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138 Cards in this Set
- Front
- Back
Emergent Literacy
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The awakening of a student's reading ability.
*Emergent readers -have well developed oral language skills, -understand print concepts, and -are phonemically aware |
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Background Knowledge
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The knowledge that students already possess. Students who possess background knowledge in the subject of a reading text are more likely to read that text fluently and with comprehension.
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Choral Reading/Chanting
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two or more individuals reading aloud from the same text -- this can help students to develop oral reading fluency.
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Concepts About Print/Conventions of Print
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An understanding of the ways in which letters, words, and sentences are represented on the page. The most basic "concept of print" is the idea that oral language can be presented in a print format.
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Constructing Meaning
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a process of making sense of text; by connecting one's own knowledge with the print readers "build" an understanding of what the text is about.
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Semantic Cues
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The use of knowledge about the subject of a written text and words associated with that subject to identify an unknown word within the text.
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Self Monitoring
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The ability of students to examine their own reading comprehension and word identification strategies and modify these strategies for greater success.
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Graphophonic Cues
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The process of "sounding out" a word. The use of letter-sound correspondence to identify unknown words in a text.
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Conventional Spelling
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spelling that is in the standard or correct form for written documents.
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Guided Reading
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a method by which an experienced reader provides structure and purpose, and models strategies in order to move beginning readers towards independence.
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Inferential Comprehension
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The second level of reading comprehension. At this level of comprehension, students should be able to draw conclusions about events or topics within a reading text that are not explicitly stated by the author.
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Invented Spelling
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an attempt by beginning writers to spell a word when the standard spelling is unknown, using whatever knowledge of sounds or visual patterns the writer has.
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Language Experience Approach
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Students use their own experiences and their own words to develop their reading, writing, and speaking abilities.
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Language Structure
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the organization of words (both spoken and written) into meaningful segments (phrases or sentences) using conventions of grammar and syntax.
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Letter/Sound Correspondence:
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The idea that each letter or group of letters within a word has a corresponding sound. (phonics)
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Linguistic Approach
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a reading approach based on highly regular spelling patterns. Such as: Nat the cat sat on the mat.
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Miscue:
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any substitution of a word in a text that a reader makes.
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Miscue Analysis:
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an examination of reading errors or substitutions (miscues) as the basis for determining the strengths and weaknesses of students' reading skills.
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Modeled Reading:
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an experienced readers' oral reading of a text to aid students in learning strategies, understanding intonation and expression, and the use of punctuation, among other aspects of reading.
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Phonemic Awareness:
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consists of being able to hear, identify, and manipulate individual speech sounds or phonemes |
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Phonics:
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a method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system.
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Picture Walk:
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A pre-reading strategy: an examination of the text looking at pictures to gain an understanding of the story and to illicit story related language in advance.
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Prereading Strategies:
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activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.
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Shared Reading:
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when children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as "word" and directionality.
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Sight Word:
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A word that is immediately recognized as a whole and does not require word analysis for identification.
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Story/Text Structure:
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a set of conventions that govern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.
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Syntax:
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the pattern or structure of word order in sentences, clauses and phrases; the grammatical rules that govern language.
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The Writing Process:
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a view of teaching writing as an ongoing process involving several steps such as: planning, drafting, revising, editing, publishing.
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Word Analysis/Word Attack Strategies:
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the process of using strategies to figure out or decode unfamiliar words.
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Word Families:
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a group of words that share a common feature or pattern, for example: stay, play, day, hay are all part of the ay family, and stick, stop or stuff are part of the st family.
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Prereading Strategies:
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activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.
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Print Conventions/Conventions of Print:
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the understandings an individual has about the rules or accepted practices that govern the use of print in the use of written language: for example concepts about print include: reading left to right, top to bottom, words are made of letters, use of spaces between words, use of upper case letters, spelling patterns, punctuation, etc.
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Shared Reading:
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when children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as "word" and directionality.
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Story/Text Structure:
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a set of conventions that govern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.
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KWL table, or KWL chart
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The letters KWL are an acronym for "what we know", what we want to know, and "what we learned". A KWL table is typically divided into three columns titled Know, Want and Learned. The table comes in various different forms as some have modified it to include or exclude information.
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SQ3R
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Survey, Question, Read, Recite and Review
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Frustration Reading Level
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The student is unable to read with adequate word identification accuracy and comprehension. The reading level at which the student cannot accurately recognize or comprehend more than 70% of the text.
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Instructional Reading Level
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The student can read and comprehend with assistance. The difficulty of text students can read 75% comprehension.
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Independent Reading Level
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The student can read and comprehend 90-94% without assistance. The reading level at which the student can accurately recognize and comprehend words well enough that no teacher guidance is required.
