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LETRS UNIT 3 SESSION 2
T/F? Roughly half of all words in English can be spelled correctly based on established sound-symbol correspondences. true Complete this sentence: ... [Show More] A complex syllable is a syllable that contains a ______ . a. digraph b. consonant blend c. vowel team d. VCe pattern b. consonant blend Complete this sentence: Vowel teams in English can have up to ______ letters. two three four five four Which set(s) of words include only words that have consonant digraphs, and no words with blends? Select all that apply. a. father, shin, reach b. cheek, less, silk c. rough, phone, bang d. stripe, laugh, wish a. father, shin, reach c. rough, phone, bang Which set of words illustrates both the Floss rule and the "-ck" rule? a. flick, sack, lock b. fuss, cell, will c. soak, flake, lurk d. slick, kiss, cuff d. slick, kiss, cuff Add or Remove Terms About us About Quizlet How Quizlet works Careers Advertise with us Get the app For students Flashcards Learn Solutions For teachers Live Checkpoint Blog Be the Change Resources Help center Honor code [Show Less]
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LETRS UNIT 3 ASSESSMENT
Which of the following is not one of the strands in Scarborough's Reading Rope? Guided reading How can code-emphasis or phonics-emphasis instructio... [Show More] n be used most effectively? when organized around a logical progression of pattern words that have been taught Which word group might a teacher include in a lesson focused on identification of consonant blends? blink, frog, twist Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? thorn, show, chase In a complete phonics lesson of 30-40 minutes, which activity would typically not be included? partner reading of a trade book of high interest to the students Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others? gale About what percent of English words can be spelled and read accurately using sound-symbol correspondences alone, without knowing the syllable patterns, meaningful parts, or word origin? 50% How many graphemes are in the word weight? 3 Which of the following tasks would best provide practice for learning letter formation in kindergarten? tracing a model following numbered arrows on lined paper In Ehri's early alphabetic phase of word-reading development, students know some letter-sound correspondences and most letter names. A student at this level is most likely to progress with instruction focused on: blending and reading words such as at, an; mad, man; and it, sit, bit What is the best key word to put on a sound-symbol card to teach short e, /ĕ/. echo A good phonics lesson should include opportunities for students to directly apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed? decodable texts Which of the following is the best example of a well-designed word list for a word chaining activity? rat, chat, chap, chip, rip, rap A first-grade teacher has posted a word wall using alphabetical order to list the high-frequency words the students must learn. For example, under A are the words aunt, along, an, add, April, and above. How could the teacher best ensure that students will recognize and spell words that begin with a? Teach systematic decoding of sound-symbol correspondences beginning with short a What is true about the relationship between reading and spelling? Spelling is generally harder than reading because the exact letters of the word must be recalled. Add or Remove Terms About us About Quizlet How Quizlet works Careers Advertise with us Get the app For students Flashcards Learn Solutions For teachers Live Checkpoint Blog Be the Change Resources [Show Less]
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LETRS UNITS 5 - 8 PRE & POST TEST
Once students decode well, which statement describes the relationship between vocabulary and reading comprehension? Vocabulary is the best single predicto... [Show More] r of reading comprehension. In teaching the word invisible, the teacher broke it into the parts in - vis - ible and talked about the meanings of the parts. Which aspect of language was emphasized? morphology The Hart and Risley study (1995) identified a "30-million-word" gap. This gap refers to: the difference in the number of words heard by preschool children raised in high- and low-language family environments. Which of the following is least likely to narrow the vocabulary gap between language-rich and language-poor students? watching children's television programs To introduce a Tier 2 vocabulary word explicitly and systematically before reading, which of these strategies would be the least effective? asking students to write the word 10 times until they can spell it Students must learn the meanings of several thousand new words every year if they are going to meet grade-level expectations for vocabulary growth. About how many of those word meanings should teachers aim to teach explicitly and thoroughly per week? 10-12 When a student is an accurate but slow reader, which of the following practices is most effective? Focus instruction on foundational reading skills that address multiple aspects of language. In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the vocabulary instruction of native English speakers? They may need to learn the meanings of the Tier 1 words in a passage. To select the best vocabulary words to teach before reading a text, the teacher should prioritize which types of words? words that are central to understanding key meanings in the passage A primary-grade teacher who wants to implement research-based vocabulary instruction should try to emphasize: word relationships, including antonyms, synonyms, categories, and semantic families. Good readers will stop and reread a portion of the text for clarification if they don't understand it. This behavior demonstrates: cognitive flexibility and metacognition. When students read about a topic for which they already have well-developed background knowledge, they are more likely than uninformed students to: acquire new knowledge faster from the text. A valuable first step before reading a text with a group of students is: clearly stating the purpose for reading the text. Which of the following is the best description of the comprehension process as it relates to reading? linking the surface code with ideas in the text base Which teaching strategy is most likely to help students construct a mental model of a texts meanings? anticipating the takeaways and building background knowledge Standardized tests of reading comprehension have been shown by research to: give varied results depending on the content and format. Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads? outlining the elements of story grammar Which of the following activities would help students identify cohesive ties in a text? having students draw arrows between pronouns and their referents Which kind of text structure organization is suggested by the topic sentence, "Here are some easy steps for making pancakes"? process (time sequence) Which of the following would be a good example to use while teaching students to identify compound sentences? The rain came but the team played on. Which criterion best describes a high-quality text for use in read-alouds or comprehension instruction? It is worth rereading for new meanings. When students are still learning foundational reading skills, the recommended division of instructional time between word work and language comprehension is: about 30-40 minutes on word work during a 90-minute reading lesson. The research consensus on the teaching of comprehension strategies during reading instruction indicates that: - after 1-2 lessons, strategies easily generalize to students' independent reading. - strategy instruction is more effective in grades 4 and up than in grades 1-3. (Not sure on this one, but it's between these two) During a teacher-mediated reading of a story such as The Three Little Pigs, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? "What have we learned so far about the third pig?" One of the most important follow-up activities to deepen student understanding of and memory for the content of a specific text is: retelling or summarizing the text, either orally or in writing. Students with comprehension weaknesses benefit from teachers actively mediating comprehension because these students: typically make fewer, lower-quality inferences on their own. Which one of the following is not a key difference between narrative and informational text? its appropriateness for classroom libraries in all grades Dialect differences characterize students in many regions of the United States. Research supports handling these language differences by: explicitly contrasting "home language" with "school language" in frequent, brief lessons. The most practical way for teachers to assess student progress in writing is to use: all of the above. If an English Learner (EL) is confused about the meaning of a reading passage, a teacher might be more successful conveying the meaning by: supplementing the language in the text with pictures, actions, and objects. During the editing phase of writing, a personal editing/proofreading checklist should contain: a few specific reminders of skills the student has learned and practiced. Which of these techniques is least helpful for encouraging comprehension monitoring (e.g., students noticing and reacting when the text does not make sense to them)? waiting until a reading is completed and then asking students to summarize Of the topic sentences below, which one would be most appropriate for writing an opinion? This book about wolves is one of my favorites. About how many American students demonstrate "proficient" or "advanced" writing skills by grade 8, according the National Assessment of Educational Progress (2007)? 33 percent Which would be the most essential step to take in preparing students to write a complete narrative? Talk out ideas and make notes within a Story Framework. Writing is sometimes called the "quintessential mental juggling act" because: it requires more cognitive, motor, and language skills than any other academic activity. Which of the following sentence-writing skills is the most challenging for students to learn? - distinguishing among the four basic sentence types - writing complex sentences beginning with adverbial phrases* - combining two simple sentences into a compound sentence The act of transcribing words into print by hand or by keyboarding is part of which phase of the writing process? translating The most important reason for systematically teaching and valuing good handwriting and spelling is that: mastery and automaticity enable higher quality compositions. Which statement best describes the relationship between foundational writing skills (handwriting, spelling, punctuation, capitalization) and composition? An equal emphasis on learning foundational skills and composition will work best for most students. [Show Less]
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LETRS UNITS 1-4 POSTTEST
Which statement best describes the relationship between reading comprehension and word decoding in a beginning reader's development? Accurate, fast word r... [Show More] ecognition is necessary for development of reading fluency and text comprehension. Near the close of the day, a kindergarten teacher guides the students in conversation about the day's activities. She writes down what is said on large chart paper, then reads it to the class. This activity would aid their literacy development primarily by promoting which skill? oral language comprehension After results of a winter screening, six second-graders scored in the "somewhat at risk" range. What is the next step the teacher team should take? Analyze the screening results and gather additional diagnosis assessment data. How is the word sn-ow divided? onset-rime How many spoken syllables are there in frightening? 3 How many spoken syllables are there in cleaned? 1 What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system? This skill ultimately supports the ability to read words, "by sight." Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth Which student is demonstrating the most advanced level of phonemic awareness? the student substituting a sound in a given word and saying the new word. A student spells skin as "sgin." What type of phonological error did she make? substitution of a voiced for an unvoiced consonant Having students listen to a word, say it, and then mentally reverse the sounds in the word is an instructional activity that would be most appropriate for which students? those who have mastered basic phonemic awareness How can phonics instruction be organized to be most effective? around a preplanned progression through a logical skill sequence Which word group might a teacher include in a lesson focused on identification of consonant blends? plan, squirm, train Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? phone, throne, shown In the early alphabetic phase of word-reading development, students know some letter-sound correspondences and most letter names. A student at this level is most likely to progress with what type of instruction? blending 2-3 phoneme-grapheme correspondences within simple, one-syllable words Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others? vine Which of the following tasks would best provide practice for automating letter recognition in