Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
121 Cards in this Set
- Front
- Back
|
Affixes, Prefixes, Suffixes, root words
|
Affixes are bound morphemes which are added as a beginning (prefix) of a root word or the end (suffix) of a root word.
|
|
|
Alphabetic Code
|
The ability to use the letters of the alphabet, phonemic awareness, phonics, and spelling to decode or decipher words in language.
|
|
|
Anticipation Guide
|
A strategy that is used before reading to activate student prior knowledge. They are used to stimulate students' interest in a topic and set a purpose for reading.
|
|
|
Antonyms
|
Words which have the opposite meaning from each other.
|
|
|
Applying
|
(Reading Process, Stage 5) Students move from comprehension to the final stage of the reading process in which by creating a project that shows what they have learned.
|
|
|
Assessing Comprehension
|
Student comprehension can be informally assessed through Cloze Procedure, Story Retellings, Running Records, and Think-Alouds, and formally assessed with tests.
|
|
|
Balanced Literacy
|
The combination of instruction in oral language, reading (comprehension, vocabulary, phonics, reading strategies, literature), and writing (spelling, literature, writing strategies) put into practice through authentic applications which can be collaborative.
|
|
|
Basal Readers
|
The textbooks that are commonly found in the classroom which are at grade level. These textbooks generally coordinate with the spelling, vocabulary, and grammar lessons.
|
|
|
Behaviorism
|
A teacher-centered learning theory that observes student behavior and modifies the behavior through positive or negative stimulation (rewards and punishment).
|
|
|
Book Boxes
|
A themed collection of items that all relate to one book. These items are placed together in a box and decorated to represent the book.
|
|
|
Book Talks
|
An exciting and fun summary of a book told with passion to entice the interest of students.
|
|
|
Buddy Reading
|
(Reading Process, Stage 2: Reading, Type 2 of 5) When two students read a book together. Usually the students are on two different reading levels with the higher level assisting the lower level.
|
|
|
Choral Reading
|
Students orally practice reading in a classroom or small group setting.
|
|
|
Cloze Procedure
|
A comprehension strategy in which a student supplies words deleted from a passage they have previously read. In the case of ELL students a contextual acceptable answer is the best and valid.
|
|
|
Clusters
|
A type of graphic organizer used to organize the ideas of a text. These clusters, also called story maps or webs, are used after reading a text to prepare to write.
|
|
|
Community of Learners
|
The teacher creates the atmosphere of learning and the students work in conjunction with the teacher as joint participants in the classroom. There is a respect for one another, responsibility for one’s own behavior, and a striving toward a common goal as they learn together.
|
|
|
Components of Phonemic Awareness
|
There are five strategies of phonemic awareness: identifying, categorizing, substituting, blending, and segmenting sounds in words.
|
|
|
Comprehension
|
The understanding a student has after reading a text. This is a multifaceted thinking process which includes reader factors and text factors.
|
|
|
Comprehension Skills
|
A reader factor in the process of comprehension where a student brings their own background knowledge to reading a text (and those factors that come into play from the author). As they read they mentally note details about the main idea, characters, and sequencing.
|
|
|
Concepts about Print
|
The understanding a child acquires about how print works such as the direction, spacing, punctuation, letters, and words of print.
|
|
|
Concepts about Print Assessment
|
The CAP test gives teachers information about the level of awareness a student knows about print in their environment.
|
|
|
Connecting
|
Students connect a text they are reading to themselves, the world, or other texts they have read (text-to-self, text-to-world, text-to-text).
|
|
|
Consonant Blend
|
Consonants beside each other in a word that do not say their sounds separately but are blended together. (bl, br, ck, cl, cr, dr, fl, fr, gh, gl, gr, ng, pl, pr, qu, sc, sk, sl, sm, sn, sp, st, sw, tr, tw, wh, wr)
|
|
|
Consonant Digraph
|
Two consonants beside each other that represent a new sound, not the individual letter sounds (th, ch, sh, ph).
|
|
|
Constructivism
|
A student-centered theory in which the student constructs knowledge building on prior knowledge in the brain and they apply the new knowledge to what they are learning. The teacher is a facilitator of experiences in which the students can gather knowledge.
|
|
|
Context Clues
|
The information surrounding an unknown word or phrase that helps the student gain or infer meaning to what is unknown.
|
|
|
Critical Literacy
|
A sociolinguistic learning theory which looks at students as vehicles for social change through language and social interaction. As students collaboratively participate in authentic literacy activities they become more involved in their community in hopes they will become active citizens.
|
|
|
CVC, CV, CVCe, CVVC patterns
|
The ‘C’ represents a consonant and the ‘V’ represents a vowel. When the letters are strung together as listed there are phonic rules that apply and are accurate at least 50% of the time.
