STR Practice Study Guide Latest 2022 Rated A

STR Practice Study Guide Latest 2022 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 sou ...

STR Practice Study Guide Latest 2022 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. alphabetic principle ✔✔The understanding that there are systematic and predictable relationships between written letters and spoken sounds. prosody ✔✔the expressiveness with which a student reads adage ✔✔A saying or proverb expressing a general truth or philosophical belief etymology ✔✔The study of the origin of words and the way in which their meanings have changed throughout history quantitative dimensions ✔✔Relating to, measuring, or measured by the quantity of something rather than its quality qualitative dimensions ✔✔involving quality or kind antonym ✔✔a word that means the opposite of another word visual cueing ✔✔onverbal communication tool that conveys messages to an audience through body movements, hand gestures, facial expressions, eye contact, posture, and interpersonal distance. ex: teacher cups ears and asks the students to listen carefully 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 Language Experience Approach ✔✔combines all four language skills: listening, speaking, reading, and writing. Working on the four language skills side by side aids fluency. Phonology ✔✔study of the patterns of sounds in a language and across languages. Put more formally, phonology is the study of the categorical organization of speech sounds in languages; how speech sounds are organized in the mind and used to convey meaning. intonation ✔✔the sound changes produced by the rise and fall of the voice when speaking asset-based approach ✔✔Reading instruction focuses on what children know rather than on what they do not know. stimulus words ✔✔Lesson that have sounds common to both English and the English learner's home language Articulatory feedback ✔✔Includes feeling the position of the tongue and/or lips when making the sound and feeling for the airstream or puff of air. Can also include determining if the sound vibrates (is vocalized) or not when it is produced (e.g., compare /f/ and /v/) or passes through the nose (e.g., /n/, /m/, /ng/). Convergent research recommends using this as a multimodal instructional support for teaching all students letter-sounds, but it is especially critical for English learners for whom certain English sounds may be unfamiliar. 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. Ex: While Katie sipped on her cappuccino coordinating conjunctions ✔✔The purpose is to join two independent clauses. Juanita eats healthy, for she wants to stay in shape running records ✔✔A reading assessments portion of your readers' workshop. They're part read aloud assessment (think: fluency assessment) and part observation. The goal is to see how the student is using the strategies you're teaching in class, and second, to find out if the student is ready to advance in a reading-level system. Used to collect information on young readers who are still reading aloud and working on basic skills. Captures both how well a student reads (the number of words they read correctly) and their reading behaviors (what they say and do as they read). At the start of the year, or when you start working with a student, this can help match the student with books that are right for them. Then, you can use subsequent results to track the student's progress. EX: fontas an pennel record sheet Miscue Analysis ✔✔Involves a running record that is used to identify difficulties faced by students when they read. This helps to distinguish reading rate and accuracy. On top of this, it can be used to identify various reading behaviors that may require support. Teachers often use this when trying to obtain information about a student's reading skills. If a child is weak in a particular area, the teacher will pick up on this. 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