kindergarteners? naming uppercase and lowercase printed letters in random order Choose the best key word for introduction of short e. echo Which of the following is the best example of a well-designed word list for a word-chaining activity? rat, chat, chap, chip, rip, rap A teacher has posted a word wall in first grade, using alphabetic order to list the words the students must learn. For example, under T are the words to, too, them, the, this, then. How could the teacher best ensure that students will recognize and spell these words? by removing regularly spelled th words, and teaching them through sound blending A good phonics lesson should include opportunities for students to apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed? decodable text In which word does the grapheme representing /k/ indicate that the word is probably from Greek? character Which of the following words is most probably "Latin-based"? transport Which of the following is a feature of English spelling? Words never end in the letters j or v In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? wife 3 In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the grapheme. If students were mapping the grapheme in this word, how many boxes (phonemes) would the need? dodged 4 In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? void 3 In the phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes would they need? stream 5 If phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, the map the graphemes. If students were mapping the graphemes in this word, how many boxes would they need? blaming 6 If phoneme-grapheme mapping, students first segment ad mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes would they need? thrill 4 Which three letters could signal that ci is pronounced /s/? e, i , y The /k/ sound in lake and lack is speed differently. Why do we use the ck spelling in lack? it follows a single short vowel at the end of a stressed syllable. Which one of the following two-syllable words contains an open syllable and a closed syllable? robot Which one of the following two-syllable words contains a vowel team syllable and a syllable with a vowel-pattern? owner A second-grade student writes, "I have finely finished my math project." Her misspelling of the word finally most likely indicates which of the following? She needs to know how the meaningful parts distinguish a word. Which word might be found in a lesson on adjective suffixes? native How can a teacher explain to students why there is a double n in beginning? The base word ends in a single-consonant preceded by a single vowel, and the suffix begins with a vowel. Which of the following misspelled words would be considered to be a morphological spelling error? playd for played Which of the following is a phonologically based spelling error? paz for praise The best definition of reading fluency is which of the following? oral reading with accuracy, expression, and sufficient speed to support comprehension To support students' automatic word recognition, a first-grade teacher should first teach students which strategy? how to apply their knowledge of consistent phonics patterns in controlled text If a second-grader lacks fluency when reading aloud, what is the language skill that the teacher should assess first? phonology and decoding [Show Less]
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LETRS (LETRS)
LETRS Unit 1 - Session 1- 8 | Verified | 100% Correct Answers Phoenician alphabet was developed in and was the granfather of our alphabet 19 of 26 l... [Show More] etters can be traced. Correct Answer: 1,000 BCE Modern American English spelling was settled in 1828 with Correct Answer: Webster's Dictionary Orthograpy Correct Answer: a writing system for representing language Morphonphonemic Correct Answer: alphabetic writing principle organized by both sound-symbol correspondences and morphology. Morpheme Correct Answer: the smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound, one syllable or multiple syllables To read an alphabetic alphabet a person must Correct Answer: mentally link the alphabetic symbols with the single speech sounds or phonemes that they represent. All alphabets require Correct Answer: speech sound (phoneme) awareness by the reader. Shallow or Transparent Alphabetic Orthography Correct Answer: correspondences in the alphabetic writing system are regular and predictable. One sound represented by one symbol or letter. Deep or Opague Alphabetic Orthography Correct Answer: the spelling system represens morphemes (meaningful parts) as well as speech sounds. Morphophonemic contains both phonemes and morphemes. Advantages of Alphabetic Writing Correct Answer: permits any word to be read or written in a language with a small set of symbols. A limited number of symbols can be combined to create the entire language, even new words. Language can be written and read by anyone who can match the symbols to the sounds they represent. Disadvantages of Alphabetic Writing Correct Answer: People are wired to process speech sounds. The phoneme -that sound that a letter represents - is not self evident, natural, or consciously accessible understanding for humans. Metalinguistic Awareness Correct Answer: the ability think about and reflect on the structure of language itself. The invention of the alphabet was an achievement. The Simple View of Reading Correct Answer: Word Recognition x Language Comprehension = Reading Comprehension Word Recognition Correct Answer: The accurate and fast retrieval of decoded word forms, is essential for the development of reading comprehension. Language comprehension Correct Answer: listening comprehension or the linguistic processes involved in the comprehension of oral language. [Show Less]
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LETRS Unit 1
