NES Elementary Education Subtest 1

Phoneme substitution—

turning one word into another by substituting one phoneme for another. Phoneme substitution can take place for initial sounds (top-mop), middle sounds (top-tap) or ending sounds (top-tot).

Simile.

A figure of speech which involves a direct comparison between two unlike things, usually with the words like or as. Example: Stop it! You're acting like a baby.

The _____ are believed to have originated from West Africa, in present day Cameroon and Nigeria.

Bantu

Era 8

: Revolution and the New Nation (1754-1820s)

Era 11

: The development of the industrial United States (1870-1900)

When North Korea forces attacked South Korea in _____, the United States intervened.

1950

Competency 1

demonstrate an understanding of the foundations of language development, oral language skills, listening comprehension skills, and phonological and phonemic awareness.

The three steps in the listening process are _____, _____, and _____ meaning.

receiving, attending, assigning meaning

discriminative listening

distinguishing beginning consonant sounds, for example

aesthetic listening

for enjoyment

critical listening

to evaluate a message

efferent listening

to understand a message

phoneme

(linguistics) one of a small set of speech sounds that are distinguished by the speakers of a particular language

Phonological awareness

an understanding that words are composed of sound units and that sound units can be combined to form words.

graphemes

a written symbol that is used to represent speech

orthography

a method of representing the sounds of a language by written or printed symbols

Phonological awareness

the awareness that language is composed of sounds and the understanding of the relationship of these sounds, such as rhyming and identifying sound units such as words in sentences, syllables, onsets, and rimes.

A ______ is a basic unit of speech sounds that can be divided into two parts—onsets and rimes.

syllable

onset

the consonant sound that precedes the vowel of the syllable

rime

the vowel and any consonant sound that follows the onset.

Phonemic Awareness

refers to the ability to focus on, hear, identify, and manipulate phonemes, or the individual sounds that make up spoken words.

Phoneme segmentation

is a child's ability to recognize the separate sound units of words

phoneme blending

is a child's ability to string together phonemes in a meaningful way to create words.

Standard American English contains about _____ basic phonemes, although differences in regional pronunciation and dialect can generate more.

42

One would expect that since there are 26 letters in the alphabet that there would be only _____ phonemes.

26

Phoneme isolation

—recognizing the individual sounds in words. For example, "Tell me the first sound you hear in the word top (/t/)."

syllabication

forming or dividing words into syllables

_____ involves not only fast and accurate word identification (reflecting automaticity) but also entails reading in phrase-length chunks and reading with expression, or "prosodic reading."

Fluency

Prosodic Reading

Reading with expression

Paired reading.

One student reads the text silently and then reads the passage aloud to his or her partner. The listener offers constructive feedback and the reader reads the text a second time.

Raphael's four types of questions are:

Right there questions. These are answers to literal questions students will find right in the text.
Think and search questions. Answers that students will find in the text but will need to hunt for them. Often, these are inferential questions.
Author and me questions. These questions are a combination of ideas the author shares and some the reader thinks of. These questions are inferential and applied.
On my own questions. Answers for these questions require that readers critically analyze what is read, draw some conclusions, and come up with applied, evaluative responses.

Communication

occurs on three general levels: the intrapersonal, interpersonal, and academic levels.

chrysalis

pupa of a moth or butterfly enclosed in a cocoon

China was not restored to its earlier glory until the emergence of the _____ Dynasty in 618 CE.

Tang

1519

: Spanish conquistador Herman Cortes crushed the Aztec Empire and its capital, Tenochtitlán.

27 BC Founding of the Roman Empire: this is the start of the classic period of Roman domination in Europe and the Mediterranean.

Founding of the Roman Empire: this is the start of the classic period of Roman domination in Europe and the Mediterranean.

1453

Fall of Constantinople to the Ottoman Turks: Almost 500 years of Turkish domination of the Eastern Mediterranean, North Africa and the Middle East begins.

lithosphere

the solid part of the earth consisting of the crust and outer mantle

the tools of communication children use to form their understanding of the word

reading, writing, listening, and speaking

Informal conversations

Time to talk about things that interest and excite children.

