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STR Practice Study Guide Latest
202 5/2026 Rated A
Code/Phonics - based approach ✔✔refers to the alphabet. - Focus on alphabet letters, letter groups and distinct speech sounds. - Emphasize learning and combining speech sound units that make up words and applying them to sounding out unfamiliar words meaning based approach ✔✔involves asking a child to read a passage of text that is leveled appropriately for the child, and then asking some explicit, detailed questions about the content of the text (often these are called IRIs). pseudo word assessments ✔✔This assesses students' ability to read unfamiliar, multi-syllabic words, count the correct number of syllables in each word, and identify the vowel spelling patterns in each syllable. morphemic analysis skills ✔✔When a student comes across a new word and breaks it down into segments in order to assess the meaning to certain parts and thus come to a more reasonable definition then just guessing key assessment concepts ✔✔validity, reliability, equity in testing Phonemic awareness ✔✔Refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. For example, the word 'mat': /m/ /a/ /t/.
phoneme ✔✔Smallest unit of speech distinguishing one word (or word element) from another, as the element p in "tap," which separates that word from "tab," "tag," and "tan." Phonological awareness ✔✔A meta-cognitive skill (i.e., an awareness/ability to think about one's own thinking) for the sound structures of language. Allows one to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, and phoneme (sound) level. Phonics ✔✔A method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system. A way of teaching children how to read and write. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: "tap", "taps", "pat", "pats" and "sat". Word identification skills. reciprocity ✔✔Something that can be learned from culture, upbringing, experience or influence, or maybe they're just something you're born knowing. Decoding ✔✔Involves translating printed words to sounds or reading Encoding ✔✔Using individual sounds to build and write words. Orthographic knowledge ✔✔Refers to the information that is stored in memory that tells us how to represent spoken language in written form.
Phoneme blending ✔✔is the process of smoothly blending phonemes to form words. /M/ /a/ /n/ blends together to make the word man. Phoneme segmentation ✔✔is the process of isolating individual phonemes within a word. Phoneme segmentation ✔✔Consider the word bat. The first sound is /b/, the second sound is /a/, and the last sound is /t/. Phoneme segmentation is particularly important for spelling unknown words when students begin writing. Students need to be able to break the word into phonemes and write the letter(s) that represents each phoneme. Phoneme manipulation ✔✔refers to adding, deleting, or substituting phonemes in words. If I add /s/ to the end of tap, I have taps. If I delete the /h/ in ham, I have am. If I substitute the /b/ in bag with /r/, I have rag. Onset-rime blending ✔✔combining the initial consonant or consonant cluster (the onset) with the vowel and consonant sounds that come after it (the rime). The onset /sh/ and rime /irt/ combine to make the word shirt. Onset-rime segmentation ✔✔is separating the initial consonant or consonant cluster (the onset) from the vowel and consonant sounds that come after it (the rime). Shirt can be segmenting into its onset /sh/ and rime /irt/.
Semantic Cues ✔✔This is generally information about the world around them: culture, geography, animals, the environment, anything that a person can know about. The extent of a student's vocabulary is also part of semantic cues in that the more words a person knows, the more information they have to pull from when faced with a new word or trying to describe a concept. In writing, the more a person knows, the bigger the well of information and ideas they have to choose from when writing. The bigger their vocabulary, the more interesting they will be able to make their writing by using many different words. Syntactic cues ✔✔Understanding grammar and the ways in which words work together in sentences is syntactic knowledge. When reading, syntax can help a reader understand words that are unfamiliar. critical reading ✔✔reading with the goal of finding a deep understanding of the material, whether it is fiction or nonfiction. Semantic Clustering ✔✔words, phrases and sentences — into clusters based on meaning. receptive vocabulary ✔✔understand the meaning of a word by reading or hearing it Productive Vocabulary ✔✔determined by the number of words we can write or speak
Metacognitive strategies ✔✔Techniques to help students develop an awareness of their thinking processes as they learn explicit researched based techniques ✔✔is a way to teach skills or concepts to students using direct, structured instruction. It helps make lessons clear by modeling for students how to start and succeed on a task and giving them ample time to practice. schemata ✔✔an underlying organizational pattern or structure; conceptual framework. The teacher implemented this technique on the subject of weather to help build her students' knowledge about science. heterogeneous cooperative groups ✔✔putting together students of various ability levels preposition ✔✔Tell us where something is in relation to something else. Ex: the boy BEHIND the bush. Tell us when something is in relation to something else. Ex: the calm BEFORE the storm. common noun ✔✔answers the question "What is it?" Ex: What is it? A: It is a bridge.
