Brown- Reading And Language Vocab

Front 1

Fluency

Back 1

the ability to read most words in context quickly, accurately, automatically, and with appropriate expression.

Front 2

Echo reading

Back 2

when the teacher reads one sentence and then the students read the esntence back

Front 3

High frequency words

Back 3

these words occur so often in everything we read. Should be identified instantly for fluent readers

Front 4

Choral reading

Back 4

a type of reading where the students all read together

Front 5

Theme studies

Back 5

when teachers establish concepts as the curricular focus. When planning theme studies decide how you will use different books

ex. weather, plants, etc.

Front 6

Book studies

Back 6

planning progress from individual books to associated themes and related learning outcomes

Front 7

Informational books

Back 7

explaining something to children or teach them how to do something

Front 8

Folk literature

Back 8

encomapsses fairy tales, folk tales, epics, myths, and fables

Front 9

Multilevel activities

Back 9

always include multiple things that can be learned.

Structured so that everyone can engage in them, learn something, and thus feel successful.

Front 10

KWL

Back 10

organizer to help guide students' thinking

What we Know
What we Want to find out
What we Learned

Front 11

QARs

Back 11

Question-Anser Relationships

Helps children learn that much of the informatoin they gain from reading is not "right there" on the page

Front 12

Portfolios

Back 12

collection of student's work. It monitors and demonstrates progress

Front 13

IRI

Back 13

Informal Reading Inventory

contains passages of increasing difficulty and comprehension questions. Determines reading levels

Front 14

Assessment

Back 14

realiable and valid. Monitoring instructional progress

Front 15

Standard Error

Back 15

How a student's true score is apt to vary from the test score.

(ex. student may feel sick)

Front 16

Anecdotal Records

Back 16

Written records that teachers keep on individual children based on their ongoing observation of and interaction with them

Front 17

Approximation

Back 17

When children begin "talking like a book".

Reproducing a text they have memorized then begin to use any strategies for early reading stages

Front 18

Silent Reading

Back 18

Reading quietly to themselves by using strategies they have developed by approximation

Front 19

Reading Recovery

Back 19

Initiated in 1984

Within a context that had fostered many years of informal collaboration between the university and city school system

Front 20

Running Records

Back 20

tool not only for assessing reading levels and matching children with text but for analyzing reading behaviors for evidence of development of independent reading strategies

Front 21

Independent Writing

Back 21

generated by the child and requires little teacher support. Ideas come out of group seesions. Gives children opportunity to write in various genres

Front 22

Journal Writing

Back 22

writing topics can be chosen by students or assigned by teacher

Front 23

Assessment system

Back 23

Range of acheivement across the curriculum. Teachers gather data that 1. tracks progress and 2. assess the impact of instruction on the group

Front 24

Guided Reading

Back 24

a context in which a teacher supports each reader's development of effective strategies for processing novel texts and increasingly challenging levels of difficulty

Front 25

Rime

Back 25

the vowel or vowel consonant(s) that follow the onset (example- nAME)

Front 26

Onset

Back 26

an initial consonant or consonant cluster in an onset

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Phoneme

Back 27

smallest unit of sound in a language that distinguishes one word from another

Front 28

Morpheme

Back 28

smallest meaningful unit of language

uneventful- un event ful are three different morphemes

Front 29

Grapheme

Back 29

a written or printed letter symbol used to represent a speech sound or phoneme

Front 30

Alphabetic principle

Back 30

graphic symbols that have been devised from representing a large number of spoken language

Front 31

Dipthong

Back 31

a vowel blend: two adjacent vowels, each of which is sounded (-oy in boy, -ow in how, -ou in house)

Front 32

Phonetics

Back 32

scientific study of the sound systems of language

Front 33

Phonemic awareness

Back 33

the knowledge or understanding that speech consists of a series of sounds

individual words can be divided into phonemes

Front 34

Phonological awareness

Back 34

the ability to think about all the possible sounds in a word: syllables, onset, rime, and phonemes

Front 35

Visual discrimination

Back 35

being able to name and distinguish visually between letters and sounds

Front 36

Context clues

Back 36

aids to comprehension the reader gets from the text itself

Front 37

Consonant blends

Back 37

2 or more letter that are blended when pronouncing a word (blind.... bl)

Front 38

Consonant irregularities

Back 38

consonants can have more than 1 sound

Front 39

The Schwa sound

Back 39

the softened vowel; it is represented by the symbol. It is an upside-down "e" and it is used with a vowel has the sound of "uh"

Front 40

Syllable

Back 40

a vowel or a group of letters containing a vowel sound that together form a pronounceable unit

Front 41

Inflectional endings

Back 41

endings added on to words that form their own syllable OR endings when added onto a word add a syllable to the word (ask-asks, walk-walked)

Front 42

Contraction

Back 42

a single word that results from combining two or more words

(ex. I'll)

Front 43

Dynamic Grouping

Back 43

enables teachers to group children effectively for efficient teaching