Language play

Exploring rhythms, sounds, and tones that young children delight in as they work and play.

Rhymes and song

Experiences rich in rhythm and rhyme encourage children to play with words.

Stories

Children discover new words and meanings as they listen to good stories — either told or read aloud.

Group talk

Times during the day when conventions of shared conversations are learned and practiced.

Because this entire period between birth and the early elementary school years helps prepare children with the skills important for conventional literacy, we refer to this critical stage of language development as _____ _____.

Emergent Literacy

The key is to make reading and writing _____ to the everyday life of the classroom and to make literacy activities _____ to each child.

fundamental, relevant

_____ and _____ to what the children have to say and they will learn to do the same.

listen, respond

LEA

Language Experience Approach

Dictated Stories

LEA

alliteration

use of the same consonant at the beginning of each stressed syllable in a line of verse

language delay

There are many factors that cause language delay, both environmental and physical. Common conditions include inadequate language stimulation (neither talking to nor playing with the child); delayed general development; parents/guardians or siblings who often talk for the child; medical and physical problems; family history of language delay; learning disabilities; and autism spectrum disorders (ASD).

ASD

Autism Spectrum Disorders

Listening can be described as part of an active communication process that involves _____, _____, and _____ to verbal input.

receiving, interpreting, responding

Students can be given opportunities to develop and practice listening skills during three phases of the listening process: _____, _____ and _____ .

pre-listening, during listening, after listening

phonological

the study of the sound system of a given language and the analysis and classification of its phonemes

Phoneme identity—

recognizing the common sound in different words. For example, "Tell me the sound that is the same in pig, pot, and pie (/p/)."

Oral segmenting—

identifying the individual sounds of a word. For example, knowing that the word top is composed of the phonemes /t/, /o/, and /p/.

Oral blending—

being able to blend phonemes into words. For example, if the teacher says the phonemes /t/, /o/, /p/, the children respond with the word top.

Phoneme deletion—

being able to identify a sound that has been deleted from a word. For example, the teacher says the word top and asks the children to repeat it. Then he or she instructs the children to repeat the word without a sound.

_____ _____ _____ is a term used to characterize the knowledge that emergent readers have about how printed language works and how print can be used to represent language.

Concepts of print

Concepts of print are fundamental understandings important to becoming literate and include literacy conventions such as

Holding a book the right way
Turning the pages from right to left
Knowing where to begin reading on a page
Moving one's eyes from left to right and then to going back to the beginning of the next line down
Knowing that pages are read from top to bottom
Understanding that books have a front and back

Teachers can promote emergent literacy skills when they:

Model what readers do when they read a text aloud.
Point to words as they read.
Explain what the punctuation is for.
Encourage students to take part in the reading activity (pointing to the words, or turning the pages).

_____ _____ _____, the idea that written letters and letter patterns can be used to represent speech sounds.

the alphabetic principle

Learn letter names.

Children learn letter names by singing songs and by reciting rhymes. They also learn letter names as they see them in their own names, in the names of family members, and in familiar contexts such as signs, t-shirts, cereal boxes, television commercials, and other environmental print.

Learn letter shapes.

Children learn letter shapes as they play with blocks, plastic letters, alphabet books, and computer games.

Learn letter sounds.

Children best learn the sounds letters represent (individual phonemes) in relationship to letters. Activities that ask children to segment beginning sounds can be played with puppets, I Spy riddles, or identifying objects that have certain beginning sounds. Teachers typically exaggerate beginning letter sounds and ask students to listen for and mimic those sounds. Follow up activities ask children to match letter sounds to pictures.

Reading Fluency

the ability to decode a printed text easily, accurately, expressively, and at an appropriate rate

phonics

teaching reading by training beginners to associate letters with their sound values

automaticity

the ability to recognize words quickly, effortlessly, and accurately

Competency 2

requires an understanding of effective instruction in phonics and word analysis skills to support the development of reading fluency.

prosody

the study of poetic meter and the art of versification

Systematic sight word instruction

is focused on promoting students' automatic recognition of words that occur with the highest frequency in texts, including words that follow regular phonics patterns as well as those that do not.