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Literal Comprehension Level
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Students at this level of comprehension can understand what the literal text, but cannot draw conclusion or effectively critique the text.
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Inferential Comprehension
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At this level of comprehension, students should be able to draw conclusions about events or topics within a reading text that are not explicitly stated by the author.
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Evaluative Comprehension Skills
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This level of comprehension involves not only understanding the text but also being able to critique it effectively.
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Listening Comprehension
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This refers to the level at which students can understand texts that are read aloud to them.
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Advanced organizer
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The presentation of relevant learning activities or subject information to students before reading begins.
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Affixes (prefixes & suffixes)
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A morpheme attached to base word (also called root word) that changes the meaning of the base or its function.
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Alphabetic Principle
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The concept that letters represent speech sounds or phonemes in a language.
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Assessment
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A means for meauring a student's progress.
Formative Assessment ("inform" the teacher of what they know, Running Record) Summative Assessment (sum of what they know, Dibbles) |
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Auditory Discrimination
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The ability to tell the difference betwen one sound and another sound. Auditory discrimination is very important for developing phonemic awareness.
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Base word
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The word to which affixes are attached. A base word is also called the root word.
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Big Books
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Large "child-friendly" volumes that help children learn concepts of print and enjoy positive reading experiences.
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Blending
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The ability to take separate sounds and blend them into a single word or syllable.
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Comprehension
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The process of constructing meaning of that which you read.
Understand, Remember, Summarize |
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Consonant Blend
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Two or three consonants blended together. The sound that this blend makes is the sound of the consonants blended together.
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Consonant Digraph
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A pair of consonants that makes a single sound that is different from each individual letter sound.
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Content Area Literacy
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The ability to learn through reading
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Context Clues
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The use of information surrounding an unknown word or group of words to identiify the unknown word.
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Curriculum-Based Assessment
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The use of measurement tools and tests that are directly related to the current classroom curriculum.
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Decoding
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Analyzing words by identifying sound units
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Deletion
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The removal of a sound or phoneme from a word
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Diagnosis
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The identification of a specific learning problem or stumbling block
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Diagnostic Teaching
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The use of assessments about student problems and progress to design lesson plans and organize reading instruction.
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Diagnostic Test
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An assessment designed to measure a students's academic strengths and weaknesses.
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Diphthog
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A gliding vowel sound normally represented by two adjacent vowels.
(vowel + w, vowel + y, ou, oi, oy....lips in 2 different positions) |
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Direct Instruction
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A instructional strategy that includes modeling.
-reading -writing, and -speaking skills |
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Directed Listening
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Listening and prediction skills that are assessed by activites such as DLTA (Directed Thinking Listening Activity)
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Directionallity
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The ability to process words in a text in the correct order.
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Etymology
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The study of the origins and histories of words.
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Explicit Instruction
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An instructional strategy that emphasizes group instruction. (Includes a great deal of teacher-student interactivity)
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Expository Text (Informational Text)
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Expository text is intended to
-teach the reader -explain and describe, or - convince the reader of a point |
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Figurative Language
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A tool employed by authors to communicate via simile or metaphor rather than strictly literally.
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Final Position
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The end of a word.
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Fluency
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The ability to read smoothly with good comprehension.
(read with prosity and expression) |
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Formal Assessments
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A test that must be administered in a particular way under specific conditions. (standardized test)
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High Frequency Words
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The words that appear most often in printed materials.
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Implicit Instruction
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Teaching that uses nondirective suggestions and implications in place of explicit direction or modeling.
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Independent Level
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The reading level at which the student can accurately recognize and comprehend words well enough that no teacher guidance is required.
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Inflectional Endings
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Sounds, which are added to words to indicated tense, possession, number or comparison.
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Informal Assessments
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Measurenment tools that can be "sneaked" into classroom activites and daily routines. (Ex. looking at student writing exercises or learning logs)
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Informal Reading Inventory
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The IRI assessment tool provides students with reading passages that test their comprehension with questions about the text just read.
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Initial Position
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The first part of the word.
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Irregular sight words
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Common words that cannot be sounded out such as "of" or "would"
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Learning Logs
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These are techniqures that teachers use to help students integrate
-course content -comprehension strategies, and -personal feelings. |
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Literary Analysis
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An argument or point of view about a reading text.
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Literary Genres
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Categories of literature that share a central theme.
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Literary Response
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A student's expression of feelings about a literary text.
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Mapping
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Story mapping is a technique in which students relate the main incidents of a text they have read.
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Medial Position
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The middle portion of a word.
