teaching language arts - midterm

the simple view of reading comprehension can be defined as the product of ________ and __________.

word recognition and language composition

_______ are the smallest units of spoken sound

phonemes

_______ are words or parts of words that are spoken as a unit

morpheme

are the following morphemes bound or free?

ant, proto, up

free, bound, free

what is the onset of the word “speak”

sp (onset - everything before the vowel)

what is the rime of the word “ink”

ink (rime - everything after the vowel, including the vowel)

what is the syllable division that links the two-syllable word “wea-ver”

V/CV

how many syllables are in the word “multisyllabic”

5

should teachers spend the same amount of time on each letter or not?

they should not

a grapheme for the phoneme /f/ in English

f, gh, ph

give an example of a word has a consonant digraph in it

shape (sh)

is asking students to say words that rhyme with “dog” a strategy for promoting print awareness or not?

it is not

what are two aspects of print awareness that you could highlight when showing students the front cover of a book

highlight the title and author

what are two ways to highlight the concept of a word with students ********

stop after you read and ask “what do you think this means”

what are three components of oral reading fluency?

speed, accuracy, prosody

a teacher runs her fingers under “din” and “new” to get kids to build the word “dinner”. This is an example of _______ at the ______ level.

synthetic blending at the syllabic level

the understanding that written letters represent spoken sounds and that these sounds go together to make words is called

the alphabetic principle

why are multisyllabic words increasingly more important to decode as children age

they are often the important words used in content-area texts

should instruction incorporate the use of playful games (for phonological awareness)

yes it should

why is embedded phonics typically less effective than other approaches

it does not introduce sound / spellings explicitly and systematically

what is one of the hallmarks of systematic phonics instruction

newly introduced phonics skills build on existing skills

what word is likely to be temporarily irregular for young readers

might

what word is also an open syllable

free

decodable books ….

can offer good practice for students with decoding rules

sight word instruction and memorization ……

should be used with a small set of irregular words

true or false: flexible syllabication that connects to spoken language is most helpful

true

what is the ultimate goal of phonics and word reading instruction

automaticity in word recognition that allows for text comprehension

according to the RAND reading group, a child’s reading comprehension involves the following elements:

text, reader, activity —> sociocultural context

a student reads a 100-word passage and makes 7 errors:

• what is his accuracy as a percentage?

• what is the level of text difficulty?

• what is an appropriate fluency activity ofr the student?

• 93%

• instructional

• peer assisted reading

what is a tier 2 word

determine

true or false: cognates are intuitive to many students

false

what is it called when a group of students are all reading aloud in unison with their teacher

choral reading

what is not a component of morphemes

syllables

reading comprehension is a _____

multi-faceted construct

which tier of words are the most important to teach as part of specific vocabulary instruction

tier 2

a teacher asks a student to write a sentence using the word “elaborate”. This assessment tests

productive vocabulary (the ability to write words appropriately to convey meaning

is asking students to use context clues to determine the meaning of the word a method of providing active engagement with vocabulary?

no

why can’t you rely on indirect approaches to reding fluency (like independent reading)

because weaker students struggle with independent reading and might fake it

which reading comprehension strategy oversees the other strategies as people read

comprehension monitoring

true or false: an appreciation of creative uses of language does not support vocabulary development

false

what is not a story element that should be taught to children?

purpose

what is tier 2 in a MTSS system

short term small group interventions to improve specific skills

true or flase: dyslexia-caused difficulties are due to visual processing problems

false

which component of the writing rope is about aspects like awareness of task, word choice, and literacy devices

writing craft

is this a recommendation from the Writing to Read report: provide sentence starters for students routinely when teaching writing

no

true or false: as students age, the warning signs of dyslexia include anxiety and frustration around school activities

true

which component of the writing rope is most involved in planning and revising

critical thinking

the Writing Revolution argues that _____ are the building blocks of all writing

sentences

why does Judith Hochman (creator of the writing revolution) argue that context is vital to writing instruction

because writing helps students synthesize information and cement their learning

is whole language instruction a component of high-quality instruction in a MTSS system

no

based on the writing rope, what is true about syntax / grammar in writing

grammar is best taught through student writing with activities like sentence combining

true or false: a warning sign for dyslexia is difficulty comprehending text despite good word reading

false

James is a first-grade student. On his progress-monitoring reading assessment, he scores below grade-level in letter-naming and word reading fluency. What tier of the MTSS system should James be placed in and what skills should be targeted?