1. Why did the National Institute of Health and Human Development classify reading diffi- culties as a major health concern? 2. Discuss the types ... [Show More] of writing systems in the world. (Pictogram, logograph, syllabic sym- bols, and alphabetic symbols). How do they differ? How are they the same? 3. What is morphophonemic language? Why is it more difficult to learn it? The inability to read well is associated with social ills such as dropping out of school, delinquency, inade- quate health care, unwant- ed pregnancy, and chronic underemployment. They cannot read prescrip- tion bottles, but can still open them, cant read road signs, and cant read the in- struction on anything. Pictograms-directly repre- sent meaning, hieroglyph- ics. Logographs-abstractly rep- resent meaning, not sound, Chinese radicals. Syllabic symbols-directly represent whole syllables, Cherokee. Alphabetic symbols-repre- sent consonants and vow- els, or individual phonemes, Greek or Russian. Morphology is the study of meaningful units in a lan- guage and how the units are combined in word for- mation. Nat- is a root. 4. How do oral language and written language differ? 5. Discuss the terms phoneme, morpheme, and grapheme giving examples of each..? 6. What is the three cueing system? Nature is a noun; natural is an adjective; naturalist is a noun; naturally is an adverb. This also means that it is a "deep" alphabetic writing system organized by both letter-sound corre- spondences and morpholo- gy. Speaking is natural, reading and writing are not. Spoken language is "hard-wired" inside the hu- man brain. Oral language is the founda- tional skill for later reading and writing. Phoneme-units of sound in a specified language that distinguish one word from another (p,b,d, and t in Eng- lish words pad, pat, bad, and bat.) Morpheme-unit of language that cannot be further divid- ed (in, come, -ing, forming incoming.) Grapheme-a unit (as a letter or digraph) of a writing sys- tem. 7. What are Chall's reading stages? Why is it an important item to consider? Model that proposed that word recognition depended on three systems of linguis- tic cues that reside in a text. (1) a graphophonic (visual) system; (2) a semantic (meaning) system; and (3) a syntactic system that provides linguistic context to process words in sen- tences. This model overemphasizes the usefulness of context and meaning in word recog- nition. It fosters dependence on pictures, prereading re- hearsal, and context to fig- ure out words. The reading stages of Chall are still useful in under- standing how the chal- lenges of learning and teaching reading change over time. Exposure to text and read- ing practice are critical in moving the growth process along. Stages are: Prereading, Ini- tial Reading or Alphabetic Decoding, Confirmation and Fluency, Reading to Learn, Multiple Points of View, Con- 8. What are Ehri's phases of reading and spelling development? Why is it important to understand these phases? 9. Because 3rd grade students are expected to read with a fluency rate of 120 words per struction and Reconstruc- tion. Widely referenced because their description rests on multiple experiments con- ducted over many years that have been replicated by oth- er researchers. The ability to recognize many words "by sight" dur- ing fluent reading rests on the ability to map phonemes to graphemes or to master the alphabetic principle. The phases are: Prealpha- betic (incidental visual cues, symbols), Early Alphabetic (letter knowledge and partial phoneme awareness), Later Alphabetic (ear- ly sight-word learning, phoneme-grapheme corre- spondence, and complete phoneme awareness), and Consolidated Alphabetic (Complete, reading fluent- ly by sound, syllable, mor- pheme, whole word, fami- lies, and analogies.) Children need to develop fluency by extensive read- minute, what should be done in grades K-3 to make that happen? 10. What is the purpose and meaning of the Scar- borough Rope Model? 11. What is a single deficit and a double deficit when discussing dyslexia? What is the most effective way to instruct a dyslexic child? ing material that can be read with accuracy, having the students read more and helps them become better readers. (Four Processing Systems) "Simple view of reading." Skilled reading is attained when many subskills are au- tomatized. Scarborough represented the achievement of fluency in both decoding and lan- guage comprehension with a rope image. Conceptualizes skilled reading as a combination of strands, or subskills, that in- teract with one another and that are increasingly amal- gamated as reading skill is acquired. If a student has a prominent and specific weakness in ei- ther phonological or rapid print (naming-speed) pro- cessing, they are said to have a single deficit in word recognition. If they have a combination of phonological and nam- ing-speed deficits, they are said to have a double deficit. Double deficit children are more common than single deficit and are also the most challenging to remediate. 12. Describe balanced literacy. Classrooms use this. Leans towards whole language, but wants to give equal prac- tice time to phonics, word study, and comprehension. 13. What is one important distinction between the Four-Part Processing Model for Word Recognition and the Three Cueing Systems model? a. The Four-Part Processing Model empha- sizes visual processes. b. The Three Cueing Systems model omits or obscures the role of phonology. c. The Three Cueing Systems model empha- sizes the role of phonology. d. The Three Cueing Systems model omits semantic processing. 14. Many students at risk for reading problems enter school without exposure to the acad- emic language used in books or preschool experience. These students are most likely to make progress closing the reading and language gap if their classroom instruction emphasizes which of the following? a. oral language comprehension and reading aloud b. The Three Cueing Sys- tems model omits or ob- scures the role of phonolo- gy. d. both foundational reading skills and oral language de- velopment b. attending to context, including semantic and syntactic cues c. matching students with interesting reading material d. both foundational reading skills and oral language development 15. A beginning first-grade student is able to segment and pronounce the first sound in a spoken word. He tries to guess at words by looking at the first letter only. When he writes words, he spells a few sounds phonetically, but not all the sounds. According to Ehri, this student is most likely in which phase of word-reading development? a. early alphabetic b. later alphabetic c. prealphabetic d. consolidated alphabetic 16. A kindergarten teacher is having students listen to three spoken words and identify the two words that end with the same sound. The teacher is focusing on which language system? a. morphology b. phonology c. orthography a. early alphabetic b. phonology d. semantics 17. Considering the Simple View of Reading, what would be the BEST course of action for a third-grade teacher with concerns about several students who have not achieved flu- ency? a. Observe whether students are able to work on several subskills at once. b. Verify that students have been engaged in independent reading at home for 20 minutes every day. c. Increase demand on students to improve their passage reading rate. d. Determine if the students need remedia- tion in word recognition, language compre- hension, or both. 18. In any first-grade classroom in a typical school in the United States, approximately one-third of students are likely to score in the "basic" or "below basic" range. The