word is stop without /s/? -what word do you get if you add /s/ to top?
85. Phonemic Blending: combining phonemes into a word
-what word is /c/ /a/ /t/?
86. Phonemic Segmentation: breaking words into separate phonemes
-how many sounds are in the word stop?
87. Phonemic Substitution: replacing one phoneme with another to make a new word
-what word is formed if the /t/ in tap is replaced with /m/?
88. Alphabetic Principle: -oral then print (precursor to decoding)
-graphophonemic awareness -relationship between letters and sounds
- the understanding that written words are composed of letters (GRAPHEMES)
- some sounds can be made by more than one grapheme (ph and f both represent /f/)
89. Decoding: using alphabetic principle to say or read written words
90. Decoding Strategies: 1. Phonics - application of alphabetical principle; using letter/sound relationship
2. Analogical Word Reasoning - use of words with the same onset (initial sound) or rime (follows onset)
as examples
3. Syllabication - breaking words into syllables
4. Morphemic Awareness - dividing words into units of meaning
**ease of decoding contributes to comprehension
- The Process: 1. Concepts of Print
2. oral language - phonological, phonemic, grapho-phonemic
3. Decoding
4. Comprehension - goal of reading
5. Writing
*4 and 5 are closely linked and simultaneous development
99. Phonics Instruction - Analytic: analyzing letter-sound relationships in previ- ously learned words
rather than pronouncing sounds in isolation
100. Phonics Instruction - Analogy-based: using pars of already-known word families to identify new
words with similar parts
101. Phonics Instruction - Phonics through Spelling: segmenting words into phonemes and making
words by writing letter for phonemes
102. Phonics Instruction - Embedded: learning phonics in the context of con- nected text rather than in
isolation. This method is neither explicit nor systematic and should be used in combination with other methods
103. Phonics Instruction - Onset-Rime: identifying the sound of the letter or letters before the first
vowel (the onset) in one syllable words and the sound of the remaining part of the word (the rime)
104. Fluency: reading with sufficient accuracy and fluency (interrelated skills) to support comprehension
1. Accuracy
2. Automaticity
3. Rate
4. Prosody
105. Accuracy: the ability to both pronounce or sound out a word and also know the word's meaning
106. Automaticity: occurs when a reader can identify words without conscious effort
- thought of as a continuum that starts w/ beginner reader w/slow, struggling to expert reader w/rapid, effortless
107. Rate: refers to the speed at which a reader can read a specific txt; generally silent reading; more
conscious than automaticity -grade-level reading equivalents often determined by word and sentence length
108. Methods for Developing Fluency: 1. Teacher Modeling - teacher demos reading with
automaticity and prosody as st follow along in their books
2. 1-1 Reading - st reads aloud to an adult
3. Choral Reading - st read aloud in unison from books or projected content
4. Recorded Reading - st record themselves and playback to review. have 5th grader read and record
simpler text for kindergarten class
5. Partner Reading - st read aloud to each other
111. Receptive Vocab: listening and reading
112. Expressive Vocab: speaking and writing
113. Vocabulary Development: word walls, lessons about idioms, dictionaries, multiple meanings,
figurative meanings, antonyms, synonyms, homonyms, au- thor's word choice
114. Structural Analysis: the understanding that words have parts that fit together and contribute to
meaning
1. Bases or Roots - (graph, bio) form the essential meanings of words, usually Greek or Latin origin
2. Affixes - affect meaning of the base (prefix or suffix)
3. Prefix - (un, re) occur at beginning
4. Suffix - (tion, er) occur at the end of word and change the word's part of speech
115. Context Clues: - can help provide meaning to the words
- punctuation, definition, comparison, contrast, and example
116. Comprehension: Goal of reading
- direct instruction, modeling, application of skills, cooperative learning, activate background knowledge, preview vocab, make predictions, periodically stop read- ers to ask questions, summarize content verbally or in writing, complete graphic or semantic organizers
117. Six Instructional Strategies for Developing Reading Comprehension: -
National Reading Panel
1. comprehension monitoring and think alouds
2. graphic and semantic organizers
3. questions: answering and generating
4. summarizing
5. narrative story structure
6. expository structures
- Comprehension Monitoring and Think Alouds: metacognition - think about their thinking and recognize when their comprehension fails
1. reread slower
2. lookup unknown words in dictionaries
3. restating what is read in one's own words
4. reading on to see if additional info clarifies meaning
Think Aloud - teacher uses metacognition out loud. "I understood the first para- graph but the second i will need to read again slower"
