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;
83 Cards in this Set
- Front
- Back
|
Ability grouping |
Grouping of children with similar needs for instructional purposes. Ability groups do not remain constant throughout the year but change as the children's need within them change |
|
|
Alliteration |
Occurs when words begin with the same consonant sound, as in Peter piper picked a pair of pickled peppers |
|
|
Alphabetic principal |
The idea that written spellings represent spoken words |
|
|
Anchor book |
A balanced literacy term for a book that is purposely read repeatedly and used as part of both the reading and writing workshop |
|
|
Assonance |
Occurs when words begin with the same vowel sound |
|
|
Authentic assessment |
Assessment activities which reflect the actual workplace, family community and school curriculum |
|
|
Benchmarks |
School State, or nationally mandated statements of the expectations for student learning and achievement in various content areas |
|
|
BICS- basic interpersonal communication skills (ELL term- bilingual education |
Learning second language skills and becoming proficient in a second language through face-to-face interaction-translation through speaking, listening, and viewing |
|
|
BICS- basic interpersonal communication skills (ELL term- bilingual education |
Learning second language skills and becoming proficient in a second language through face-to-face interaction-translation through speaking, listening, and viewing |
|
|
Blending |
The process of hearing separate phonemes and being able to merge them together to read the word |
|
|
Book features |
Children need to be familiar with the following book features: front and back cover, title and half title page, dedication page, table of contents, prologue and epilogue, and foreword and after notes. For factual books, children need to be familiar with: labels, captions, glossary, index, headings and subheadings of chapters, charts and digraphs, and sidebars |
|
|
Checklist |
An assessment form which lists targeted learning and social behaviors as indicators of achievement, knowledge or skill. They can be professionally or teacher prepared |
|
|
Cinquain |
A five line poem that can be read and then used as a model for writing. Generally line one of this format is a single word, line two has two words, which describe the title of line 1, line 3 is comprised of three words which are movement words, line 4 has four words which express feeling and line 5 has a single word which is a synonym for the line ones single word |
|
|
Comprehension |
This occurs when the reader correctly interprets the print on the page and constructs meaning from it. Comprehension depends on activating prior knowledge, cultural and social background of the reader, and the reader's ability to use comprehension monitoring strategies |
|
|
Concepts about print |
Include: how to handle a books, how to look at print, directionality, sequencing, locating skills, punctuation, and concepts of letters and words |
|
|
Consonant diagraphs |
Two consecutive consonants that represent one new speech sound. In the word "digraph" the PH which sounds like the /f/is a digraph |
|
|
Contexts |
Sentences deliberately prepared by the teacher which include sufficient contextual clues for the children to decipher meaning |
|
|
Contextual redefinition |
Using context to determine word meaning |
|
|
Cooperative reading |
Children read with a partner buddy. It can be silent or oral reading |
|
|
Crisscrossers |
In ELL term for second language learners who have a positive attitude toward both first language and second-language learning. These second language learners, children from ELL backgrounds, are comfortable navigating back-and-forth between two languages as they learn |
|
|
Crisscrossers |
In ELL term for second language learners who have a positive attitude toward both first language and second-language learning. These second language learners, children from ELL backgrounds, are comfortable navigating back-and-forth between two languages as they learn |
|
|
Cues |
As they self monitor their reading comprehensions, readers have to integrate various sources of information or cues to help them construct meaning from text and graphic illustrations |
|
|
Decoding |
Sounding out a printed sequence of letters based on knowledge of letter sound correspondences |
|
|
Diphthongs |
Two vowels in one syllable where the two sounds are heard. For instance in the word house both the o And u are heard |
|
|
Directionality |
Children use their fingers to indicate left to right direction and return sweep to the next line |
|
|
Differentiated instruction |
The need for the teacher, based on observation of individual students work, progress, test results, fluency, and other reading/literacy behaviors, to provide modified instruction and alternative strategies or activities. These activities are specifically developed by the teacher to address the individual students different needs |
|
|
Early readers |
Recognize most high frequency words and many simple words. They use pictures to confirm meeting. Using meaning, syntax, and phonics, they can figure out most simple words. They use spelling patterns to figure out new words. They are gaining control of reading strategies. They use their own experiences and background knowledge to predict meanings. They occasionally use story language in their writing. This stage follows emergent reading. |