largest proportion of those students is likely to show which characteristics? a. primary difficulties with phonology, decod- ing, and word recognition b. primary difficulties with phonology only c. primary difficulties with automatic word recognition only d. Determine if the students need remediation in word recognition, language com- prehension, or both. a. primary difficulties with phonology, decoding, and word recognition d. primary difficulties with language compre- hension only 19. Which of the following statements is FALSE with regard to an effective implementation of a multi-tiered system of supports (MTSS)? a. It is possible for 95 percent of kindergarten students to meet benchmark by the end of the year. b. Reading problems can be treated as easily in third grade as in first grade. c. Progress-monitoring assessments should be brief, curriculum based, and economical. d. Students can learn to read even if there is little help available at home. 20. . One important goal of beginning reading in- b. Reading problems can be treated as easily in third grade as in first grade. b. both regular and irregular struction is the development of a sight vocab- words ulary that enables the student to recognize a word instantly, without having to decode it. What types of words should make up a student's sight word vocabulary? a. phonetically irregular words b. both regular and irregular words c. phonetically regular words d. high-frequency words 21. What is the value of data provided by screen- ing measures? a. They can demonstrate the reliability of test b. They can predict which students are at long-term risk for reading failure. results on repeated administrations. b. They can predict which students are at long-term risk for reading failure. c. They can determine which students need a referral to special education. d. They can contribute to teacher evaluations. 22. In comparison to other alphabetic languages, b. It is morphophonemic. what feature of the English writing system makes English more difficult for young stu- dents to read and spell? a. It is syllabic. b. It is morphophonemic. c. It is a shallow orthography. d. It is phonetically transparent. 23. A second-grade teacher, in preparation for reading a new text about honeybees, asks the students to brainstorm all the meanings they know for the word comb. The teacher is pri- marily focusing on which language system? a. phonology b. semantics c. orthography d. morphology 24. Experiments that use modern eye-move- ment technology to investigate what the eye b. semantics c. Skilled readers perceive all letters when they read. "sees" when a proficient reader scans and comprehends a text have made what impor- tant discovery? a. Good readers skim a text, perceiving just a few letters. b. Good readers are dependent on context to identify words. c. Skilled readers perceive all letters when they read. d. The perceptual span of a good reader is triple that of a poor reader. 25. The inability to read well is associated with Lower levels of adult edu- cational attainment in low- er income levels, which in- tern are associated with so- cial ills such as dropping out of school, reduce access to healthcare, and unwanted teen pregnancy. 26. Informed teachers are our best assurance against Reading failure. Well programs are very helpful tools, programs don't teach; teachers do. 27. Phonemic Awareness The conscious awareness of the individual speech SOUNDS (consonants and vowels) in spoken syllables and the ability to conscious- ly manipulate those sounds. Can be done in the dark you don't need light to hear sounds 28. Phonemic Awareness includes the ability to: A. Form compound words and combine word parts B. Spell accurately and decode unfamiliar words C. Pronounce individual sounds in words D. Differentiate between Homonyms and spell actually 29. A teacher is helping students understand rhyme in words. She uses words like sound, sound, hound, and round. She and the stu- dents are working on a lesson that focuses on: A. Phonemic awareness B. Phonics (spelling) C. Semantic analysis (meaning in words) D. Syntactic analysis (Structure- if it's spelled correctly or if the grammar is correct) Syntax has to with errors in spelling or grammar C. Pronounce individual sounds in words A. Phonemic Awareness be- cause the question has to do with rhyme and rhyme has to do with SOUND 30. Phonics The SPELLING of words. The study of the relation- ships between letters and sounds they represent; also used as a descriptor for code-based instruction. You have to be able to see the letters and know the RULES for those letters We know that when we see PH it equals to F 31. Graph in front of a word It means to write 32. Students are recognizing spelling and pro- nunciation rules for the suffix -tion. What are students engaging in? A. Phonics (RULES) B. Phonemic awareness (SOUNDS not seeing the word) C. Phonological awareness D. Semantic analysis (meaning) A. Phonics 33. Phonological awareness Everything together! Sounds - phonemic aware- ness Spelling, syllables, and structure- phonics Squishing everything to- gether to understand the word in its entirety Remember phonoLOGICAL that you actually have an understanding of the word which is putting phonemic awareness and phonics to- gether to understand words. 34. 34. When a student has awareness of phonemes (sounds) in words, syllables (structure), onset-rime segments (also sounds), and spelling (phonics). He or she is demonstrat- ing: A. Phonological awareness B. Phonics Mastery C. Phonemic awareness D. Structure analysis 35. d-i-f-f-e-r-e-n-t-i-a-t-e Which of the following describes what hap- pens in the graphophonic (graph is writing and phonic is spelling) component of writ- ing? A. Students learn how to form letters correct- ly and legibly. B. Students learn how to organize ideas into various text structures. (Ideas has to do with meaning = semantic analysis) C. Students learn that one sound may be formed a number of different ways. D. Students learn that words are made up of letters that represent objects and ideas. A. Phonological awareness Because it's not just phon- ics even though we have some spelling, we also have sound, and structure. C. Students learned that once sound may be formed a number of different ways. 36. Orthography A writing system for repre- senting language. 37. Morphophonemic English orthography is mor- phophonemic, which means that it is a deep alphabet- ic writing system organized by both "sound-symbol" cor- respondence and morphol- ogy. 38. Morpheme The smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound (plural /s/), one syllable (suf- fix -ful), or multiple syllables (prefix inter-). In unbelievable the mor- pheme parts would be "un-" and "-able" 39. Cognate Words that I have a common origin. They may happen in any language or in a group of languages. A word in one language that shares a common ances- tor and common meaning with the word in another lan- guage. Many Spanish words, such as Problema or diagramma, are cognates that are built around the same Latin and Greek prefixes, suffixes, or route the English word also employ. 