SELF-ASSESSMENT #1 1

Self-Assessment #1: Acquiring Knowledge

ITL 514 Language-Literacy: Assessment

January 11, 2020

Chris Atkin

National University

Professor Quinones
SELF-ASSESSMENT #1 2

Vocabulary Week 1

Domain 1: Planning, Organizing, and Managing Reading Instruction based on Assessments

Vocabulary Terms Topic Materials

Anecdotal records Managing (Burden & Byrd, 2019 p.299)

Basal reading program Managing (Morin,2019)

Reader’s Theater Managing Reader’s Theater, 2018

Domain 2: Word Analysis

Vocabulary Terms Topic Materials

Alphabetic principle Analysis (Sousa, 2014, p 37, 40)

Auditory discrimination Analysis (Logsdon, 2019)

Closed syllable Analysis (Bear, Invernizzi, Templeton,

Johnston, 2016, p. 252,
p.378)

Consonant digraph Analysis (Bear, Invernizzi, Templeton,

Johnston, 2016, p.157.)

Cueing systems Analysis Acosta-Tello (n.d.)

Decodable text Analysis (Zarrillo, J. 2017)

Digraph Analysis (Sousa, 2014 p.41)

SELF-ASSESSMENT #1 3

Diphthong Analysis (Bear, Invernizzi, Templeton,

Johnston, 2016, p. 207)

Elkonin boxes Analysis (Bear, et al, 2016 p.180)

Environmental print Analysis (Bear, et al, 2016 p.96)

(Acosta-Tello (n.d.) ITL

Grapheme Analysis 514:Reading Terminology)

Graphophonic cues Analysis (Manitoba, n.d)

(Bear, Invernizzi, Templeton,

Inflectional endings Analysis Johnston, 2016, p. 250)

Letter-sound correspondence Analysis (Sousa, 2014)

(Acosta- Tello (n.d.) Reading

Morpheme Analysis Terminology)

(Bear, Invernizzi, Templeton,

Open syllable Analysis Johnston, 2016, p. 252)

Orthography Analysis Zarillo, 2017

Phoneme-graphene Analysis Mila, 2016

correspondence

R-controlled vowel Analysis Zarillo, 2017

Rime Analysis Cunningham, 2017 p. 255

The Names Test Analysis Cunningham (2017)

The Nifty Thrifty Fifty Analysis Cunningham (2017)

Vowel digraph Analysis Zarillo, J. (2017)

SELF-ASSESSMENT #1 4

Word sorts Analysis Bear (2016) pg. 65

Yopp-Singer Assessment Analysis (National University)

Domain 3: Fluency

Vocabulary Terms Topic Materials

Syntactic cue Fluency (Acosta-Tello, n.d)

Domain 4: Vocabulary, Academic Language, and Background Knowledge

Vocabulary Terms Topic Materials

Explicit instruction Vocabulary (Bear, et al, 2016 p.5)

Implicit instruction Vocabulary (Stewart, 2012)

IRI Word Lists Vocabulary (Nilsson, N.L. (2008).)

Semantic cue Vocabulary (Acosta-Tello, n.d.)

Domain 5: Comprehension

Vocabulary Terms Topic Materials

Graphic novels Comprehension (Graphic Novels & Comics,

n.d.)
SELF-ASSESSMENT #1 5

Inferential comprehension Comprehension ( Harvey, S. & Goudvis, A.

skills (2017) p. 179)

IRI (Informal Reading Comprehension (Nilsson, N.L. (2008).)

Inventory)

Miscue analysis Comprehension (Dr. MaryAnn Nickel)

Resources:

240Tutoring (n.d.) Retrieved from https://www.240tutoring.com/ctc-prep/rica-written-

examination-practice-test/

Acosta-Tello (n.d.) ITL 514: reading terminology. National University.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words Their Way: Word

Study for Phonics, Vocabulary, and Spelling Instruction (6th Edition) (Words Their Way

Series) (6th ed.). United States: Pearson.

Burden, P. R., & Byrd, D. M. (2019). Methods for effective teaching: meeting the needs of all

students (8th ed.). New York, NY: Pearson.

Cunningham, P. M. (2017). Phonics they use: words for reading and writing (7th ed.). Boston,

MA: Pearson.

Graphic Novels & Comics (n.d.) Retrieved from https://lib.guides.umd.edu/comics

SELF-ASSESSMENT #1 6

Harvey, S., & Goudvis, A. (2017). Strategies that work: teaching comprehension for

understanding, engagement, and building knowledge, K-8 (3rd ed.). Portland, ME:

Stenhouse Publishers, Pembroke Publishers.

Logsdon, A. (2019, October 14). What It Means if Your Child Can't Distinguish Between

Sounds. Retrieved from https://www.verywellfamily.com/what-is-auditory-

discrimination-2162385

Manitoba. (n.d.). Kindergarten to Grade 4 English Language Arts: A Foundation for

Implementation. Retrieved from https://www.edu.gov.mb.ca/k12/cur/ela/docs/

litlearn3.html.

Mila. (2016, April 20). Grapheme-phoneme correspondence. Retrieved from

http://www.grammar.net/grapheme-phoneme-correspondence

Morin, A. (2019 June 10) How the basal reading instruction program works. Retrieved from

https://www.verywellfamily.com/reading-programs-what-is-basal-reading-instruction-

620997

Nilsson, N.L. (2008). A Critical Analysis of Eight Informal Reading Inventories. The Reading

Teacher, 61(7), pp. 526�536. Retrieved from https://www.readingrockets.org/article/

critical-analysis-eight-informal-reading-inventories

Reader's Theater: Giving Students a Reason to Read Aloud. (2018, November 14). Retrieved

from https://www.readingrockets.org/article/readers-theater-giving-students-

reason-read-aloud.
SELF-ASSESSMENT #1 7

Sousa, D. A. (2014). How the brain learns to read (2nd ed.). Thousand Oaks, CA, CA: Corwin

Press.

Stewart, E. (2012, December 12) Vocabulary: explicit vs. implicit. Retrieved from

https://www.readingrockets.org/blogs/common-core-classroom/55272

Zarrillo, J. (2017). Ready for Rica: a test preparation guide for Californias Reading Instruction

Competence Assessment. Boston: Pearson.