Rica Terms

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Accuracy

Back 1

Correctly identifying letters or words

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Advance Organizer

Back 2

A technique in which brief written text (in the form of ideas or facts or questions) about a new book students will read are presented to them before they read it in an attempt to enhance their comprehension

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Affixes

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A syllable or group of syllables (i.e. prefixed, such as anti- or post-, and suffixes, such as -ly or -ment) which, when added to a word or a root, alter the meaning of the word

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Alphabetic Principle

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the assumption underlying alphabetic writing systems that each sound or phoneme of a language should have its own distinctive graphic representation

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Analytic Phonics

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A whole part approach to word study in which the student is first taught a number of sight words and then relevant phonetic generalizations, which are subsequently applied to other words ; deductive phonics

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Anticipation Guide

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These guides allow individual students to reflect on ad express their opinions in relation to written statments about what they are reading that challenge or confirm their beliefs. When students give an initial response, they can discuss their responses in small groups.

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Assessment

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the act or process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews

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auditory blending

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the ability to fuse discrete phonemes into recognizable words

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auditory closure

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the ability to form meaningful words or utterances from incomplete or distorted sound patterns

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auditory discrimination

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the ability to hear phonetic likenesses and differences in phonemes and words

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auditory processing

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the full range of mental activity involved in reacting to environmental stimuli, especially sounds, and in considering their meanings in relation to past experience and to their future use.

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automaticity

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the ability to recognize a word in text effortlessly and rapidly

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Background Knowledge Assessments

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tools and stategies designed to assess a students backgroud knowledge, experiences or expertise about content, story knowledge, or other area of study

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Basal Reading Program

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a collection of student texts and workbooks, teacher's manuals, and supplemental materials for development of reading and sometimes writing instruction, used chiefly in the elementary and middle school grades.

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Base Word

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a word to which affixes ma be added to create related words, as teach in reteach or teaching

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Big Book

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to simulate lap reading many teachers use big books with their younger students. Big Book are enlarged reading books, the large type allows students to read together an=s tey learn about concepts about print and various decoding and comprehension strategies.

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blend

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to combine the sounds represented by letters to pronounce a word; sound out.

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Boundary

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division between units of language as between: (1) words, as my book (word boundaries; (2) word parts, as unkind-ly (stem or affix boundary); (3) syllables, as knowl-edge (syllable boundary)

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choral reading

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interpretive reading of text, often poetry or songs, by a group of choral voices. Students must read a text repeatedly in order to decide how to prepare it for choral reading.

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Cloze

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sentence completion techniques in which words are left out of a text so that reader an supply the missing words using context only or, sometimes, limited graphonphonic cues, Cloze test can be designed to provide informal diagnostic information

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comprehension

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the essence of reading, is often taken to mean reading comprehension in the literacy literature unless restricted specifically or by inference from its content

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Concepts to Print

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Pamiliarity with writing and print conventions, such as left to right orientation, top to bottom sequence of reading; the use of spaces to denote words; the idea that print represents words, An important predictor of learning to read/

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Consonant

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a speech sound made by partial or complete closure of the vocal tract, which obstructs air flow and causes audible friction in varying amounts

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consonant digraph

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combination of two consonant letter representing a single speech sound th in that or gh for /f/ in rough

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Context Clue

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information from the immediate textual setting that helps identify a word or word group, as by words, phrases, sentences illustration, syntax, typography

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Consonant Blends

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a combination of 2-3 consonants that appear consecutively in a word and each consonant represents its most common sound. These can be initial or final consonants, as sw in swell or str in strap or sk in mask

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Consonant Digraph

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a combination of two consonants representing a single speech sound
Ex: gh /f/ in rough

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Consonant Substitution

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a word-identification technique in which a known consonant sound, usually in the initial or final position, is combined with a known phonogram to facilitate pronunciation of unknown words
Ex: replacing /h/ of hole for /r/, /p/, /m/ for role, pole, mole

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CVC (consonant vowel consonant)

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one of the most common sequence of sounds in syllables, as in cat, red, and dog.