40. Metalinguistic awareness The ability to focus atten- tion on language and reflect upon its nature, structure, and functions. The ability to think about and reflect on the structure of language itself. The in- vention of the alphabet was an achievement and men- talinguistic awareness. 41. Word recognition, or the accurate and fast retrieval of decoding words forms, Is essential for the develop- ment of reading comprehen- sion. 42. Language comprehension, the other major domain and which reading depends Refers to listening com- prehension or the linguis- tic processes involved in the comprehension of oral lan- guage. 43. Decoding The ability to translate a word from print to speech, usually by employing knowl- edge of sound symbol cor- respondences; also the act of deciphering a new word by sounding it out. 44. Discourse Written or spoken communi- cation "or the exchange" of information and ideas, usu- ally longer than a sentence, between individuals or be- tween the writer and the reader. 45. Listening comprehension may exceed read- ing comprehension, but the reverse is not true. One cannot understand by reading what One cannot understand by listening. 46. Orthographic mapping The mental process used to store words for immedi- ate and effortless retrieval. It requires phonemic aware- ness, letter-sound knowl- edge, and the mechanism for sight word learning. 47. The Four-Part processing model reminds us that Instruction should aim to ed- ucate all of the processing systems and enable them to work together. Useful because it suggests the various ways in which reading problems may de- velop, and why reading in- struction should deliberately target several kinds of skills. 48. The Four-Part processing model 1. Context 2. Meaning 3. Orthographic 4. Phonological 49. The phonological processing system, which encompasses several areas in our brain, en- ables us to 50. Lexicon Perceive, remember, in- terpret, and produce the speech-sound System of our own language and learn the sound of other lan- guages. The name for the men- tal dictionary in every per- sons phonological process- ing system. 51. Grapheme A written representation of a sound using one or more letters. A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). 52. The orthographic processing system encom- passes several functions related to recogni- tion and recall a written language symbols.. This system is wired into the left hemisphere and the lan- guage-processing side of the brain. It does not perform other vi- sual functions, such as ob- ject or face recognition. 53. Automaticity The ability to read quickly and accurately without con- scious effort. 54. Phoneme-grapheme mapping The matching phonemes (sounds) in words with the graphemes (letters) that represent them. 55. Alphabetic principle The concept the letters are used to represent individual phonemes and the spoken word; insight into this princi- ple is critical for learning to read and spell. 56. Sight Vocabulary A student bank of words that are instantly and effortless- ly recognized; includes both regular spelled in irregular spelled words. 57. Single and double deficient Single deficient refers to a prominent and specific weakness in either phono- logical or naming speed pro- cessing. Double deficient refers to a combination of phonological and naming speed deficient. 58. Non-referenced test Refers to standardize tests that are designed to com- pare and rank test takers in relation to each other 59. Screening measures are used to Predict who is most likely to pass high stakes outcome Tests is given at the end of each grade. Screening is an exercise in narrowing probability so that better instruction decisions can be made and explicit teaching can be intensified it for those who need it most. 60. Benchmark A standard or a set of stan- dards used as a threshold for predicting future risk for reading difficulty. 61. Process monitoring assessments are used to Determine whether a given instructional program or ap- proach is working to bring the child closer to a tar- get on French Park level of reading skills 62. Diagnostic service should be used to Inform instruction and relat- ed aspects of treatment for a handicapping condition or disorder as appropriate 63. Reliable measure A Measure that it's likely to yield the same results if they were to be given several times on the same day in the same context. 64. Valid measure A measure that is relevant or appropriate as a represen- tation of that property. A measure that measures what was intended (con- struct validity); corresponds world to other known, valid measures (concurrent valid- ity); and predicts with good accuracy how students are likely to perform on an ac- countability measure (pre- dictive validity). 65. Curriculum based measurements frequent measurement comparing a student's actu- al progress with an expect- ed rate of progress Standardize measurements that access content that students should master by the end of the grade level that the measurement rep- resents; requires standard administration and scoring. [Show Less]
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LETRS Unit 2
1. Phonological processor Which works with speech sounds 2. Phonological awareness Awareness of all lev- els of the speech sound system is the foundation ... [Show More] for reading and spelling. the ability to reflect on and manipulate the sound structure of spoken language 3. Phonological awareness The ability to identify think about and ma- nipulate units of spo- ken language is the underpinning for pro- cessing reading lan- guage symbols. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that com- bined to make new words. 4. Four-Part processing model for Word Recognition Number 1: Phonological processor 5. Four-Part processing model for Word Recognition Number 2: Orthographic processor Helps you understand and produce oral lan- guage Helps you connect words with your visual forms 6. Four-Part processing model for Word Recognition Number 3: Meaning processor 7. Four-Part processing model for Word Recognition Number 4: Context processor 8. So the four processors from the Four-Part process- ing model work in isolation. True or False Is your internal dictio- nary of word definition Helps you use context to understand what a word means False they don't work in iso- lation they interact 9. If you've heard a word spoken in your environment, This requires co- you will recognize that word more rapidly when you see it in print. How? 10. If you know what they were means and I have seen it in print, you can recognize or recall its pronunci- ation more automatically. How? 11. