FTCE Reading K-12, Exam Preview terms. 100% Accurate. Graded A

FTCE Reading K-12, Exam Preview terms. 100% Accurate. Graded A Ability Grouping - ✔✔-Grouping of children with similar needs for instructional purposes. They do not remain constant throughout the year but change as ...

FTCE Reading K-12, Exam Preview terms. 100% Accurate. Graded A Ability Grouping - ✔✔-Grouping of children with similar needs for instructional purposes. They do not remain constant throughout the year but change as the children's needs within them change. Phoneme - ✔✔-The smallest unit of speech that can be used to make one word different from another word. Independent Reading Level - ✔✔-The level at which a student can read a text on his/her own as indicated by a 95% accuracy rate. Grapheme - ✔✔-Unit of writing that represents a single phoneme-can be a letter or group of letters. Morpheme - ✔✔-Smallest meaningful unit in the grammar of language (e.g., in, come, -ing, forming incoming ). Instructional Level - ✔✔-The level at which students can read with the assistace of a teacher as indicated by an 85-95% accuracy rate. Action Research - ✔✔-Teacher research that is carried out by a teacher practitioner in the classroom to help a teacher evaluate his/her performance in the classroom Frustration Level - ✔✔-The level at which students shouldn't read and indicates an accuracy rate below 85%. Adams, Marilyn Jager - ✔✔-A theorist in early reading (emergent reading) who has identified five tasks for phonemic awareness: Task 1- Ability to hear rhymes and alliteration. Task 2- Ability to do oddity tasks (recognize the member of a set that is different.) Task 3 -The ability to orally blend words and split syllables. Task 4 -The ability to orally segment word. Task 5- The ability to do phonics manipulation tasks. Allington, Richard - ✔✔-Matching Text to Readers. Research has included reading and learning disabilities, and effective instruction in classroom settings. Alliteration - ✔✔-Occurs when words begin with the same consonant sound, as in Peter Piper picked a peck of pickled peppers. Alphabetic Principle - ✔✔-The idea that written spellings represent spoken words. Also known as graphophenemic awareness. Anchor Book - ✔✔-A balanced literacy term for a book that is purposely read repeatedly and used as part of both the reading and writing workshop. It is a good idea to use certain books that become the children's familiar and cherished favorites for both reading and inspiring children's writing. Assonance - ✔✔-Repetition of stressed vowel sounds within words with different end consonants. "Fleet feet sweep by sleeping geese". Atwell, Nancy - ✔✔-Author of "In The Middle: Writing, Reading and Learning With Adolescents". She believes that students become better writers if they are given ownership of what they are writing and long uninterrupted blocks of time to write. Rejects lectures, assignments, tests and worksheets. Minilessons are good to address topics as needed. Authentic Assessment - ✔✔-Assessment activities that reflect the actual workplace, family, community, and school curriculum. Balanced Literacy Lesson Format - ✔✔-A format for the delivery of a literacy lesson, whether it is a reading or writing-workshop lesson. The format begins with a 10-15 minute mini-lesson delivered by the teacher to the whole class. This mini-lesson is then followed by a thirty-minute small-group lesson (the children break into small groups to work). It concludes with a 10-minute share session during which the whole class reconvenes to share what they have done in the small groups. This format is often referred to as the whole-small-whole group approach. Behaviorism - ✔✔-Learning is the acquisition of new behavior through conditioning. Three basic assumptions are held to be true. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. Benchmarks - ✔✔-School, state, or nationally-mandated statements of expectations for student learning and achievement in various content areas. BICS (Basic Interpersonal Communication Skills (An ELL/Bilingual Education term) - ✔✔-Learning secondlanguage skills and becoming proficient in a second language through face to face interaction-translation through speaking, listening, and viewing. Big Books - ✔✔-Best way to model directionality and one to one word matching in primary grades. Blending - ✔✔-The process of hearing separate phonemes and being able to merge them together to read the word. Book Features - ✔✔-Children need to be familiar with the following: front and back cover; title and halftitle page; dedication page; table of contents; prologue and epilogue; and foreword and after notes. For factual books, children need to be familiar with labels, captions, glossary, index, headings and subheadings of chapters, charts and diagrams, and sidebars. Bound Morpheme - ✔✔-An inflectional ending that can be added to a base word to change its case, gender, number, tense or form. It cannot stand alone. Brown & Palinscar - ✔✔-Reciprocal Teaching researchers Bruner, Jerome - ✔✔-Scaffolding. Contructivism. Calkins, Lucy - ✔✔-Writing and Reading Workshops. A "constructivist" who believes that children develop a passion for reading when they are given freedom to choose books that are meaningful to them. Her approach to literacy is that children work in small groups and consult each other as much as possible. She advocates that teachers routinely engage in conferences with each individual child about his writing and reading. Took Graves' ideas on writing and translated them to include reading. Chall, Jeanne - ✔✔-The earliest reading researcher to come to the conclusion that phonics and decoding should be emphasized from the very beginning of reading instruction. Chard and Osborn - ✔✔-Theorists who established guidelines for children with reading disabilities showing that it is essential for them to work intensely on the alphabetic principle/graphophenemic awareness. Checklist - ✔✔-An assessment form that lists targeted learning and social behaviors as indicators of achievement, knowledge, or skill. They can be professionally- or teacher-prepared. Cinquain - ✔✔-A five-line poem that can be read and then used as a model for writing. Generally, line 1 of this format is a single