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CVCe (consonant-vowel-consonant with silent e)

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another common sequence of sound syllables, as in cake, game, like

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Context clue

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information from the immediate textual setting that helps identify a word or word group, as by words, phrases, sentence illustrations, syntax, typography

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Conventional Spelling

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Correct and accurate spelling of words

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curriculum bases assessments

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the appraisal of students progress by using materials and procedures directly from the curriculum taught

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Cueing systems

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three of the language systems on which readers rely for sues as they seek meaning from the text; graphonic (based on letter-sound relationship and visual knowledge), semantic (bases on meaning), and syntactic (based on grammar)

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Decoding

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to analyze spoken or graphic symbols of a familiar language to ascertain their intended meaning

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How can a teacher assess oral and written language

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the teacher might use informal assessments including teacher observation during re-tellings, oral sharing, and other oral activities, writing samples, portfolios, and rubrics to asses oral and written language

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How can a teacher support oral language development?

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models oral language throughout the day in all content areas. teacher provides formal and informal opportunities for oral language practice across the curriculum Ex: show and tell, brainstorming, group discussion, story telling

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What are some oral language activities

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whole class, small groups, pairs,games, language play, questioning and sharing, guided writing to demonstrate the connection betweeen oral language and reading and writing

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How can a teacher support written language development?

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gives direct instruction and guided practice in the writing process. Students are provided a variety of purposes and writing to a variety of audiences. Also provided independent practice in writing.

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What type of activities can a teacher use to promote written language development?

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meaningful written reflections, experience stories, and charts to demonstrate or model that oral language can be recorded in written language.

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What type o activities build vocabulary?

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Listening to and reading a variety of text, playing vocabulary games, word sorts, semantic mapping, classification, word banks, and many other activities.

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What are some example of visual strategies to help children spell?

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look at a word and then write it three or four times.
(visual use of color) - ex: children are learning the oa digraph that appears in boat and load. use red for o and blue for a if students are confusing the positioning of the two

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Give an example of an explicit instruction for teaching spelling?

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Segmenting sounds/syllables
-teacher identifies misspelled words
-Student says the word and draws a line for each sound or syllable s/he hears in the word
-Student writes the sound/syllable on each line

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What are the five different vocabularies?

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Listening- words you understand when listening to other people speak
Speaking - words you use when you talk
Writing - words you use when you write
Sight - words you can recongize and correctly pronounce
Meaning-words you understand when reading silently

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What does vocabulary and fluency have to do with one another?

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knowing the meaning of words helps in the ultimate achievement of reading (swift, accurate word recognition and in all aspects of fluency - rate, prosody, accuracy) Understanding the meaning makes it easier to recognize words

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What does vocabulary and comprehension have to do with one another?

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A child who comprehends what he or she is reading will be able to define several key words in the text after he or she has read this is what is meant by vocabulary being a key indicator of comprehension

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What are the different levels of comprehension skills?

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literal, inferential, and evaluative

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What is literal comprehension?

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literal - states main idea, identifies details and sequences of events, states cause and effect, and components of the story (plot event, characters, the setting)

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What is inferential comprehension?

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Inferential - reader to interpret what she or he has read. reader must speculate bases on the surface meaning of the text.

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What is evaluative comprehension?

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ability of the reader to make judgments about what he or she had read. (recognizing instances of bias)

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What are the different text structures

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cause and effect, problem and solution, compare/contrast, sequence, description

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What is KWL chart?

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It a way to activate background knowledge. Make three columns and ask the students (K) What do you know about ____ (W) What do you want to know (L) what have you learned

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Digraph

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Two letters that represent one sound

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Diphthong

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A vowel sound produced when te tongue moves or glides from one vowel sound toward another vowel or semivowel sound in the same syllable as /i/ in buy and vowel sounds in boy, and bough

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Emergent Literacy

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Development of the association of print with meaning that begins early in a child's life and continues until the child reaches the stage of conventional reading and writing, "the reading and writing concepts and behaviors of young children that precede and develop into conventional literacy."

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Encode

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to change a message into, as encode oral language into writing, encode an idea into words, or encode physical law into mathematical symbols

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Etymology

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the study of the history of words

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Explicit Instruction

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The intentional design and delivery of informaiton by the teacher to the student. It begins with (1) the teacher's modeling or demonstration of the skill or strategy; (2) a structured and substantial opportunity for students to practice and apply newly taught skills and knowledge under the teacher's direction and guidance; and (3) an opportunity for feedback.

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Echo Reading

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This is a strategy in which a lead reader reads aloud a section of text, and a second reader's voice follows right after (or "echoes") that which was first read.