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. 12. If you can analyze and manipulated the specific sounds in spoken words, the corresponding print- ed words Will be easier to remember for reading and spelling. How? ordination between the phonological and orthographic proces- sors. In this instance, the meaning processor, orthographic proces- sor, and phonologi- cal processor work to- gether. This activate the phonological proces- sor and meaning processor. This activate the final logical in orthograph- ic processors. 13. Phonological awareness conscious awareness of all levels of speech sound system, in- cluding word bound- aries, stress patterns, syllables, unset-rimes unit, and phonemes. 14. Phonological processing Multiple functions of speech and language position in produc- tion, such as per- ceiving, interpreting, storing (remember- ing), recalling her re- trieving, and generat- ing the speech sound system of language. 15. Phoneme In any language, the smallest unit of sound used to build words. 16. Phonemic awareness Conscious aware- ness that words are made up of segment of our own speech that are represented with letters in an or- thopedic orthography. 17. Phonology The rule system in the language by which phones can be se- quenced, combined, and pronounce to make words. 18. Phonetics The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physical- ly produced in the hu- man vocal track. 19. Phon The Greek root mean- ing vocal sound voice, sound 20. Phonological processor Allows us to per- ceive, remember, in- terpret, and produce the speech sound system of our lan- guage——and learn the sounds of other languages. 21. Phonological processor Analyzes the sounds so we can learn to associate phonemes with their written representations, also known as graphemes. 22. The ability to perceive, produce, and manipulate individual speech sound, or phonemes 23. Does it matter if a phoneme is made in the front, middle, or back of the mouth? is a necessary pre- requisite for the ability to read words Yes it does 24. Grapheme Written representa- tion of a speech sound 25. Providing direct, detailed phonemic awareness is only necessary for students who struggle with reading. True or false False all students need direct and detailed phonemic awareness 26. Which of the following is necessary prerequisite to begin able to read words? a. Perceived individual speech sounds b. Produce individual speech sounds c. Manipulate individual speech sounds d. None of these 27. Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound. True or false a. Perceived b. Produce c. Manipulate individ- ual speech sounds True 28. Place of articulation Where we make the sound—-in the front of The mouth, the back, or in between. 29. Manner of articulation What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound. 30. How many phonemes does English have? Between 40 and 44 phonemes 31. How many consonant phonemes are in English? 25 are constants phonemes 32. Phonemes are altered due to: Coarticulation, Or the smooshing together of sounds in words Regional variations Or even having a cold 33. RAN rapid automatic nam- ing 34. RAN (Rapid automatic naming) Is the ability to name a series of printed letters, numbers, ob- jects or colors. 35. Rapid automatic naming can help us No a little bit about how easily children will learn to read but it's predictive value is limited 36. What can you do if you notice a child is bad at rapid automatic naming? 37. How many syllables are in phonological? 4 5 6 Practicing phonologi- cal awareness skills and reading itself can sometimes improve RAN speed. Use in- structional time to teach direct oral and written language 5 38. Consonant sounds before the vowel is the? Onsets Example: Plants Pl would be the onset because a is a vowel 39. From the vowel and everything else that comes after it is the? Rime Example: Plants Ants in the time be- cause a is the vowel 40. How many phonemes does the word shop have? 3 phonemes- 3 differ- ent sounds /sh/ /o/ /p/ 41. How many phonies does the word cloud have? 4 phonemes- 4 sounds /k/ /l/ /ou/ /d/ 42. Without chronological order and the students don't. ? 43. Difficulty with phonological task it's often associ- ated with..? Students don't know to read and spell Difficulty in reading and spelling 44. Phonology Serves as a founda- tion for all literacy 45. Do all students need instruction at multiple levels of phonological and phonemic Awareness ? Yes our students need this instruction 46. Early Phonological awareness Usually develop by preschoolers by rec- ognizing and playing with rhyming words as well as counting syllables 47. Basic Phonemic awareness Usually for kinder- garten and first grade they can segment words into sounds and blend them back together 48. Advance phonemic awareness Usually for second grade and beyond they can use deletion, substitution and re- versal but must be ac- curate and automatic 49. Teachers can strengthen preschool a children's early Awareness by Drawing attention to rhyme and alliteration during read aloud's of stories and nursery rhymes 50. Alphabetic principal Is the concept that a grapheme represents a phoneme. 51. What happens when students understand the al- phabetic principle? Their spelling be- comes more phonet- ic and their decoding improves. 52. Phonics can refer to? 1. The system that tells us which graphemes spell which phonemes 2. The instruction or use of print pat- terns, syllable pat- terns, and meaningful word parts. 53. Screening measures that's assess phonemic awareness? 54. Will a students native language have the exact same phonemes as English? Are crucial for predict- ing which students will need extra help. No they are not exact 55. Alphabetic Principle The concept that phonemes are repre- sented by letters and graphemes. 56. How many phonemes are in through 2 3 4 5 57. How many phonemes are in fox? 2 3 4 5 58. How many phonemes does the word stripe have? 2 3 4 5 3 phonemes- 3 sounds /th/ /r/ /u/ 4 phonemes- 4 differ- ent sounds /f/ /o/ /k/ /s/ because the letter x represents two sounds 5 phonemes- 5 sounds /s/ /t/ /r/ /i/ /p/ 59. Allophonic variations Distortions by the sounds before of after the sound we want to hear 60. What are consonants phonemes? Speech sounds pro- duced by obstructing the flow of air out of the speaker's mouth. 