Week 3 - Understanding Reading Problems

a general term that refers to prefixes and suffixes

• repetition of the initial phoneme of each word in connected text
• ex: Harry the happy hippo hula-hoops with Henrietta.

• comparing 2 sets of words to show some common similarity b/t the sets
• requires producing 1 of the words when done as a vocab exercise

a word opposite in meaning to another word

words that are related to each other by virtue of being derived from a common origin

words that are linked as in sentences, phrases, and paragraphs

• during story reading
• teacher/parent asks questions, adds info, and prompts student to increase sophistication of responses by expanding on his/her utterances

language that is spoken

• language that departs from its literal meaning
• metaphors, personification, and similes are examples

• Follows a prescribed format for administration and scoring
• standardized scores (interpretation is based on norms from a comparative sample of children)

• words that are spelled the same but have different origins and meanings
• may or may not be pronounced the same

• words that sound the same but are spelled differently
• ex: knight, night

• words that may or may not be spelled alike but are pronounced the same
• of different origins and have different meanings
• ex: ate/eight, scale of fish/scale to weigh

• a phrase or expression that differs from the literal meaning of the words
• regional or individual expression with a unique meaning
• ex: It's raining cats and dogs.

• suffix that expresses plurality or possession when added to a noun, tense when added to a verb, and comparison when added to an adjective and some adverbs
• inflections added do NOT change the grammatical role of part of speech of the base words
• ex: -s, -es, -ing, -ed

• technique used most frequently with expository text to promote comprehension
• can be used as a graphic organizer (chart) and it consists of 3 steps
• What I Know = accessing prior knowledge
• What I Want to Know = setting a purpose for reading
• What I Learned = recalling what has been read

• shows that a lesson should move briskly, but not so fast as to rush students beyond their ability to answer correctly
• a fast one helps students pay close attention to the material being presented, provides students more practice time which increases the opportunity for greater student achievement, keeps students actively engaged, and reduces behavior management problems by keeping students on-task

how instruction is carried out or the method and practice of teaching

key or guide consisting of graphic symbols that represent particular speech sounds

• reading with expression, proper intonation, and phrasing
• helps readers to sound as if they are speaking the part they are reading
• element of fluency that sets it apart from automaticity

• metacognition
• actively think about how they are learning or understanding the material, activities, or reading in which they are engaged

• uses a grid to help explore how a set of things are related to one another
• can help you see connections, make predictions, and master important concepts

• portray the schematic relations that compose a concept
• strategy for graphically representing concepts

• active learners
• make predictions, organize info, and interact with the text
• think about what they are reading

• an affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word
• ex: -en in oxen

words that have similar meanings

words that might be unknown to the student, but critical to passage understanding and words that students are likely to encounter in the future