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53 Cards in this Set

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Emergent Readers and Writers (pre-kindergarten through first grade)
Children in this phase benefit from:

seeing reading and writing modeled through listening to good stories and seeing others write meaningful messages
supported practice while reading engaging, predictable books with pictures that clearly relate to and illustrate the story line
encouragement to experiment with writing
experience with sorting words and pictures to build letter and sound recognition (see phonemic awareness )
experience with rhyming and other word play
activities that engage students in using oral and written language
Background Knowledge
the knowledge and understandings of the world that students have acquired through their everyday experiences -- riding in cars or buses, playing and talking with other children and adults, that help them to make sense of the texts they read.
Choral Reading/Chanting
two or more individuals reading aloud from the same text -- this can help students to develop oral reading fluency.
Concepts About Print/Conventions of Print
the understandings an individual has about the rules or accepted practices that govern the use of print and 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.
Constructing Meaning
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.
Meaning or Semantics
Readers use their background knowledge of vocabulary and word understanding. They also use the context of the sentence, the paragraph or the whole text to figure out what the text is about, and what would make sense.
Cueing and Self Monitoring Systems
Successful independent reading involves integrating three sets of cues, Meaning or Semantics; Syntax or Language Structure; Visual information or graphophonics. Efficient readers use all three to predict, confirm and self correct as they read.
Graphophonics (Phonics)
referring to the relationship between the letters and the letter sounds of a language.
Conventional Spelling
spelling that is in the standard or correct form for written documents.
Guided or Supported Reading
a method by which an experienced reader provides structure and purpose, and models strategies in order to move beginning readers towards independence.
Inference
drawing meaning from a combination of clues in the text without explicit reference to the text. "The sky was dark and cloudy so I took my umbrella." We can infer that it might rain even thought the text does not say that.
Invented Spelling
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.
KWL chart (Know, Want to know, Learned)
a pre-reading or during reading activity to support understanding in which adult and child develop a chart organized in three columns: 1) things the child already Knows about a specified topic, 2) what the child Wants to know about the same topic, and 3) what the child Learns about the topic after reading about it.
Language Experience Approach
a method of teaching reading by using the reader's own dictated language.
Language Structure
the organization of words (both spoken and written) into meaningful segments (phrases or sentences) using conventions of grammar and syntax.
Letter Recognition:
the identification of individual letters by name and/or sound in a variety of contexts.
Letter/Sound Association:
making a connection between individual letters and the sounds they represent (graphophonics).
Linguistic Approach
a reading approach based on highly regular spelling patterns. Such as: Nat the cat sat on the mat.
Miscue:
any substitution of a word in a text that a reader makes.
Miscue Analysis:
an examination of reading errors or substitutions (miscues) as the basis for determining the strengths and weaknesses of students' reading skills.
Modeled Reading:
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.
Pattern Story or Cumulative Story:
a story that has many elements or language patterns repeated until the climax; a predictable text.
Phonemic Awareness:
awareness of the sound system of spoken language including individual sounds, rhyming, components of words, etc.
Phonics:
the letter/sound relationships in language, and also the relationship of spelling patterns to sound patterns.
Phonics Approach:
teaching reading and spelling in a way that stresses the connection between letters and the sounds they represent, teaches the dissection of words into parts and then blending the sounds together again. Phonics can be taught directly or can be incorporated in ongoing reading and writing.
Picture Cues:
The use of images that accompany and reflect the content of a text to help readers figure out words and understand the meaning of text.
Picture Walk:
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.
Prereading Strategies:
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.
Print Conventions/Conventions of Print:
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.
Reversals:
the result of reversing the order of letters in a word (tap/pat), or confusing similar letters such as d - b, or writing letters backwards. Not uncommon with Emergent readers and writers.
Self Monitoring:
paying attention to one's own reading process while reading, and taking steps to reread or make corrections as needed to make sense of the text.
Semantics:
the study of the meaning in language; the analysis of the meanings of words, phrases, sentences.
Shared Reading:
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.
Sight Word:
A word that is immediately recognized as a whole and does not require word analysis for identification.
Story/Text Structure:
a set of conventions that govern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.
Syntax:
the pattern or structure of word order in sentences, clauses and phrases; the grammatical rules that govern language.
The Writing Process:
a view of teaching writing as an ongoing process involving several steps such as: planning, drafting, revising, editing, publishing.
Word Analysis/Word Attack Strategies:
the process of using strategies to figure out or decode unfamiliar words.
Word Families:
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.
Picture Cues:
The use of images that accompany and reflect the content of a text to help readers figure out words and understand the meaning of text.
Picture Walk:
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.
Prereading Strategies:
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.
Print Conventions/Conventions of Print:
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.
Reversals:
the result of reversing the order of letters in a word (tap/pat), or confusing similar letters such as d - b, or writing letters backwards. Not uncommon with Emergent readers and writers.
Self Monitoring:
paying attention to one's own reading process while reading, and taking steps to reread or make corrections as needed to make sense of the text.
Semantics:
the study of the meaning in language; the analysis of the meanings of words, phrases, sentences.
Shared Reading:
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.
Sight Word:
A word that is immediately recognized as a whole and does not require word analysis for identification.
Story/Text Structure:
a set of conventions that govern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.
KWL table, or KWL chart
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.
SQ3R or SQRRR
Survey, Question, Read, Recite and Review
The PQRST method
method prioritizes the information in a way that relates directly to how students will be asked to use that information in an exam.
PQRST is an acronym for Preview, Question, Read, Summary, Test.[
Center for the Assessment and Remediation of Reading Difficulties (CARRD)
is a university-based program at Pittsburg State University, Pittsburg, Kansas. It was established in 1996 to:

develop strategies for the prevention and remediation of reading disabilities
search for strategies that will lead to the improvement of remedial processes
provide educators and parents with current and appropriate knowledge regarding reading/learning disabilities
provide interdisciplinary evaluations of readers of all ages
promote the concerns relevant to reading disabilities
educate the general public regarding issues pertaining to reading/learning disabilities.