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Metagcogniton
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A student's reflection on his or her own thought processes. ("thinking about thinking")
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Mood
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The emotional environment of a lieterary work.
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Morpheme
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The smallest unit of language that has meaning. (Ex. In the word "stomping," both "stomp" and "-ing" are morphemes.)
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Morphology
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The study of word structure.
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Narrative Text
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This is intended to
-amuse the reader -relate a story, or -provide and aesthetic experience. |
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Note Taking
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Writing down key points made by a reading text.
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Onset
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The part of the word or syllable that is followed by a vowel (the "m" in man)
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Open syllable
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A syllable that does not end in a consonant sound but rather in a vowl sound.
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Orthography
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The study of spelling and standard spelling patterns.
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Outlining
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Making a hierachical, chronological list of key points made by a reading text.
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Phoneme
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The smallest sound unit in written or oral language. (letter or group of letters)
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Predictions
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The ability to guess what a text might say or what words it might use given its subject.
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Prefix
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An affix that is attached to the beginningh of a base or root word.
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Pre-Phonetic
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An understanding that language can be represented on paper, but not that letters correspond to certain sounds.
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Proficient Reader
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A reader who can read most texts including
-newspapers, -magazines, and -chapter books |
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Proof-reading
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The process of examining a piece of writing for
-spelling, -punctuation, -grammatical, or -word-choice errors |
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Psycholinguistics
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The study of the mental faculties involved in the perception, production, and acquisition of language.
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R-controlled
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A vowel sound, such as the "o" in "sailor," that is neither long nor short.
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Reading Logs
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A student's written response to classroom texts.
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Reading Rate
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The speed at which a reader can comprehend a text.
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Rereading & Teacher Modeling
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Reading a text multiple times.
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Rhyming words
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Words with a different onset but with the same or similar rimes, such as "meat" and "seat"
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Rime
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A rime is the part of the word or syllable that includees the vowel and any consonants that may follow the vowel.
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Root words
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The word to which affixes are attached. (base word)
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Scaffolding
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Involves a student partnering with a more advanced peer or with a teacher or adult teaching assistant.
staircase--independent reading *as the staircase gets closer to Independant Reading the staircase starts to disappear. |
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Schemata
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The information that a reader already knows about a subject.
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Segmentation
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The ability to break a word into separate phonemes.
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Self-Correction Strategies
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Techniques used to understand a misread or unknown word.
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SSR (sustained silent reading)
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Involves having students select books that they want to read and give them time (usually no more than twenty minutes) during the school day to read them. (Teacher may model independant reading.)
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Story Map
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A graphic presentation of major plot points and themes from a story.
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Structural Analysis
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The practice of breaking a word into parts and defining those parts as a means of understanding the entire word.
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Structures of Expository Text
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There are seven basic structures of expository text:
-definition, -description, -process, -classification -comparison -analysis, and -persuasion |
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Study Skills
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The skills required to learn curriculum information, such as the use of reference materials.
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Substitution
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The replacement of one phoneme in word with another phoneme. ("c" or "r" in rat)
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Suffix
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An affix attached after a base word or root, such as y in sleepy.
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Syllabication
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The breaking up of a word into one or more syllables.
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Syllables
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A phoneme or group of phonemes that form one of the sound units of a word.
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Systematic Instruction
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An instructional plan, such as a yearlong lesson plan, that moves from simple concepts to more complex ones.
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Theme
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The maian idea of a reading text.
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Think Aloud
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A teaching strategy in which the teacher recites aloud thought processes that a proficient reader might use when reading or writing.
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Tracking of Print
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The ability to read along with a text as someone else reads aloud.
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Transitional spelling
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Students use morphological and visual information to determine the spelling of the word instead of relying solely upon phonetic spelling.
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Vowel Digraphs
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Two or more successive vowel that make one sound. ("ow" and "ay")
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Word Families
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Words that have some of the same combinations of letter combinations in them.
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Word indentification
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The ability to identify a word in a reading text, either by
-sounding it out, -by recognizing it on sight, or -by using syntactic or sematic cues |
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Phonemic Blending
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refers to the ability to identify a word when hearing parts of the word (phonemes or syllables) in isolation. This is a very important step in the development of literacy, as well as general language development.
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Phonemic Manipulation
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requires children to add or substitute phonemes in words.
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Phonemic Deletion |
is the ability to identify how a word would sound if one sound were omitted
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What are the types of miscue analysis that a reader could make?
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-insertion -substitution -omission -repetition -reversal -hesitation and -self-correction |
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The 5 components of Reading are....
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Phonemic Awareness, Alphabetic Principle, Fluency, Vocabulary, and Comprehension |
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