proper noun ✔✔answers the question "What's its name? What's its name? A: It is London Bridge adjective ✔✔words that describe nouns (or pronouns). Ex: "Old," "green," and "cheerful" adverb ✔✔It tells us how, when, where, why, how often, or how much the action is performed. Allot of these kinds of words in with (ly) Ex: She swims QUICKLY Ex: How: He ran QUICKLY. When: He ran YESTERDAY. Where: He ran HERE. How often: He ran DAILY. How much: He ran FASTEST. complex sentences ✔✔When an independent and a dependent clause join together. Ex: Because my coffee was too cold, I heated it in the microwave. independent clause ✔✔A sentence that can stand alone. Ex: Katie sipped on her cappuccino dependent clause ✔✔not a complete sentence.
Phonological Awareness ✔✔The foundation for learning to read. It's the ability to recognize and work with sounds in spoken language. Some kids pick it up naturally, but others need more help with it. Cloze Procedure ✔✔Omitting a limited selection of words, for example, nouns or the main verb of the sentence, giving options for the responses. For example: Have the students read the entire passage before they start filling in the blanks. Phonemic Awareness ✔✔ability to identify component sounds within words onset and rhyme ✔✔Words taught in groups; cat, hat, pat, rat word families ✔✔Groups of words that have a common feature or pattern - they have some of the same combinations of letters in them and a similar sound. For example, at, cat, hat, and fat Reading by analogy ✔✔Break apart the word and think of other known words to help you read parts the word. After breaking it apart, I'd show them how I could now pronounce the word-or at least most of the word. Ex: (met)a(mor)(pho)(sis) (met) (for nor) (photo phone) (sister)
Semantics ✔✔Meaning of words and sentences. syntax ✔✔how a sentence is put together homographs ✔✔words with the same spelling but having more than one meaning. Ex: back-back Capital - capital Drop - drop Invite - invite Explicit spelling instruction ✔✔· Integrate spelling instruction with all other aspects of reading and writing (e.g., phonics instruction). · Explore spelling rules and patterns by using words from a familiar text. · Illustrate ways to spell a sound (e.g., long "a"). · Provide effective scaffolding for students as they develop their understanding of English orthography. · Some students need explicit instruction on how to apply spelling rules and patterns they have learned to the writing process · Core words (e.g., sight words) should be spelled accurately from the start
individual phonemes ✔✔words that you read by using common letters sounds. When learning about the letter 'A' in school, you learn that it often makes the sound that is in words like flag, snap, last, pant, grass, sand, and camp. Morphemes ✔✔the smallest units of meaning within a language Ex: cat(s) (un)breakable WCPM ✔✔words correct per minute Prosodic reading (porosity) ✔✔Reading with expression SSR ✔✔Silent sustained reading Morphology ✔✔the study of the structure of words derivational morphemes ✔✔used to create new words or to "make words of a different grammatical class from the stem" .For example, the addition of - ize changes the adjective normal to the verb normalize. Similarly, we can derive the adjectives helpful and helpless by adding the derivational morphemes - ful and less to the noun help.
inflectional morphemes ✔✔used to show some aspects of the grammatical function of a word. Used to indicate if a word is singular or plural, whether it is past tense or not, and whether it is a comparative or possessive form. QAR ✔✔Question Answer Relationship WCPMC ✔✔words correct per minuet homograph ✔✔a word written the same way as another word but having a different meaning Homophones ✔✔word that is pronounced the same as another word but differs in meaning and is spelled differently.