|
|
|
Data Charts
|
A type of graphic organizer used to organize the ideas of a text in the form of graph.
|
|
|
Decoding by Analogy
|
A word identification strategy that locates the phonogram, onsets, and rimes to extend a student’s word knowledge.
|
|
|
DRTA
|
This is the Directed Reading Thinking Activity in which the student asks questions, makes predictions, and updates or changes the prediction about a text. Through this activity the student is active, thoughtful reader who is increasing their comprehension in a text.
|
|
|
Elements of Story Structure
|
An author uses the elements of a story (plot, characters, setting, point of view, and theme) to develop the story which in turn helps distinguish the type of genre.
|
|
|
Emergent Literacy
|
The process in which a child learns to read and write that is researched from a child’s point of view.
|
|
|
Engaging Students in Reading and Writing
|
Students desire to be involved in authentic literacy activities in which they were able to choose the book, express their ideas, share their writing, and talk about the book read. Teachers have a big role in the motivation of students and need to be proactive in the process by learning about their students.
|
|
|
Environmental Print
|
The printed items in the child’s surroundings which includes signs, menus, and labels to name a few.
|
|
|
Etymologies
|
The origin of a word. Many words in the English language came from the Latin, Greek, German, and French to name a few.
|
|
|
Etymology
|
The origin of a word. Many words in the English language came from the Latin, Greek, German, and French to name a few.
|
|
|
Evaluating
|
This is a comprehension strategy that a student uses during their reading. They are checking their interest in a story, ability to read the text, and comprehension.
|
|
|
Exploring
|
(Reading Process, Stage 4) After students complete the responding stage they move to looking at the text analytically.
|
|
|
Expository Text Structures
|
How an author organizes a nonfiction text using description, sequence, comparison, cause-and-effect, and problem-and-solution. The organization of a text is slightly different for the each genre.
|
|
|
Figurative Language
|
When a word is used in a more colorful and descriptive way. This can be in the form of an alliteration, metaphor, hyperbole, personification, idiom, or simile.
|
|
|
Fluency
|
The student’s ability to quickly read with expression which allows for greater comprehension and write so that ideas can flow. There are three components to fluency: accuracy, speed, and prosody.
|
|
|
Four Cueing Systems
|
Communication is made possible through the phonological (sound), syntactic (structural), semantic (meaning), and pragmatic (social/cultural) systems of learning the English language.
|
|
|
Frye Readability Graph
|
A readability formula developed by Edward Frye. It helps predict the grade level for a text based on the number of sentences and syllables per 100 words.
|
|
|
Graphic Organizers
|
These are diagrams that students use to visually organize information they have gathered from a text.
|
|
|
Guided Reading
|
(Reading Process, Stage 2: Reading Type 3 of 5) This reading type has the students working in groups reading the same text.
|
|
|
Homonyms
|
Words that are pronounced or spelled the same but have different meanings.
|
|
|
Homophones
|
Words that sound alike and are spelled differently.
|
|
|
Identifying Big Ideas
|
As a student reads they examine the text for clues to the big ideas of a story.
|
|
|
Incidental Word Learning
|
Words that are learned through the reading process.
|
|
|
Independent Reading
|
(Reading Process, Stage 2: Reading, Type 1 of 5) Students are reading silently by themselves and are hopefully developing the love of reading.
|
|
|
Inflectional and Derivational Endings
|
The suffixes added to the end of a word. Inflectional suffixes represent verb tense, person, plural, possession, and comparison. The derivational suffixes represent relationship to the root word.
|
|
|
Informal Reading Inventory
|
These are commercially produced tests to evaluate if a student’s reading performance is at grade level and what strategies can be implemented to raise the level.
|
|
|
Interactive Learning Theory
|
This theory is an educational approach to learning in which can utilizes the theories of behaviorism, constructionism, cognitive, social learning, and connectivism.
|
|
|
Interactive Model of Reading
|
A cognitive reading process theory of what process a student and their brain goes through when reading. Two processes take place in the brain making meaning while reading; recognizing letters and making them into words, and recognizing words. There is also a control mechanism in the brain that monitors attention, determines comprehension, and seeks solutions to unknown words and comprehension.
|
|
|
Invented Spelling
|
The early attempts of a child to spell words based on the phonics they have learned.
|
|
|
KWL Charts
|
A graphic organizer used to chart what a student knows, wants to discover, and learns. The headings of the chart are KWL which stand for Know, Wonder, and Learned.
|
|
|
Language Experience Approach (LEA)
|
The process in which a beginning reader tells the teacher a story and the teacher writes it down. The finished composition is now used as a reader for the student.