James should recieve tier two instruction. He should foxus on letter naming and sound recognition

Elisa is a second-grade student. She has struggled with learning to read since entering school. Recently, she has been recieving intensive tier 3 interventions with a reading specialist at her school. Despite 6 weeks of intervention, she shows little imporvement on assessments of phonemic decoding and word reading fluency. What should be the next step for Elisa and what might be going on with her?

Elisa may have a disability and should begin testing with her school psychologist. Hopefully, they can develop an IEP and get her more accomodations and change up her intervention plan.

What is the onset of the word cat?

c

What is the onset in the word “sleep”

sl

Which one is not part of the Big Five?

syntax

What is blending?

Taking smaller parts to form bigger ones 

Which of the following is temporarily irregular?

for

Which of the following is an example of a closed syllable word:

Cat

Which of the following is not an approach to phonics?

phoneme

Which of the following is a permanently irregular word?

Said

Which of the following is the best example of a Tier-2 word?

Analyze

Which of the following is an example of a Tier-1 word?

Run

What is the rime of the first syllable of this word: “background”

“ack”

What tier is this word: violin

Tier 3

What is NOT a part of specific word instruction?

Having students memorize only the dictionary definition

What answer best describes a grapheme?

the smallest functional unit of a writing system

Which of these is a sight word for early readers? 

The

Which of these is NOT an example of a bound morpheme?

love

Which is not an example of print awareness found in the classroom setting

Bright colors

What are the phonemes of the word beautiful?

“Beau” “tea” “full”

“Show me how I should hold the book?”, “Show me a sentence”, “where is the front of the book”, “open the book to where the story begins”, and “Show me one word”, are all examples of questions in what assessment?

Concepts of print

what is the onset of the word “speak”

“sp”

is asking students for words that rhyme with “dog” a strategy to promote print awareness?

no

what is an example of an open syllable

free

what is the simple view

word recognition x language comprehension = reading comprehension

what is empirical support for the simple view

relationship between word recognition and language comprehension has been proven, relationship is multiplicative

consequences of the simple view

doesn’t account for dyslexia, hyperlexia, and general reading disabilities

limitations of the simple view

• not a model

• constructs are inconsistent

• we need more precise models

what are the parts of the reading rope?

transcription, writing craft, syntax, text structure, critical thinking

transcription

basic handwriting skills, explicit instruction, should have automaticity to compose text

writing craft

• word choice

• awareness of task, audience, purpose

• literary devices (story elements / techniques)

syntax

grammar / syntactic awareness, sentence elaboration, punctuation

text structure

unique aspect of written language

• narrative, argumentation, and informational text structure

• paragraph structure

• patterns of organization

• linking / transition words or phrases

critical thinking

• generating ideas

• gathering information

• the writing process (organize, draft, write, review)

functions of print

• print is meaningful

• print corresponds to sound

• print is everywhere (environmental literacy)

conventions of print

• words are made of letters

• sentence conventions

• text: right to left, top to bottom

• book conventions: front / back cover, spine, right side up, title page information

aspects of letter knowledge

names, shapes, formation (handwriting), and sounds

teaching letters

• shapes / writing (don’t teach similar ones at the same time, teach upper-case first)

• handwriting (use consistent movements, posture, paper position, grip, focus on motor patterns, use arrows, give clear directions)

• letter sounds (connect letters with sounds of names, teach immediately)

phonological awareness

• identifying words in a sentence (word)

• identifying the syllables in a word (syllable)

• identifying the onset and rime of a syllable (intrasyllable)

• identifying phonemes (phoneme)

phonemic awareness

identifying phonemes through isolation, identifying, categorization (which doesn’t belong), blending, segmentation, deletion, addition, subsitution

phonemes

• about 42-44

• split between consonant and vowels

• where sound comes from, how sound is produced, vocal chord vibrations

• don’t explicitly teach

graphemes

multiple graphemes can represent one phoneme

permanently irregular words

words that contain an unconventional sound / spelling unique to a few words (ex: said)

• not enough similar words to explicitly teach rule

• kids need repeated exposure, but normal decoding instruction doesn’t work

temporarily irregular words

words that contain an unconventional sound / spelling for early readers, but is learned over time (ex: could)

• irregular from perspective of early decoding

• kids need help with similar words

• can become automaticity and sight words

syllabication

way to teach multisyllabic words, the process of dividing words into syllables

syllable types

helps kids learn patterns

• closed

• open

• VCE

• vowel team

• r-controlled

• final stable

closed syllable

ends in VC, short vowel sound (ex: cup)

open syllable

ends in V, long vowel sound (ex: she)