Texes Core 4-8 (ELA)
Terms in this set (66)
Able to dissect a word into each phoneme and put it back to recreate the word. Understanding that sounds together create syllables and words.
Able to identify and separate words within a sentence, identify stress in individual words and identify intonation patterns. The ability to segment words into smaller units and recognize and manipulate components of the sound system of a language
ability to conceptualize and separate words into their basic pronunciation components. Phonemes are the basic unit.
taught through rhymes & poems to introduce rhythmic patterns
emphasize phonemes using successive words beginning with the same consonant sound or letter. Tongue twisters are best-known form
Affects the ability to understand words and alter meaning. Two types: Main and secondary ie: PREsent and preSENT
describes the pitch contour of a phrase or sentence that changes the meaning ie: How ARE you? How are YOU?
the ability to connect letters with sounds, and to create words based on these associations. (4 phases: pPre-, Partial-, Full-, and Consolidated)
writing system where words, ideas and concepts are represented with a visual or image
writing system where syllables are depicted through the use of unique symbols
writing system that uses the sounds of the language as a basic unit for writing
# of graphemes in the English language (letters)
# of phonemes in the English language (sounds)
two or more letters representing one sound (ie: ch-, kn-, wr-, -ght)
readers that understand that print contains meaningful information, can imitate the reading process, and possess some degree of phonemic awareness
readers have mastered readiness skills and are beginning to read with some degree of success
readers with relative fluency and comprehension, use several cuing systems to obtain meaning and can self-monitor their reading; identifying and correcting simple errors.
assessments teachers use by simply observing students at work, collecting meaningful information about what a student can and cannot do
assessment used to gauge accuracy and fluency in oral reading. The teacher uses a copy of the text passage to mark errors as they listen to a student read the text
assessments including teacher-made tests, district exams, and standardized tests.
evaluation that occurs during the process of learning when it is still possible to modify instruction
evaluation that occurs at the end of a specific time or course of study. Usually applies to a single grade or score to represent a student's performance.
test where the teacher attempts to measure each student against uniform objectives or criteria
test that compares the performance of a group of students. Competitive because a limited number of students can score well.
tests that assess how well students perform certain tasks. Uses higher-level thinking to apply, analyze, synthesize and evaluate ideas and data
assessments including projects, anecdotal records, portfolios, checklists, and self-/peer-assessments
a checklist for grading with assigned point values
a strategy used to assess listening and reading comprehension, sentence structure knowledge, vocabulary, speaking ability and knowledge about the structure of the story.
a technique teachers use to guide children to link current knowledge to new knowledge
method that develops comprehension where students in small groups practice summarizing, questioning, clarifying, and predicting.
a question where only one answer is correct
a question where more than one answer is correct
questions that are easily answered and can be easily located within the text
questions where students must draw conclusions (ie: about a feeling, a new idea, or reading between the lines)
creative questions that extend beyond the text (ie: What does that mean for us? or What would you have done if you were _____?)
A test where the taker must supply omitted words within a passage. If assessing an understanding of meaning is the intent of the exercise, then the teacher might accept synonyms
a strategy to make direct connections between vocabulary being learned and words they may have seen, heard, or learned.
book level at which a student reads 95% of the words correctly
book level at which a student reads 90-94% of the words correctly (child can perform satisfactorily with help from the teacher)
book level at which the student reads 89% or fewer of the words correctly
clues that require a child to think about the meanings of words and what is already known about the topic being read
clues involving word order, illustrations and/or context
clues requiring the reader to pay attention to letter groups occurring frequently within words (bio = life, geo = land)
words that have the same sound and spelling, but differ in meaning (club, fine, bank)
words that sound the same but are spelled differently and have different meanings (eight/ate, blew/blue)
words that are spelled the same way but have more than one pronunciation and different meanings (bow, present)
an assessment procedure used to assess oral reading - refers to any deviation made from the text.
the ability to decode words quickly and accurately in order to read text with the appropriate word stress, pitch and intonation
the pattern of rhythm and sound used in poetry
the quick and accurate recognition of letters, words, and language conventions. Achieved through continuous practice using texts written at the reading level of the child
grammar, punctuation and capitalization
teachers introduce writing samples where writing conventions are used appropriately
a technique where the teacher provides students with a word list by category (noun, verb, adjective) and guides children to produce sentences using each component
spelling resulting in non-standard writing where beginning writers connect sounds and letters to create words
spelling where children begin noticing visual cues and develop a knowledge of word structure. Sight word training is important and students attempt self-correction
spelling becomes standard, but may still have problems with digraphs homonyms and contractions.
tool used to help students improve organizational skills and provide a visual representation of facts and concepts and their relationships within an organized framework
tool used where the teacher and students solve a problem together. Teacher usually poses a question and then the students or class respond
Study plan to increase content comprehension: Survey, Question, Read, Reflect, Recite, Review
teacher-directed study plan to help students establish a purpose for reading a story and strengthen comprehension Directed Reading/Thinking Activity
basic recalling of information
being able to draw conclusions about the ideas
applying ideas to new situations
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