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SAE Exam - ELA
Terms in this set (58)
Word recognition has ___ phases
4; pre-alphabetic, partial- alphabetic, full-alphabetic, consolidated-alphabetic
Students read words by memorizing visual features or guessing words from context
Students recognize some letters and can use them to remember words by sight
Readers posses extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory
Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words
the ability of the reader to recognize the sound of spoken language, including how sounds can be blended together, segmented, and manipulated (switched around).
understanding the individual sounds (phonemes) in words.
ex. separate the sounds in the word "cat" into 3 phonemes: /k/, /ae/, and /t/.
understanding correspondence between these sounds and the spelling patterns (graphemes) that represent them
the process of interpreting word parts that make up a word
an important skill beginners use to mimic the process readers go through to sound out a word
beginning consonant and consonant cluster
vowel and consonants that follow
ex. -ack, -an, -aw
study of the origins of words and how they have changed over time
words that do not follow the rules and must be memorized
ex. want, why, by, are
reading without having to stop and decode words
reading with expression while using the worda nd punctuation correctly
how automatically the student reads
teaching strategy that increases and monitors fluency by reading aloud in unison with a whole class or groups of students; helps build students' fluency, self-confidence, and motivation
teaching strategy that increases and monitors fluency by reading passages again and again, aiming to read more words correctly per minute each time.
teaching strategy that increases and monitors fluency by following along as a students reads and marking when he or she makes a mistake, or miscues
teaching strategy that increases and monitors fluency by looking over a running record, analyzing why the student miscued, and employing strategies to help the student with miscues.
students begin to form images in their minds as they read; can predict what might happen next in a story; do not need to decode words; read fluently with prosody, automaticity, and accuracy
high-level cognitive skill where students can apply certain concepts to their reading
ex. coming up with their own ending of the story or even an extra scene
understanding the processes in their minds and employing a variety of techniques to understand the text.
strategies for boosting comprehension, critical thinking, and metacognition are:
predicting; questioning; read aloud/think aloud; summarizing
A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Goes in the following order (lowest to highest): memorize, identify, categorize, compare & contrast, evaluate, analyze, create, apply
What parts of Bloom's Taxonomy support critical thinking?
analyze, evaluate, and create
What are the three cueing systems?
Syntactic, semantic, and graphophonemic
syntactic cueing system
focuses on the structure of the sentence
semantic cueing system
focuses on the meaning a student derives from from text
focuses on the relationship between sounds and symbols
tells a story, often making use of the voices of a narrator and characters; usually written in metered verse; can be short or long; can be complex
fixed verse poetry
poetry with a set formula
free verse poetry
poetry without regular patterns of rhyme or rhythm
originated from Greece and focuses on the trials and tribulations of a hero or god-like character, who represents the cultural values of a race, nation, or religious group
A Japanese form of poetry, consisting of three unrhymed lines of five, seven, and five syllables
A five line poem in which lines 1, 2 and 5 rhyme and lines 3 and 4 rhyme.
poem of an expressive thought using any of a number of formal rhyme schemes
using 'like' or 'as'
ex. She was as thin as a rail
applying word or phrase to an individual or thing
ex. He was a lion filled with rage
attributing human characteristics to something not human
ex. The cat judged me from across the room
the formation of a word from a sound associated with it
exaggerated statements or claims not meant to be taken literally
ex. the cake must have weighed 500 pounds!
a short story that conveys a moral, typically with animals as characters
ex. The Three Little Pigs
children begin to understand that writing is a form of communication and their marks on paper convey a message
stage of writing that resembles adult writing; grammar and spelling are mostly correct and one can read and understand what the writing says
The writing process
Prewriting, drafting, peer review, revising, editing, rewriting, publishing
Modes of writing
the variety, conventions, and purposes of the major kinds of language-based communication; four of the most common include descriptive, narrative, expository, and persuasive
a pre-assessment providing instructors information about students' prior knowledge, preconceptions, and misconceptions before beginning a learning activity
range of formal and informal assessments or checks conducted by the teacher before, during, and after the learning process in order to modify instruction
an assessment that focuses on the outcome of a program or lesson
an assessment that measures student performance against a fixed set of predetermined criteria or learning standards
an assessment or evaluation that yields an estimate of the position of the tested individual in a predefined population with respect to the trait being measured
providing students with multiple ways to learn in the same classroom
learn best with images and graphic organizers to make sense ofnew information
grasp concepts best through listening and speaking situations
prefer hands-on learning experiences
read and write learners
prefer words to make sense of abstract concepts
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