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Evaluative Comprehension Skills

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Opportunities for students to make judgments about, reflect on and value what they are reading as well as judge the accuracy of assertions, arguments, or proposals within texts they are reading

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Expository Text

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A form of writing intended to set forth or explain, and which employs a wide variety of structure.The five major types include (1) enumeration: listing of facts (2) time order: putting facts or events into a sequence using references to time; (3) comparison/contrast: pointing out likenesses and/or differences; (4) cause/effect: showing how facts or events affect other facts of events; (5) problem/solution: showing the development of a problem and its solution.

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fluency

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the clear, easy, and quick written or spoken expression of ideas: freedom from word-identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading: automacity

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Fluent Reader

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A reader whose performance exceeds normal expectation with respect to age and ability; independent reader.

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Frustration Reading Level

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a readability or grade level of material that is too difficult to be read successfully by a student even with normal classroom instruction and support

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Final E

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Silent e ; the spelling pattern in English in which e is the last letter in a word, does not represent a final sound, and often signals a long vowel sound for the preceding vowel letter, as in hate, kite, and robe

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Flexible grouping

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student reading progress guides the placement in guided reading group may change and be adjusted to student needs.

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graded word list

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a list of words ranked by grade level, reader level, or other level of difficulty of complexity, often used to assess competence in word identification, word-meaning knowledge, and spelling

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Grapheme

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a written or printed representation of a phoneme as b for /b/ or oy for /oi/ in boy

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grapheme-phoneme correspondence

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the relationship between a grapheme ad the phoeme(s) it represents; letter sound correspondence, as c representing /k/ in cat and /s/ in cent

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graphic organizer

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a visual representation of facts and concepts from a text and their relationship within an organized frame.

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Why are graphic organizer an effective tool?

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they help teachers and students represent abstract or implicit information in more concrete form, depict the relaitonship among facts and concepts, aid in organizing ad elaborating ideas, relate new information with prior knowledge, and effectively store and retrieve information.

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guided reading

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reading instruction in which the teacher provides the structure and purpose for reading and for responding to the material read.

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High frequency word

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a word that appears many more times than most other words in spoken or written language.

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Informal Reading Inventory (IRI)

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the use of a graded series of passages of increasing difficulty to determine students strengths and weaknesses, and strategies in word identification and comprehension.

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What does IRI assess

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Comprehension

Front 76

What is a running record used for?

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fluency

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What is a miscue analysis and what is it used to assess for?

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a strategy for analyzing the error a student make when they read aloud. Teachers can categorize errors or patterns according the graphonic, syntactic or semantic cueing model in order to determine strengths, needs, and instructional steps (comprehension)

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What are some ways to plan and organize reading instruction?

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Flexible groupings, 1:1, timely intervention

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What are graphophonemic Errors and what could be the students problem

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errors are related to sound-symbol relationships for english, such as reading feather for father. The words sound alike, but feather wouldn't make sense in a sentence where the correct word is father. (reading word by word and depending too much on phonics to decode each word, or reading a passage that's too difficult need to be taught contextual clues)

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What are Semantic Errors and what skills do they need to be taught?

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meaning related errors, such as reading dad for father (needs to be taught to use phonics skills to be sure that every word read makes sense from a graphophonemic sense)

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What are syntactic Errors and what type of error would this be and what do they need to focus on?

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syntax is the way words are placed in order in sentences. A syntactic error would be reading into for through. (needs to pay more attention to phonics)

Front 82

What is the role of phonological and phonemic awareness in reading development?

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Acquisition of phonemic awareness is highly predictive of success in learning to read. phonemic awareness in kindergarten correlates strongly with the level of reading achievement.

Front 83

What are the ways to teach phonological awareness of larger units of language?

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word awareness
syllable awareness
word blending
syllable blending
onset and rime blending

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How would you teach phonemic awareness?

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sound isolation
sound identity
sound blending
sound substitution
sound deletion
sound segmentation

Front 85

Give an example of a lesson in sound isolation?

Back 85

the children are give a word and asked to tell which sound occurs a the beg, middle, or end of the word.(the teacher could have a list of words that all have long vowels in the medial position: cake, day,late,leapfeel, vote, coal ,bite) The teacher would say a word and then say the medial sound "leap, the middle sound is /e/)

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What are the concepts about print?

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-Relationship between spoken and written english (print carries meaning)
-Recognizing letter, word and sentence representation
-Directionality of print/tracking of print
-Book handling skills

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What are some ways to teach concepts about print and give examples?

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-read aloud
-shared book experience
-LEA (language experience approach)
-environmental print
-print-rich environment
-explicit/direct teaching of concepts about print