61. Phonemes is also called Speech sounds 62. Phonology The study of speech sounds in language. An example of phonology is the study of different sounds and the way they come together to form speech and words 63. Consonant Phonemes: Fricatives Hissy sounds be- cause we use our tongue, lips, and teeth in such a way to re- strict airflow. 64. Fricatives are: Teeth on lip: -Unvoiced; /f/ as in fish. -Voiced; /v/ as in Valentine Tongue between teeth: -Unvoiced; /th/ as in thumb -Voiced; /th ( with a lit- tle line on the bottom ) as in feather Tongue on Ridge be- hind teeth: -Unvoiced; /s/ as in son -Voiced; /z/ as in ze- bra Tongue pulled back on roof of mouth: -Unvoiced; /sh/ as in shoes -Voiced; /zh/ as in genre (gandra) Glottis: Unvoiced; /h/ as in hat 65. Consonant phonemes Are speech sounds produced by obstruct- ing the flow of air out of the speakers mouth. 66. Fank you instead of thank you Student confused the /th/ with /f/ be- cause they have the same hissy sound and same position in mouth. 67. Mat instead of Mad Student confused /d/ with /t/ because they are similar in articula- tion ( in the way it's said in mouth) 68. Chop instead of shop Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips. 69. Consonant Phonemes (sounds): Stops Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath. 70. Consonant Phonemes (sounds): Stops The Stop sounds in English are /p/ as in pig, /b/ as in bat, /t/ as in tack /d/ as in dog, / k/as in cup, /g/ as in goat They can be diffi- cult to say without adding an /uh/ sound at the end because they don't have a lot of airflow. 71. Consonant Phonemes (sounds): Stops UNVOICED: Lips together- /p/ as in pig, Tongue on Ridge be- hind teeth- /t/ as in tack, Back of Throat- / k/as in cup, VOICED: Lips together- /b/ as in bat, Tongue on Ridge be- hind teeth- /d/ as in dog, Back of Throat- /g/ as in goat 72. Consonant Phonemes (sounds): Nasals Nasals are produced by driving air through the nose. If you try to say those sounds and pinched your nose shut, you wouldn't be able to ar- ticulate them. 73. Consonant Phonemes (sounds): Nasals The three nasal sounds are: /m/ as in man, /n/ as in nest, /ng/ as in sing No word in English begins with /ng/ it al- ways comes after a vowel. 74. Consonant Phonemes (sounds): Nasals /m/ as in man, Back of Throat /n/ as in nest, Lips to- gether /ng/ as in sing Tongue on ridge behind teeth 75. Consonant Phonemes (sounds): Fricatives Fricatives are hissy sounds, because we use our tongue, lips, and teeth in such a way to construct the airflow. There is a lot of fric- tion going on in frica- tives. 76. Consonant Phonemes (sounds): Fricatives Fricatives are: UNVOICED: Teeth on lip: /f/ as in fish, Tongue between teeth: /th/ as in thumb Tongue on ridge be- hind teeth: /s/ as in son Tongue pulled back on roof of mouth: /sh/ as in shoes Glottis: /h/ as in hat 77. Consonant Phonemes (sounds): Affricates VOICED: Tongue pulled back on roof of mouth: /zh/ as in genre Tongue on ridge be- hind teeth: /z/ as in ze- bra Tongue between teeth: /th (with line on bottom)/ as in feather Teeth on lip: /v/ as in valentine These can be consid- ered chopped frica- tives Because they combine features of stops with those of fricatives. Affricates are: /ch/ as in chin, /j/ as in jam, 78. Consonant Phonemes (sounds): Affricates UNVOICED: Tongue pulled back on roof of mouth /ch/ as in chin VOICED: Tongue pulled back on roof of mouth /j/ as in jam 79. Consonant Phonemes (sounds): Glides Glides are always fol- lowed by a vowel sound. We call them glides because the conso- nant sound glides right into the vowel sound. The three glide sounds are: /wh/ as in wheel (/wh/), /w/ as in window (/w/) /y/ as in yo-yo 80. Consonant Phonemes (sounds): Glides Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. However the more obvious future is the rounding of the lips when articulating these sounds. 81. Consonant Phonemes (sounds): Liquids They impact the sounds that are around them in the word often, distorting the vowels that come before them. The two liquids are: /l/ as in leaf and /r/ as in rabbit 82. Consonant Phonemes (sounds): Liquids /l/ as in leaf: tongue on Ridge behind teeth /r/ as in rabbit: tongue pulled back on roof of mouth 83. The student writes "bark" instead of brag A student who makes this error substitutes the unvoiced conso- nant /k/ for the voiced /g/. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they're both stop sounds. 84. The students writes "smake" instead of snake This confusion sug- gests that the student is confused about the position of the /n/ sound. In this example the student has substitut- ed a sound articu- lated in the front of the mouth, /m/, with a sound articulated with the tongue in the mid- dle of the mouth, /n/. 85. The student writes "md" instead of "bed" The error here is a little harder to un- derstand. The student confused the nasal sound /m/ with the stop sound /b/ be- cause both are artic- ulated in the same place with the lips to- gether. 86. The student writes "md" instead of "bed" However the students need to distinguish the nasal /m/ from the stop /b/. 87. Student writes "van" instead of fan The student substitut- ing voice fricative /v/ for unvoiced fricative /f/, 88. Student writes "gad" instead of glad This student likely does not quite here the /l/ in glad. 89. Suppose a student writes "charp" instead of "sharp". What phonological error is the likely cause? A. Confusing the two affricate sounds B. Substituting an affricate sound for a fricative sound C. Confusing two different unvoiced fricatives D. Substituting an unvoiced fricative for a voiced fricative 90. Suppose a student writes "vis" instead of "this". What phonological error is the likely cause? A. Substituting a Nasal sound for a fricative sound B. Substituting an af- fricate sound for a fricative sound Because the /sh/ sound at the begin- ning of "sharp" is an unvoiced frica- tive, sometimes con- fused with the af- fricate sound /ch/. "This" begins with a voiced fricative, /th/, which can be confused with other voiced fricatives, such as /v/. "Mop" ends with an unvoiced stop, /p/, which can be con- fused with its voiced counterpart, /b/. C. Confusing two dif- ferent voiced frica- tives This begins with B. Substituting a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative the voice fricative, /th/, which can be confused with other voiced fricatives, such as /v/. 91. Suppose a student writes "mob" instead of "mop". B. Substituting a voice What phonological error is the likely cause? A. Substituting a nasal sound for a stop B. Substituting a voice stop for an unvoiced stop C. Confusing two different voiced stops D. Misunderstanding where the sound is articulat- ed in the mouth stop for an unvoiced stop Mob ends with an un- voiced stop, /p/, which can be confused with its voiced counter- part, /b/. [Show Less]
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