KPEERI Exam Study Guide 2023;The best guide for your finals

KPEERI Exam Study Guide 2023;The best guide for your finals A word part that contains a vowel or, in spoken language, a vowel sound - syllable Two or more consecutive consonants which retain their individual sounds - consonant blend Two consecutive consonants that represent one phoneme, or sound - consonant digraph Sources of information outside of words that readers may use to predict the identities and meanings of unknown words. These may be drawn from the immediate sentence containing the word, from text already read, from pictures accompanying the text, or from definitions, restatements, examples, or descriptions in the text. - context clues Sounds that can be held for several seconds without distortion - continuous sounds Sequences for how information is selected, sequenced, organized, and practiced. These occur within each component of reading where a logical progression of skills would be evident: easier skills are introduced before more difficult skills, so that skills build progressively. - Coordinated Instructional Sequences Instruction that builds upon previously learned concepts. - Cumulative Instruction Text in which a high proportion of words comprise sound-symbol relationships that have already been taught. - Decodable Text These words contain phonic elements that were previously taught. - Decodable Words A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness in likeness). - Derivational affix The matching instruction that can meet the different needs of learners in a given classroom. - Differentiated Instruction (Keyword: different) A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing) - Digraph (Remember the word digraph has a digraPH) A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi. - Dipthong (Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :) The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved. - Direct Instruction Planned instruction to pre-teach new, important, and difficult words to ensure the quantity and quality of exposures to words that students will encounter in their reading. - Direct Vocabulary Instruction Strategies that help students engage the meanings of a text (e.g., asking questions at critical junctures; modeling the thought process used to make inferences; constructing mental imagery). - During Reading Comprehension Strategies A language-based disability that affects both oral and written language. It may also be referred to as reading disability, reading difference, or reading disorder. - Dyslexia A part of writing and preparing presentations concerned chiefly with improving the clarity, organization, concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scale activity often associated with surface aspects of a text. - Editing A framework used during phonemic awareness instruction. These are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. Students push a marker into one box as they segment each sound in the word. - Elkonin Boxes The skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing. - Emergent Literacy The ability to translate language into print (writing) is ____________. - Encoding (Remember prefix en- means "put into", you are putting sounds into print). Students whose first language is not English and who are in the process of learning English. - English Language Learner The origin of a word and the historical development of its meaning is called ________________. - Etymology This type of instruction is step-by-step, and the actions of the teacher are clear, specific, direct, and related to the learning objective. - Explicit Instruction (Remember, explicit means something is "expressed clearly") Reports factual information (also referred to as informational text) and the relationships among ideas. This type of text tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts. - Expository text (Remember, Expository is writing that seeks to EXplain and Inform) Language that is spoken. - Expressive Language Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That child is a handful.). - Figurative meanings What are the 5 components of Reading? - Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups. - Flexible grouping Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the ______________ ______________. - Floss/ SAMMY Rule The ability to read a text accurately, quickly, and with proper expression and comprehension. - Fluency Follows a prescribed format for administration and scoring. Scores obtained from these types of tests are standardized, meaning that interpretation is based on norms from a comparative sample of children. - Formal Assessments (Remember, Formal means having a conventionally recognized form, structure, or set of rules- standardized) The level at which a reader reads at less than a 90% accuracy - Frustrational Reading Level Vocabulary common to written texts but not commonly a part of speech; in the Standards, these words and phrases are analogous to Tier Two words and phrases are typically this... - General academic words and phrases (Remember, Tier 2 isn't necessarily common in every day language Ex. analyze, restrict, formulate.) The ability to use a learned skill in novel situations. - Generalization A letter or letter combination that spells a single phoneme. In English, this may be one, two, three, or four letters, such as e, ei, igh, or eigh. - grapheme (Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.") A visual framework or structure for capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations. These allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader. - Graphic Organizers The relationship between letters and phonemes. - Graphophonemic (Examples would include Recognizing alphabetic sequence while singing the alphabet song, naming letters as well as matching upper and lowercase letters). Instructional support including immediate corrective feedback as students read orally. - Guided Oral Reading Students practice newly learned skills with the teacher providing prompts and feedback. - Guided Practice Words in print containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (e.g., were, was, laugh, been). - High Frequency Irregular Words (These are "red words" or "heart words") A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading. - High Frequency Words Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (e.g., can as in a metal container/can as in able to). - Homograph -same spelling, different meaning and may have a different pronunciation (Remember- Homographs are always spelled the same, so remember the ending "-graph," which is a Greek root meaning "writing.") "When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction" Lead= graphite Lead=guide Words that sound the same but