CSET MULTIPLE SUBJECT ENGLISH Exam A+ Pass
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1. phoneme: smallest part of spoken language
2. phoneme manipulation: blending phonemes to make words
segmenting words into phonemes
deleting/adding phonemes
substituting one phoneme for another
3. grapheme: smallest part of written language
4. phonics: understanding that there is a relationship between phonemes (spoken) and graphemes (written)
5. explicit instruction: precise directions on teaching phonics
6. systematic instruction: carefully selected set of letter sound relationships organized into a logical se-
quence
7. phonemic awareness: ability to hear, identify and manipulate individual sounds into words
8. phonological awareness: work with rhymes, words, syllables, onsets and rimes
9. syllable: word part that contains a vowel/vowel sound
10. decoding: word identification, analysis of written or spoken words
11. segmenting/segmentation: break words into individual phonemes
12. onset: initial consonant sound, e.g. b in bag or sw in swim
13. rime: part of word that contains vowel and all that follows, e.g. ag in bag or im in swim
14. blending: combining individual sounds to form words
15. morpheme: unit of meaning that can't be divided into smaller elements, e.g. book
16. semantics: analysis/study of meanings of words, phrases, sentences
17. syntax: how words are combined to create meaning
18. child directed speech (motherese): modifying speech to make it easier for children to learn
language
19. first words (when): by 12 months
20. first two word sentences (when): 18-24 months
21. fast mapping: use context to arrive at a quick guess of word meaning
22. habituation: repeat sounds that are reinforced
23. holophrase: single word that expresses complete thought
24. overregulations, ex. for foot: example -- saying foots instead of feet
25. private speech: talking out loud to oneself
26. telegraphic speech, example for "I am cold": Simple/early speech. Two word sentences to
get point across, e.g. "I cold"
1/8
, CSET MULTIPLE SUBJECT ENGLISH Exam A+ Pass
Study online at https://quizlet.com/_i55vee
27. reading assessment objectives (3): determine areas of strength weaknesses
monitor development
aid in planning/instruction
28. alphabet knowledge: identify and form letters
29. concepts about print (examples): front/back of book
print tells a story
letters, words, sentences
spaces between have meaning
30. phonemic awareness: estimates level of phonemic awareness in students
strongly relates to reading achievement
31. high frequency word recognition: measures word recognition out of context
32. oral reading inventory: graded passages that give indication of:
fluency
accuracy
reading level
comprehension
33. spelling inventory: examination of words spelled correctly/incorrectly
classified into developmental spelling states
helps plan spelling/reading instruction
34. fluency: ability to read text accurately and quickly
35. fluency important why?: bridge between word recognition and comprehension
36. metacognition: awareness or analysis of one's own learning or thinking processes
- before reading - clarify purpose for reading
- during reading - monitor understanding
- after reading - check understanding of what was read
37. graphic organizer: web, chart, frame, cluster to illustrate concepts/relationships in a text
38. semantic organizer: lines connect a central concept to a variety of related events/ideas
39. testing comprehension activities: monitor comprehension
graphic/semantic organizers
answer questions
generate questions
story structure
2/8
Study online at https://quizlet.com/_i55vee
1. phoneme: smallest part of spoken language
2. phoneme manipulation: blending phonemes to make words
segmenting words into phonemes
deleting/adding phonemes
substituting one phoneme for another
3. grapheme: smallest part of written language
4. phonics: understanding that there is a relationship between phonemes (spoken) and graphemes (written)
5. explicit instruction: precise directions on teaching phonics
6. systematic instruction: carefully selected set of letter sound relationships organized into a logical se-
quence
7. phonemic awareness: ability to hear, identify and manipulate individual sounds into words
8. phonological awareness: work with rhymes, words, syllables, onsets and rimes
9. syllable: word part that contains a vowel/vowel sound
10. decoding: word identification, analysis of written or spoken words
11. segmenting/segmentation: break words into individual phonemes
12. onset: initial consonant sound, e.g. b in bag or sw in swim
13. rime: part of word that contains vowel and all that follows, e.g. ag in bag or im in swim
14. blending: combining individual sounds to form words
15. morpheme: unit of meaning that can't be divided into smaller elements, e.g. book
16. semantics: analysis/study of meanings of words, phrases, sentences
17. syntax: how words are combined to create meaning
18. child directed speech (motherese): modifying speech to make it easier for children to learn
language
19. first words (when): by 12 months
20. first two word sentences (when): 18-24 months
21. fast mapping: use context to arrive at a quick guess of word meaning
22. habituation: repeat sounds that are reinforced
23. holophrase: single word that expresses complete thought
24. overregulations, ex. for foot: example -- saying foots instead of feet
25. private speech: talking out loud to oneself
26. telegraphic speech, example for "I am cold": Simple/early speech. Two word sentences to
get point across, e.g. "I cold"
1/8
, CSET MULTIPLE SUBJECT ENGLISH Exam A+ Pass
Study online at https://quizlet.com/_i55vee
27. reading assessment objectives (3): determine areas of strength weaknesses
monitor development
aid in planning/instruction
28. alphabet knowledge: identify and form letters
29. concepts about print (examples): front/back of book
print tells a story
letters, words, sentences
spaces between have meaning
30. phonemic awareness: estimates level of phonemic awareness in students
strongly relates to reading achievement
31. high frequency word recognition: measures word recognition out of context
32. oral reading inventory: graded passages that give indication of:
fluency
accuracy
reading level
comprehension
33. spelling inventory: examination of words spelled correctly/incorrectly
classified into developmental spelling states
helps plan spelling/reading instruction
34. fluency: ability to read text accurately and quickly
35. fluency important why?: bridge between word recognition and comprehension
36. metacognition: awareness or analysis of one's own learning or thinking processes
- before reading - clarify purpose for reading
- during reading - monitor understanding
- after reading - check understanding of what was read
37. graphic organizer: web, chart, frame, cluster to illustrate concepts/relationships in a text
38. semantic organizer: lines connect a central concept to a variety of related events/ideas
39. testing comprehension activities: monitor comprehension
graphic/semantic organizers
answer questions
generate questions
story structure
2/8