|
|
|
Learning Logs
|
The log serves as a running record of students' perceptions of how and what they are learning.
|
|
|
Levels of Word Knowledge
|
The levels that a student goes through as they develop knowledge about words: Unknown Word, Initial Recognition, Partial Word Knowledge, and Full Word Knowledge.
|
|
|
Lexile Framework
|
A reading level program developed by MetaMetrics used to measure student reading level and difficulty of a book (word familiarity and sentence complexity).
|
|
|
Literacy
|
The ability to use reading and writing to communicate.
|
|
|
Literacy Play Centers
|
A location in the classroom that involves the student in learning literacy through everyday life activities of reading and writing.
|
|
|
Making Words
|
When a student is given a clue and then creates a word out of the letters given.
|
|
|
Making/Drawing Inferences
|
When a student uses their background knowledge to understand a concept in the text that is not literally written.
|
|
|
Modeled Reading
|
(Scaffold: highest level of support) A teacher reads to the students with prosody and teaches other reading strategies.
|
|
|
Monitoring
|
This is a comprehension strategy where a student mentally asks questions, draws conclusion, makes connections, reacts, and wonders about a text automatically until they reach a problem in their comprehension.
|
|
|
Morphemic Analysis
|
A word identification strategy that teaches that the morpheme is a root word in which affixes are added.
|
|
|
Motivation (and Attention)
|
An intrinsic part of reading in which a student believes in their success and confidence, and appreciates the pleasure gained from reading. Motivation can be affected by the teacher’s role (attitude, community, instruction, and rewards) as well as other students’ role (expectations, collaboration, competence, and choices) in the reading process.
|
|
|
Multiple Meanings of Words
|
A word that has many meanings generally due to etymology.
|
|
|
Narrative Genres
|
Text that tells a story such as folklore, fantasies, and realistic fiction.
|
|
|
Non-Fiction Genres
|
These are factual picture and chapter books which includes biographies, concept books, and informational books.
|
|
|
Onset and Rime
|
When the sounds of a word are divided into the consonant sound (onset) and the vowel and remaining sounds (rime).
|
|
|
Open-Mind Portraits
|
Students draw what they have learned about a text in an image of a head. This strategy is to help students with their comprehension, character development, story elements, and extending their thoughts.
|
|
|
Phoneme
|
A sound; represented by a letter.
|
|
|
Phonemic Awareness
|
The understanding of sounds in written words and the ability to speak those sounds.
|
|
|
Phonic Analysis
|
A word identification strategy that includes the use of spelling patterns, sound-letter correspondence, and phonic rules.
|
|
|
Phonics Generalization
|
The general rules about phonics that can jump start a child reading. The rules do not work consistently and are not reliable.
|
|
|
Poetic Forms
|
These are the various ways poetry can be formulated: rhymed verse, free verse, narrative, haiku, odes, and concrete poems.
|
|
|
Poetry
|
A type of writing that varies in layout, form, and devices that make a unique and enjoyable read.
|
|
|
Predicting
|
This is a comprehension strategy where a student makes guesses about a story. As they read the text their predictions are correct or they revise them mentally or in writing.
|
|
|
Prereading
|
(Reading Process, Stage 1) The teacher begins a reading lesson by activating prior knowledge, setting the purpose, and setting the plan for reading the text.
|
|
|
Print-Rich Environment
|
An area, classroom, home, or community that has printed material from everyday activities available to students.
|
|
|
Questioning
|
This is a comprehension strategy where a student asks questions about the text they are reading.
|
|
|
Quickwriting
|
An activity that allows a student to explore a topic with the use of a writing prompt. This activity is done quickly and on the spot.
|
|
|
Quilts
|
This is a creative way to graphically organize information about a text in the form of a quilt (like the blanket). The students can make it simple or detailed, and the information can be represented in images, words, or both.
|
|
|
R-Controlled Vowels
|
When a vowel is followed by a ‘r’ is not long or short in sound but another sound entirely.
|
|
|
Read Aloud
|
(Reading Process, Stage 2: Reading Type 5 of 5) A book slightly above the reading level of the students is selected, read, and discussed so that the students are active participants in the reading process.
|
|
|
Reader Factors
|
These are the variables that a student brings to a text they are reading. These factors are background knowledge, vocabulary, fluency, comprehension strategies and skills, and motivation.
|
|
|
Reader Response
|
The student uses a journal to write about what they liked or did not like about a story. This can range from assigned topics to feeling, thoughts, and questions about the text. This is an assignment that is not a write or wrong answer but an exploration of thought.