are spelled differently (e.g., cents/sense, knight/night). - Homonym -Multiple Meaning Words- "nym" means name Remember the sentence "Hello, my name is Amber, I came to buy Amber. Amber= name Amber=fossilized resin Words that may or may not be spelled alike but are pronounced the same. These words are of different origins and have different meanings (e.g., ate and eight; scale as in the covering of a fish; and scale as in a device used to weigh things) - Homophone (Homophones always sound alike, so remember the ending "-phone," which is a Greek root meaning "sound.") Remember the sentence "I am on the PHONE, can you HEAR me in HERE?" Hear- listen Here- location A phrase or expression that differs from the literal meaning of the words; a regional or individual expression with a unique meaning (e.g., it's raining cats and dogs). - idiom (If you say something beyond literal meaning, you may sound like an Idiot (idiom).) When an error occurs, the teacher immediately attends to it by scaffolding instruction (i.e., gradual release of responsibility). - Immediate Corrective Feedback Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size, and different materials. It is implemented as soon as assessment indicates that students are not making adequate progress in reading. - Immediate Intensive Intervention The opposite of explicit instruction. Students discover skills and concepts instead of being explicitly taught. For example, the teacher writes a list of words on the board that begin with the letter "m" (mud, milk, meal, and mattress) and asks the students how the words are similar. The teacher elicits from the students that the letter "m" stands for the sound you hear at the beginning of the words. - Implicit Instruction (Remember the word implied- suggested but not directly expressed) The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). - Independent Reading Level (Remember 95%) The reading range that spans instructional and independent reading levels or level of text that a student can read with 90% to 95% or above accuracy. - Independent-instructional reading level range (Remember 90%-95%) This term refers to students learning the meaning of words indirectly when they hear or see the words used in many different contexts - for example, through conversations with adults, through being read to, and through reading extensively on their own. - Indirect Vocabulary Learning This describes the special education and related services specifically designed to meet the unique educational needs of a student with a disability. - Individualized Education Program Does not follow prescribed rules for administration and scoring and has not undergone technical scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests, and running records are all examples of This. - Informal Assessments (Remember, Informal means having a relaxed, friendly, or unofficial) Non-fiction books that contain facts and information. - Informational/Expository Text (Remember Non-Fiction books are Informational and full of Explanations) The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words read). This level engages the student in challenging, but manageable text. - Instructional reading level (Remember 90%) These routines include the following sequence of steps: Explicit instruction Modeling Guided practice Student practice, application, and feedback Generalization - Instructional Routines This is provided only to students who are lagging behind their classmates in the development of critical reading skills. - Intervention Instruction Provides content for instruction that is intended for flexible use as part of differentiated instruction and/or more intensive instruction to meet student learning needs in one or more of the specific areas of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). - Intervention Program An attempt to spell a word based on a student's knowledge of the spelling system and how it works (e.g., kt for cat). - Invented Spelling A disorder that may affect the comprehension and use of spoken or written language as well as nonverbal language, such as eye contact and tone of speech, in both adults and children. - Language Learning Disability The matching of an oral sound to its corresponding letter or group of letters. - Letter-sound correspondence The words needed to understand what is heard. - Listening vocabulary A reader cannot understand a text without knowing what most of the words mean. This concept includes reading, writing, and the creative and analytical acts involved in producing and comprehending texts. - Literacy Understanding of the basic facts that the student has read. - Comprehension An awareness of one's own thinking processes and how they work. The process of consciously thinking about one's learning or reading while actually being engaged in learning or reading. - Metacognition This is the smallest meaningful unit of language. This can be one syllable (book) or more than one syllable (seventeen). It can be a whole word or a part of a word such as a prefix or suffix. For example, the word ungrateful contains three of these: un, grate, and ful. - Morpheme An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word. - Morphemic Analysis (meanings of words can be determined or inferred by examining their meaningful parts.) Ex. biology= bio+logy bio=life logy=the study of Units of meaning within words. The study of how words are formed from prefixes, roots, and suffixes (e.g., mis-spell-ing), and how words are related to each other. - Morphology Remember: Morphology (Greek Origin) morph+o+loge+y morph=form, structure loge= speech, word, account, reason This is using a word's letter patterns to help determine, in part, the meaning and pronunciation of a word. For example, the morpheme vis in words such as vision and visible is from the Latin root word that means to see; and the ay in stay is pronounced the same in the words gray and play. - Morphophonology morpho=shape/structure phono=sound logy=study of A comparison NOT using like or as. - Metaphor (Remember the sentence "He cut a rug when he TAP danced" - meTAPhor) This approach uses visual, auditory, and kinesthetic-tactile cues simultaneously to enhance memory and learning. Links are consistently made between the visual (what we see), auditory (what we hear), and kinesthetic-tactile (what we feel) pathways in learning to read and spell. - Multisensory Structured Language Education ______________ is the rate at which a child can recite "overlearned" stimuli such as letters and single-digit numbers. (May be connected to executive functioning or processing speed) - Naming Speed A story about fictional or real events. - Narrative Text (Remember: The main purpose of a narrative is to entertain, think of the NARRATOR in a Fairy Tale)