word; line 2 has 2 words that describe the title of line 1; line 3 is comprised of 3 words that are movement words; line 4 has 4 words that express feeling; and line 5 has a single word that is a synonym for line 1's single word. Clay, Marie - ✔✔-A key theorist whose work has helped teacher's document children's oral reading progress throughout the school year. New Zealand born researcher in the field of special needs emergent literacy. Known for Running Records. Cognitivism - ✔✔-The theory that humans generate knowledge and meaning through sequential development of an individual's cognitive abilities, such as the mental processes of recognition, recollection, analysis, reflection, application, creation, understanding, and evaluation. The learner requires assistance to develop prior knowledge and integrate new knowledge. The learner requires scaffolding to develop schema and adopt knowledge from both people and the environment. The educators' role is pedagogical in that the instructor must develop conceptual knowledge by managing the content of learning activities. Grew out of Gestalt psychology. Comprehension - ✔✔-This occurs when the reader correctly interprets the print on the page and constructs meaning from it. It depends on activating prior knowledge, cultural and social background of the reader, and the reader's ability to use ____________-monitoring strategies. Concepts About Print - ✔✔-Include such things as the following: book handling, looking at print, directionality, sequencing, locating skills, punctuation, and concepts of letters and words. Consolidated-Alphabetic Stage - ✔✔-Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words. Consonant Digraphs - ✔✔-Two consecutive consonants that represent one new speech sound. In the word "graph" the ph, which sounds like /f/ is a _________. Constructivism - ✔✔-Seeks to explain how knowledge is constructed in the human being when information comes into contact with existing knowledge that had been developed by experiences. Discovery, hands-on, experiential, collaborative, project-based, and task-based learning are a number of applications that base teaching and learning on this theory. Draws heavily on psychological studies by Piaget and Bruner. Contexts - ✔✔-Sentences deliberately prepared by the teacher that include sufficient contextual clues for the children to decipher meaning. Contextual Redefinition - ✔✔-Using context to determine word meaning. Cooper, J. David - ✔✔-Theorist who believes that there is a finite body of approved literature children should be taught on various grade levels and has produced books about what everyone needs to know to be literate on various grade levels. He and other advocates of the Balanced Literacy Approach, feel that children become literate, effective communicators and able to comprehend, by learning phonics and other aspects of word identification through the use of engaging reading texts. Engaging text, as defined by the balanced literacy group, are those texts which contain highly predictable elements of rhyme, sound patterns, and plot. Cooper, J. David - ✔✔-Theorist who believes children should not be "taught" vocabulary and structural analysis. Views literacy as reading, writing, thinking, listening, viewing, and discussing−children learn these abilities by engaging in authentic explorations, readings, projects, and experiences. Cooperative Reading - ✔✔-Children read with a partner or buddy. It can be silent or oral reading. Core Curriculum Program - ✔✔-Commercially developed products meant to reach the majority of students and provide them with the necessary skills to be successful readers Crisscrossers - ✔✔-An ELL term for second-language learners who have a positive attitude toward both first-language and second-language learning. These second-language learners, children from ELL backgrounds, are comfortable navigating back and forth between the two languages as they learn. Criterion-referenced test - ✔✔-Tests and assessments designed to measure student performance against a fixed set of predetermined criteria or learning standards. In elementary and secondary education, used to evaluate whether students have learned a specific body of knowledge or acquired a specific skill set. Cues - ✔✔-As they self-monitor their reading comprehensions, readers integrate various sources of information to help them construct meaning from text and graphic illustrations. Cueing Systems - ✔✔-Sources of information used by readers to help them construct meaning. These include Syntactic and Semantic. Decodeable Text - ✔✔-A text that a child can read aloud with correct pronunciations Decoding - ✔✔-"Sounding out" a printed sequence of letters based on knowledge of letter/sound correspondences. Differentiated Instruction - ✔✔-The need for the teacher, based on observation of individual student's work, progress, test results, fluency, and other reading/literacy behaviors, to provide modified instruction and alternative strategies or activities. These activities are specifically developed by the teacher to address the individual student's needs. Diphthongs - ✔✔-Two vowels in one syllable where the two sounds are heard. For instance, in the word house both the "o" and the "u" are heard. Directionality - ✔✔-Children use their fingers to indicate left-to-right direction and return-sweep to the next line. Dolch, Edward William - ✔✔-A major proponent of the "whole-word" method of beginning reading instruction. Prepared a sight word list in 1936 which was originally published in his book Problems in Reading in 1948. Still in use today. Early Readers - ✔✔-These readers recognize most high-frequency words and many simple words. They use pictures to confirm meaning. Using meaning, syntax, and phonics, they can figure out most simple words. They use spelling patterns to figure out new words. They are gaining control of reading strategies. They use their own experiences and background knowledge to predict meanings. They occasionally use story language in their writing. This stage follows emergent reading. Ehri, Linnea - ✔✔-A Professor of Educational Psychology at the Graduate Center, City University of New York--has developed a four phase model of how students learn to read words.