|
|
|
Reading
|
(Reading Process, Stage 2) The teacher has five options to utilize for this stage of the reading process depending on the ability of their students: independent, buddy, guided, shared, or read aloud reading.
|
|
|
Reading Levels
|
The level of the reading material in relationship to the accuracy of a student’s ability to read based on word recognition, fluency, and comprehension. There are three reading levels: independent (90% or greater), instructional (75% to 89% accuracy), and frustration (less than 75% accuracy).
|
|
|
Reading Logs
|
This is a record of the books a student reads. Many teachers use this as a tool to get the parents involved in student reading by having them read with their child and sign the log.
|
|
|
Repairing
|
This is a comprehension strategy where a student figures out why they do not comprehend the text and fixes the problem.
|
|
|
Responding
|
(Reading Process, Stage 3) A student uses reading logs or grand conversations to expand their understanding about the text.
|
|
|
Running Records
|
This is an informal assessment tool to diagnose a student’s reading level. As a student is reading the teacher documents the words substituted, mispronounced, repeated, or skipped. The teacher calculates the percent read correctly and assigns the student the appropriate reading level. This is an assessment used to monitor a student’s comprehension when reading orally (similar to DIBELS).
|
|
|
Say Something
|
A strategy in which a student constructs meaning by making connections to text and monitor understanding. This process allows the student to make connections to the text. This strategy is good to use with ELL students.
|
|
|
Schwa sound
|
An additional sound a vowel makes in an unstressed syllable of a word that is pronounced ‘uh’ and written /ə/.
|
|
|
Self Assessment
|
Students compare their reading and writing activities and find areas of improvement that they can accomplish. Teachers encourage reflection on work done by having conferences with their students and teach minilessons on fluency and what makes projects good or writing effective.
|
|
|
Semantic Feature Analysis
|
An instructional procedure in which the student creates a grid to examine characteristics of words and characters in a story.
|
|
|
Semantic Feature Analysis
|
An instructional procedure in which the student creates a grid to examine characteristics of words and characters in a story.
|
|
|
Shared Reading
|
(Reading Process, Stage 2: Reading, Type 4 of 5) Teachers may use a ‘big book’ replica of the actual text to read to the students so that they can follow along.
|
|
|
Sociolinguistic Learning Theory
|
The use of oral language and social interaction providing the beginning of reading and writing learning.
|
|
|
SQ3R
|
This is a type of graphic organizer that has the students think and chart information. In the categories: Survey, Question, Read, Recite, and Review.
|
|
|
Stages of Literacy Development
|
Students go through three stages of literacy development: emergent, beginning, and fluent.
|
|
|
Story Boards
|
A type of graphic organizer in which a student diagrams the story with the use of graphics and few words.
|
|
|
Story Maps
|
A type of graphic organizer in which the characters, plot, setting, problem, and solution are charted. Other items that can be listed are beginning, middle, and end of the story.
|
|
|
Summarizing
|
This is a comprehension strategy where a student sums up a story in writing.
|
|
|
Syllabic Analysis
|
A word identification strategy that gives the student the ability to divide a word into smaller parts, syllables, to assist with reading and writing.
|
|
|
Synonyms
|
Words that have a similar meaning.
|
|
|
Text Factors
|
The genre, text structure, and text features of a book. When students understand these elements of a book their comprehension is better.
|
|
|
Text Structures
|
See Expository Text Structures, Elements of Story Structure, and Poetic Forms.
|
|
|
Transactive theory
|
A student reads a text and interprets or comprehends the text. This interplay between the text and the student is the transaction and is individualized for each student due to prior knowledge.
|
|
|
Visualizing
|
This is a comprehension strategy in which a student sees a story unfolding in their mind.
|
|
|
Vowel Digraphs
|
Two vowels beside each other that represent a single sound, not the individual letter sounds. Generally the first sound is long and the second sound is silent. (ee, ea, ai, ay, oa, ie,)
|
|
|
Vowel Diphthongs
|
Diphthong means two sounds. The gliding of two vowels beside each other in a word. (oo, ou, oi, oy, ow, au, aw, ew)
|
|
|
Ways to Promote Fluency
|
Some of the ways to promote fluency are to teach high-frequency words, allow for repeated readings, model prosody, and make sure students are reading books on their reading level.
|
|
|
Word Identification
|
Students use four strategies to identify unknown words. Those strategies are phonic analysis, decoding by analogy, syllabic analysis, and morphemic analysis.
|
|
|
Word Maps
|
A word study activity in which a student(s) take one word and diagrams other descriptive words around it.
|
|
|
Word Recognition
|
Words that are recognized automatically through the repeated experiences of reading and writing.
|
|
|
Word Sorts
|
A word study activity in which a student(s) takes words and groups them into categories.
|