|
|
Emergent readers |
The stage of reading in which the reader understands that print contains a consistent message. The reader can recognize some high frequency words, names, and simple words in context. Pictures can be used to predict meeting. The emergent reader begins to attend to left to right directionality and features of print and may identify some initial sounds and ending sounds in words |
|
|
Encode |
To change a message into symbols. For example, readers encode oral language into writing |
|
|
English as a second language |
A way of teaching English to speakers of other languages using English as the language of instruction |
|
|
Expository text |
Is nonfiction that provides information and facts. This text type is what newspapers, science, mathematics and history text use. Currently there is much focus, even in elementary schools, on teaching children how to comprehend and author expository texts. They must produce brochures, guides, recipes, and procedural accounts on most elementary grade levels. The teaching of Reading of expository texts requires working with a particular vocabulary and concept structure that is very different from that of the narrative text. Therefore time must be taken to teach the reading of expository texts and contrast with the reading of narrative texts |
|
|
First language |
An ELL term for the language any child acquires in the first few years of life. It is through this acquired language that the child acquires phonological at phonemic awareness |
|
|
Fluent readers |
Identify most words automatically. They can read chapter books with good comprehension. They consistently monitor, crosscheck, and self correct reading. They can offer their own interpretations of text based on personal experiences and prior reading experiences. Fluent readers are capable of reading a variety of genres independently. Furthermore, they can respond to texts or stories by sharing pertinent examples from their lives. They can also readily make connections to other books which they have read. Finally, they are capable of beginning to create spoken and written writings which are in the style of a particular author. |
|
|
Formal assessment |
A test or an observation of a performance task which is done under controlled and regulated conditions |
|
|
Functional reading |
The reading of instructions, recipes, coupons, classified ads, notices, signs, and other documents which we have to read and correctly interpret in school and in society |
|
|
Functional reading |
The reading of instructions, recipes, coupons, classified ads, notices, signs, and other documents which we have to read and correctly interpret in school and in society |
|
|
Grade equivalent/grade score |
A score transformed from a raw score on a standardized test into the equivalent score earned by an average student in the norming group |
|
|
Graphic organizers |
Graphic organizers express relationships among various ideas in visual form including: sequence, timelines, character traits, facts and opinion, main idea and details, differences and likenesses. Graphic organizers are particularly helpful for visual learners |
|
|
Guided Reading |
One of the key modes of instruction in the balanced literacy theory approach. During guided reading, the teacher guides the child through silent reading of a text by giving them prompts, target questions, and even helping the child start an answer to a specific prompt or question. At the end of each guided reading section or excerpt of the text, the child stops to talk with the teacher about the text. By definition, guided reading is an interactive discussion between the child and the teacher. This mode of reading instruction is generally used when children need extra support in constructing meaning because the text is complex or because their current independent reading capacities are still limited |
|
|
High-frequency |
Frequently used words. These words appear many more times then do other words in ordinary reading material. Examples of such words include: as, in, of, and the. These words are also sometimes called service words. These words are also part of sight vocabulary words. A classic best-known high-frequency word list was generated by Dolch 1936 |
|
|
Independent reading |
A set period of time within the daily literacy block when children read books with 95% to 100% accuracy on their own. This reading of books by themselves which they can understand without teacher support promotes lifelong literacy and love of learning, which enhances reading mileage, builds fluency, and helps children orchestrate integrated cue strategies |
|
|
Monitor reading |
Various strategies that children use to monitor their readings. A sample are maintaining fluency by bringing prior knowledge to the story to make predictions, using these predictions to do further checking, searching, and self-correcting as the story progresses, and using problem-solving word study skills to make links from known words to unknown words |
|
|
Morphemes |
The smallest unit of meaning in words. There are two types of morphemes; free morphemes, which can stand alone such as love, and bound morphemes, which must be attached to another morpheme and carry meaning such as ED and loved |
|
|
Morphemes |
The smallest unit of meaning in words. There are two types of morphemes; free morphemes, which can stand alone such as love, and bound morphemes, which must be attached to another morpheme and carry meaning such as ED and loved |