Phonics knowledge

is knowledge of the correspondences in an alphabetic language between letters or letter patterns and the sounds of spoken language represented by those letters (i.e., grapheme-phoneme relationships).

suffix

an affix that is added at the end of the word

prefix

an affix that added in front of the word

affix

attach or become attached to a stem word

A reader's _____ _____ _____ represents the words the reader recognizes almost instantly and with little conscious effort, or automatically.

sight word vocabulary

—words that appear most frequently in print—are the focus of sight word instruction during the elementary grades.

high-frequency words

It has been estimated that _____ English words make up _____ percent of all words in typical English-language books or newspapers, perhaps more in books for young children.

100, 50

modalities

(e.g., speaking, listening, writing, reading)

orthographic chunks

word parts

morphology

*the admissible arrangement of sounds in words.
* the study of the internal structure of words and of the rules by which words are formed.

morpheme

a meaningful morphological unit of a language that cannot be further divided (e.g., in, come, -ing, forming incoming).

inflections

the patterns of stress and intonation in a language

Basic syllable patterns (7)

closed (bad), open (hi), vowel-consonant-silent e (bike), vowel teams (loan), r-controlled (car), consonant - le (table), others (sion, tion, ture, etc)

Spelling and Reading Patterns (5)

Emergent Speller/Reader, Letter Name-Alphabetic Spelling/Beginning Reader, Within Word Pattern Spelling/Transitional Reader, Syllables and Affixes Spelling/Intermediate Reader, Derivational Relations Spelling/Advanced Reader

prosodic

of or relating to the rhythmic aspect of language or to the suprasegmental phonemes of pitch and stress and juncture and nasalization and voicing

_____ _____ is accurate, at a natural pace, and mimics speech in its phrasing and expressiveness.

Fluent reading

Automaticity

is defined as fast, accurate, and effortless word identification at the single word level.

Teachers can use three key indicators of fluency to assess students' fluency development

Accuracy. The student's ability to identify words in a text correctly.
Rate. The student's ability to read at a rate appropriate for comprehension.
Prosody. The student's ability to read in phrases and with expression that both supports and reflects comprehension of the text.

Choral Reading

All students, directed by the teacher or another student, read aloud together as a choir would sing together.

Echo reading.

The teacher or a skilled student partner reads a text aloud sentence-by-sentence or line-by-line (in poetry), and has students chorally mimic his or her style.

Repeated reading.

Students read a passage several times as their teacher offers suggestions of areas for improvement (e.g., accuracy, rate, rhythm, intonation, phrasing).

Buddy reading.

An upper-grade student or a more proficient reader takes turns reading aloud with a less skilled reader or listens to the less skilled reader read aloud and then offers constructive feedback or discusses what is happening in the text.

Teachers should also be familiar with intervention or _____ _____ for addressing students' demonstrated needs in these areas.

differentiation strategies

Comprehension

can be succinctly defined as the process of interpreting and making meaning from what is being read; it has long been considered the primary goal of reading instruction.

Competency 3

addresses the instructional strategies and skills that research identifies as effective in teaching reading comprehension and vocabulary.

Literal comprehension.

Literal comprehension requires students to locate and recognize information that is stated explicitly in the passage such as facts, stated main ideas and supporting details, the sequence of events, or cause-and-effect relationships. A reader's background knowledge facilitates the ability to glean literal information from the text and connect it to known information.

Inferential comprehension.

Inferring ideas and cause-and-effect relationships that are not explicitly stated in the text are examples of inferential comprehension activities. Inferring and making predictions based on those inferences requires students to "read between the lines" or "beyond the lines" to suggest meanings that are not explicitly stated in the text. Once again, a reader's background knowledge can help the reader make inferences based on previous experiences and prior knowledge that support the visualization and interpretation of implicit information shared in the text.

Evaluative comprehension.

Evaluating text may mean distinguishing between fact and opinion and drawing conclusions about a text's meaning. Evaluating as a part of the comprehension process also requires students to detect faulty reasoning or bias, construct a personal opinion about the information in the text, and make personal connections to the text. During the evaluative reading process, readers judge the quality and validity of the written material and the effectiveness of the message.