Foundations of Reading Test Prep

Background Knowledge

• warehouse of information, - Our personal experiences in the world, the lessons we have learned, or not learned, our biases, the books we have listened to and the books we have read, the vocabulary we know, even our familiarity with different text and sentence structures, all contribute to our background knowledge. 

• ability to put my learning into words, to explain my answers, infer, conceptualize, frame my ideas into words; requires access to vocabulary and background knowledge; making inferences (connecting inferences help to create local coherence by linking words and phrases to other ideas, connect ideas across sentences-always necessary for forming a mental model)

• grows over time and exposure to a variety of texts and genres, understanding of text structure and organization of texts, text features 

Vocabulary

• knowledge of written syntax,sentence structures (understanding how sentences are formed and how they convey meaning), text structures

• breadth and depth, Tier 1, 2, 3 words, ability to activate word meanings

• grows over time and exposure to a variety of texts and genres, understanding of text structure and organization of texts, text features 

Language Structures

• warehouse of information, - Our personal experiences in the world, the lessons we have learned, or not learned, our biases, the books we have listened to and the books we have read, the vocabulary we know, even our familiarity with different text and sentence structures, all contribute to our background knowledge.

• knowledge of written syntax, sentence structures (understanding how sentences are formed and how they convey meaning), text structures 

• grows over time and exposure to a variety of texts and genres, understanding of text structure and organization of texts, text features 

Syntax

• need exposure to a wide variety of syntacticalstructure and qualities, for example, anaphors- taking meaning from somewhere else in the passage (i.e., pronouns); unstated verb phrases: He loves to read about race cars, but she doesn’t. (love to read about race cars); word omission to reduce repetition: A volcano in Hawaii erupted yesterday. One did in Washington, too.; renaming a topic to reduce repetition: Fighting a forest fire is dangerous. The blaze is intense

• warehouse of information, - Our personal experiences in the world, the lessons we have learned, or not learned, our biases, the books we have listened to and the books we have read, the vocabulary we know, even our familiarity with different text and sentence structures, all contribute to our background knowledge. 

• ability to put my learning into words, to explain my answers, infer, conceptualize, frame my ideas into words; requires access to vocabulary and background knowledge; making inferences (connecting inferences help to create local coherence by linking words and phrases to other ideas, connect ideas across sentences-always necessary for forming a mental model) 

Verbal Reasoning

• ability to put my learning into words, to explain my answers, infer, conceptualize, and frame my ideas into words; requires access to vocabulary and background knowledge; making inferences (connecting inferences helps to create local coherence by linking words and phrases to other ideas, connect ideas across sentences-always necessary for forming a mental model) 

• warehouse of information, - Our personal experiences in the world, the lessons we have learned, or not learned, our biases, the books we have listened to and the books we have read, the vocabulary we know, even our familiarity with different text and sentence structures, all contribute to our background knowledge.

• knowledge of written syntax,sentence structures (understanding how sentences are formed and how they convey meaning), text structures 

Literacy Knowledge

• ability to put my learning into words, to explain my answers, infer, conceptualize, frame my ideas into words; requires access to vocabulary and background knowledge; making inferences (connecting inferences help to create local coherence by linking words and phrases to other ideas, connect ideas across sentences-always necessary for forming a mental model)

• grows over time and exposure to a variety of texts and genres, understanding of text structure and organization of texts, text features 

• knowledge of written syntax,sentence structures (understanding how sentences are formed and how they convey meaning), text structures 

phonological

• the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds

• is the ability to recognize and work with sounds in spoken language. It includes being able to hear distinct words, syllables, and sounds as well as being able to segment, blend, and manipulate those sounds. Phonological awareness is a foundational skill for learning how to read and write.

phonemic awareness

• the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds

• is the ability to recognize and work with sounds in spoken language. It includes being able to hear distinct words, syllables, and sounds as well as being able to segment, blend, and manipulate those sounds.

concepts of print

•  segmenting sentences into words; blending and segmenting syllables; blending and segmenting onset/rime, including identifying and producing rhyming words and alliteration) and phonemic awareness skills (i.e., identifying beginning, medial, and final phonemes in words; blending, segmenting, deleting, adding, and substituting phonemes in words

• , understanding that print carries meaning; awareness of the relationship between spoken and written language; awareness of the organization and basic features of print, such as print directionality, spacing between words, and how words are represented by specific sequences of letters

alphabetic principle

•  the understanding that letters represent the sounds of spoken language [phonemes] and that phonemes have a predictable, systematic relationship to letters and letter combinations

• understanding that print carries meaning; awareness of the relationship between spoken and written language; awareness of the organization and basic features of print, such as print directionality, spacing between words, and how words are represented by specific sequences of letters