Rica A-E

Front 1

Academic English

Back 1

The English language ability required for academic achievement in context-reduced situations, such as classroom lectures and textbook reading assignments. This is sometimes referred to as Cognitive/Academic Language Proficiency (CALP).

Front 2

Adequate yearly progress

Back 2

An individual state's measure of yearly progress toward achieving state academic standards. "Adequate Yearly Progress" is the minimum level of improvement that states, school districts and schools must achieve each year.

Front 3

Affixes

Back 3

Affixes are word parts that are "fixed to" either the beginnings of words (prefixes) or the endings of words (suffixes). The word disrespectful has two affixes, a prefix (dis-) and a suffix (-ful).

Front 4

Alphabetic principle

Back 4

The alphabetic principle is the basic idea that written language is a code in which letters represent the sounds in spoken words.

Front 5

Americans With Disabilities Act (ADA)

Back 5

The Americans With Disabilities Act gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications.

Front 6

Analogy-based phonics

Back 6

In this approach, children are taught to use parts of words they have already learned to read and decode words they don't know. They apply this strategy when the words share similar parts in their spellings, for example, reading screen by analogy to green. Children may be taught a large set of key words for use in reading new words.

Front 7

Analytic phonics

Back 7

In this approach, children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation.

Front 8

Attention deficit disorder (ADD)

Back 8

Attention deficit disorder is an older name for attention deficit hyperactivity disorder.

Front 9

Attention deficit hyperactivity disorder (ADHD)

Back 9

Attention deficit hyperactivity disorder is the inability to use skills of attention effectively. Studies suggest that five to ten percent of children, adolescents, and adults may have ADHD.

Front 10

Automaticity

Back 10

Automaticity is a general term that refers to any skilled and complex behavior that can be performed rather easily with little attention, effort, or conscious awareness. These skills become automatic after extended periods of training. With practice and good instruction, students become automatic at word recognition, that is, retrieving words from memory, and are able to focus attention on constructing meaning from the text, rather than decoding.

Front 11

Base words

Back 11

Base words are words from which many other words are formed. For example, many words can be formed from the base word migrate: migration, migrant, immigration, immigrant, migrating, migratory.

Front 12

Bilingual education

Back 12

An educational program in which two languages are used to provide content matter instruction. Bilingual education programs vary in their length of time, and in the amount each language is used.

Front 13

Blend

Back 13

A blend is a consonant sequence before or after a vowel within a syllable, such as cl, br, or st; it is the written language equivalent of consonant cluster.

Front 14

Central auditory processing disorder/deficit (CAPD)

Back 14

Central auditory processing disorder occurs when the ear and the brain do not coordinate fully. A CAPD is a physical hearing impairment, but one which does not show up as a hearing loss on routine screenings or an audiogram. Instead, it affects the hearing system beyond the ear, whose job it is to separate a meaningful message from non-essential background sound and deliver that information with good clarity to the intellectual centers of the brain (the central nervous system).

Front 15

Cognates

Back 15

Words in different languages related to the same root, e.g. education (English) and educación (Spanish)..

Front 16

Comprehension strategies

Back 16

Comprehension strategies are techiniques to teach reading comprehension, including summarization, prediction, and inferring word meanings from context.

Front 17

Comprehension strategy instruction

Back 17

Comprehensive strategy instruction is the explicit teaching of techniques that are particularly effective for comprehending text. The steps of explicit instruction include direct explanation, teacher modeling ("think aloud"), guided practice, and application. Some strategies include direct explanation (the teacher explains to students why the strategy helps comprehension and when to apply the strategy), modeling (the teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using), guided practice (the teacher guides and assists students as they learn how and when to apply the strategy) and application (the teacher helps students practice the strategy until they can apply it independently).

Front 18

Context clues

Back 18

Context clues are sources of information outside of words that readers may use to predict the identities and meanings of unknown words. Context clues may be drawn from the immediate sentence containing the word, from text already read, from pictures accompanying the text, or from definitions, restatements, examples, or descriptions in the text.

Front 19

Cooperative learning

Back 19

Cooperative learning involves students working together as partners or in small groups on clearly defined tasks. It has been used successfully to teach comprehension strategies in content-area subjects.

Front 20

Decoding

Back 20

Decoding is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. It is also the act of deciphering a new word by sounding it out.

Front 21

Direct vocabulary learning

Back 21

Direct vocabulary learning is when students learn vocabulary through explicit instruction in both the meanings of individual words and word-learning strategies. Direct vocabulary instruction aids reading comprehension.

Front 22

Domain-specific words and phrases*

Back 22

Vocabulary specific to a particular field of study (domain), such as the human body (CCSS, p. 33); in the Standards, domain-specific words and phrases are analogous to Tier Three words (Language, p. 33).

Front 23

Dyslexia

Back 23

Dyslexia is a language-based disability that affects both oral and written language. It may also be referred to as reading disability, reading difference, or reading disorder.

Front 24

Editing*

Back 24

A part of writing and preparing presentations concerned chiefly with improving the clarity, organization,concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scaleactivity often associated with surface aspects of a text; see also revising, rewriting.

Front 25

Embedded phonics

Back 25

In this approach, children learn vocabulary through explicit instruction on the letter-sound relationships during the reading of connected text, usually when the teacher notices that a child is struggling to read a particular word. Letter-sound relationships are taught as part of sight word reading. If the sequence of letter-sounds is not prescribed and sequenced, but is determined by whatever words are encountered in text, then the program is not systematic or explicit.

Front 26

Emergent reader texts*

Back 26

Texts consisting of short sentences comprised of learned sight words and CVC words; may also include rebuses to represent words that cannot yet be decoded or recognized; see also rebus.

Front 27

English language learner (ELL)

Back 27

English language learners are students whose first language is not English and who are in the process of learning English.

Front 28

ESL

Back 28

ESL is the common acronym for English as a Second Language, an educational approach in which English language learners are instructed in the use of the English language.

Front 29

Evidence*

Back 29

Facts, figures, details, quotations, or other sources of data and information that provide support for claimsor an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science.