TEXES Core 4-8
Terms in this set (39)
study of the SOUND SYSTEM of a language.
Basic units of sound. English has 44 phonemes
Individual letter (actual WRITTEN letters)
The study of the structure of words and word formations.
smallest representation of meaning: ing, ed, roots, plurals, prefixes, suffixes)
The ways in which words are organized and arranged in a language. The boy ate a burger. The burger ate a boy.
the vocabulary of language.
implied meaning of words and ideas such as idioms
the literal meaning of words. (Amelia Bedelia understands on denotation)
describes how context can affect the interpretation of communication. Conversational skills. Hidden rules of communication or "common sense" rules known to native speakers. Example: When someone says "How are you?" a generic response is expected such as : "Not bad" I'm Ok "Fine". OR sarcasm.
relating to the meaning of words, groups of words, signs, symbols, and phrases. How word meanings change over time, similes and metaphors, and idioms.
conversation between two people or the jargon a group of people use (doctors, lawyers, teachers)
Phonemic Awareness Activity: /t/ sound in top. Students hear INDIVIDUAL sounds in words.
Phonemic Awareness Activity: Students hear and identify the SAME sound in DIFFERENT words.
Phonemic Awareness Activity: Students identify which word is DIFFERENT is a list of words, based on SOUNDS. Which word doesn't belong: cat, king, or face?
Students put sounds TOGETHER to make a word. What is /k/ /a/ /t/?
Students BREAK words into their INDIVIDUAL sounds and/or count the number of sounds in a word. OPPOSITE of blending. How many sounds are in fan? /f/ /a/ /n/ 3
Students REMOVE a sound from a word and identify what remains. What is clap without /k/?
Students create a new word by ADDING a sound. What do you have when you add /s/ to top? Stop!
Students CHANGE one sound in a word to a different sound and identify the new word. I am thinking of a word that sounds like man but starts with /r/. RAN
the words we need to know to understand what we hear.
the words we use when we speak.
the words we need to know to understand what we read.
the words we use in writing.
The ability to associate sounds with letters and to use these sounds to form words. The understanding that words in spoken language are represented by letters in print. Sounds in words have a predictable relationship with the letters that represent these sounds.
Understanding that a sequence of written letters represents a sequence of spoken sounds. Graph- write. Phone- sounds
graphophonemic awareness to "figure out" or "sound out" new words.
Reading comp assessment where a student reads the passage and fills it in with the correct words.
oral test that requires the student to recall the passage in as much detail as possible. Key points: characters, setting, main idea, supporting details, problem, sequence, solution and vocab.
The Response evaluation involves statements that require the student to perform an action. Correctly performing the action demonstrates comprehension.
Criterion-referenced state tests
The test scores of the test relate to the behavior to be expected of a person with that score or their relationship to a specified subject matter and to assess to see if the students learned the objectives and subject matter.
Curriculum-based reading assesments
The reading assessment materials are aligned with the curriculum, usually included in the textbook support materials.
Informal reading inventories
individually administered to help assess the students' needs in the reading area to determine the instructional focus for the students.
a test or evaluation that identifies whether the test taker performed better or worse than the other test takers.
3 Major Author's Purposes
Independent Reading Level
The reading level that students should be at when they are reading to themselves; they must know 95% of the words.
Instructional Reading Level
The reading level of instruction; children know most of the words, and the teacher provides support; students must know 90-94% of the words.
Frustration Reading Level
The reading level at which students become frustrated with reading, and they must decode too many words to comprehend what they read. Students should never work in this reading level; students know 89% or less of the words.
affixes, prefixes, suffixes, and inflections.