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PECT module 2 Terms
Terms in this set (59)
A child's knowledge of reading and writing skills before they learn how to read and write words.
Knowledge that letters are used to represent sounds
An understanding that letters and letter patterns represent sounds of spoken words
The ability to read phrases and sentences quickly and smoothly
Print rich environment
A setting in which printed materials are used throughout the classroom in meaningful ways
A technique used to teach children basic reading skills with leveled readers individual for all students
Refers to an individuals awareness of the phonological structure, or sound structure, of spoken words
The smallest unit of sound
2 vowel sounds that come together so quickly they are considered one syllable
Ear, chair, poor, say
A pair of letters that are joined together to represent a single sound
Sh, ch, th
The way an individual sees a word or string of letters
Cat - cta
The awareness that alphabetic letters are used to represent the specific sounds in words used in written language
Words that sound alike but are spelled differently
Pick a flower
Bake with flour
The ability to understand the spoken or written communication of others
The ability to express and or communicate to others through words or symbols
Children learn common spelling
Patterns in phonics instruction.
Knowing common spelling patterns helps students read and spell more easily
Small group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency
When all students/teacher read together. Can help with fluency by seeing words and hearing them.
Instructional approach where the teacher explicitly models strategies and skills of a proficient reader
Informal reading inventory
The teacher asks students questions about reading to get insight on their attitudes
After a running record, the teacher will analyze the students miscues to determine if intervention is needed
A strategy that probes the students "problem solving skills" in reading. Fill in the blank sentences I like to ride my ......
A record that is kept by observations throughout the school year on each child
Allow teachers to assess students reading performance as he/she reads from a grade level and developmentally appropriate book. Can be used for fluency, rate, accuracy
Deals with language in use and context in which it is used socially
The ability of a reader to recognize written words correctly with virtually no effort
The meaning of a word
How the words are arranged to create a well formed sentence
To break apart in order to decode each morpheme individually and eventually blend together to produce a complete wordo
Use of the same consonant at the beginning of each stressed syllable in a line of verse
Multiple meaning words
He wore a suit
When 2 consonants are formed and stand for one individual phoneme.
Ch, sh, th
When 2 consonants are joined together but keep their individual sounds
Gr, tr, sk
When 2 vowels are joined, the first letter does the talking and the second does the walking.
Deep, sail, show, day
The smallest unit of meaning in language
Like-to hold the characteristic
Pitch, loudness, tempo, and rhythm of speech
When a word is identically spelled forward and backward
Two words that are spelled the same, but have different pronunciation and meaning
Desert - abandon and land
The ability to apply your knowledge of letter-sound relationships
When words are spelled phonetically, or how they sound.
The language arts
Reading, writing, speaking, listening, viewing, visually representing.
The writing process
Pre-writing, drafting, revising, proof reading, publishing
Breaking words down into their syllables
the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words
The ability to break down and sound out words by phonemes to form a word
Phonics through spelling
Children learn to segment words into phonemes and make words by writing phonemes
children are likely to be asked to analyse a particular sound within a word or words
This approach, like embedded phonics, is commonly used alongside whole language teaching
Children are taught how to read and spell at the same time.
They are taught to convert letters into sounds and then blend the sounds to form words
children are not exposed to words that they do not have the knowledge to decode.
Usually taught alongside of whole word phonics. They are taught the entire word and to recognize that word.
Not used so much systematically then as in teachable moments.
Thinking about thinking
Words from which many others are formed.
Approach for teaching comprehension. Ask, summarize clarify, predict.
Analogy based phonics
Use parts of words they have learned to read to decode words they do not know.
Word parts that are fixed to either the beginning of words (prefixes) or end of words (suffixes)
A letter or combination of letters that spells a single phoneme.
For example, the word 'ghost' contains five letters and four graphemes ('gh,' 'o,' 's,' and 't'), representing four phonemes
A mode of expressing words and phrases using pictures of objects whose names resemble the words
Words in different languages related to the same root
Knowledge of letters of the alphabet coupled with the understanding that the alphabet represents the sounds of spoken language and the correspondence of spoken sounds to written words.
Combo of root words and endings to indicate a plural/verb tense
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