|
|
Narrative text |
One of the two basic text structures. The narrative text tells or communicates a story. Narrative texts are novels, short stories and plays. Some poems are narratives as well. The narrative text needs to be taught differently then the expository text because of its structure |
|
|
Morphemes |
The smallest unit of meaning in words. There are two types of morphemes; free morphemes, which can stand alone such as love, and bound morphemes, which must be attached to another morpheme and carry meaning such as ED and loved |
|
|
Narrative text |
One of the two basic text structures. The narrative text tells or communicates a story. Narrative texts are novels, short stories and plays. Some poems are narratives as well. The narrative text needs to be taught differently then the expository text because of its structure |
|
|
One to one matching |
Matching one spoken word with one written word |
|
|
Morphemes |
The smallest unit of meaning in words. There are two types of morphemes; free morphemes, which can stand alone such as love, and bound morphemes, which must be attached to another morpheme and carry meaning such as ED and loved |
|
|
Narrative text |
One of the two basic text structures. The narrative text tells or communicates a story. Narrative texts are novels, short stories and plays. Some poems are narratives as well. The narrative text needs to be taught differently then the expository text because of its structure |
|
|
One to one matching |
Matching one spoken word with one written word |
|
|
Onset-rime blending-onset |
Everything before the vowel and rime (the vowel and everything after it). For example, the word "sleep" can be broken into SL and EEP. Word families are built using rimes. The EEP word family would include jeep, keep and weep |
|
|
Orthography |
A method of representing spoken language through letters and diacritics |
|
|
Performance assessment |
Having children do a task that demonstrates their knowledge, skills and competency. Having children author their own alphabet book on a particular topic would be a performance assessment for knowledge of the alphabet |
|
|
Performance assessment |
Having children do a task that demonstrates their knowledge, skills and competency. Having children author their own alphabet book on a particular topic would be a performance assessment for knowledge of the alphabet |
|
|
Phoneme |
The speech sound units that make a difference in meaning. The word "rope" has three phonemes R, O and P. Change one phoneme, say R to N, and you have a different word "nope" |
|
|
Performance assessment |
Having children do a task that demonstrates their knowledge, skills and competency. Having children author their own alphabet book on a particular topic would be a performance assessment for knowledge of the alphabet |
|
|
Phoneme |
The speech sound units that make a difference in meaning. The word "rope" has three phonemes R, O and P. Change one phoneme, say R to N, and you have a different word "nope" |
|
|
Phonemic awareness |
The understanding that words are composed of sounds. Phonemic awareness is a specific type of phonological awareness dealing only with phonemes in a spoken word |
|
|
Performance assessment |
Having children do a task that demonstrates their knowledge, skills and competency. Having children author their own alphabet book on a particular topic would be a performance assessment for knowledge of the alphabet |
|
|
Phoneme |
The speech sound units that make a difference in meaning. The word "rope" has three phonemes R, O and P. Change one phoneme, say R to N, and you have a different word "nope" |
|
|
Phonemic awareness |
The understanding that words are composed of sounds. Phonemic awareness is a specific type of phonological awareness dealing only with phonemes in a spoken word |
|
|
Phonics |
The study of relationships between phonemes and graphemes that represent the phonemes. It is also decoding or Sounding out of unknown words that are written |
|
|
Informal assessment |
Observations of children made under in formal conditions; these can include kid watching check list and individual child/teacher conversations |
|
|
In formal reading inventory |
A series of reading excerpts that can be used to determine a child's reading strengths and needs in comparison and decoding. Many published reading series have an IRI to go with their series |
|
|
Justified print |
The positioning of prints on the page so that each light and either a sentence or phrase |
|
|
Kinesthetic |
Learning is tactile; as contrasted with an activity where the learner sits still or attempts to sit still in one place. Cutting and moving syllable or word strips or using sandpaper letters are kinesthetic activities |
|
|
Language experience |
Children giving dictation to the teacher who writes their words on a chart or their drawings. This shows children that words can be written down |
|
|
Learning logs |
Daily records of what students have learned |
|
|
Learning logs |
Daily records of what students have learned |
|
|
Listening post |
Sets of headphones attached to a single tape player. Children could go to centers where they listen to audio tapes of books while reading the print book. These posts are in many libraries as well |
|
|
Literature circles |
A group discussion involving 4 to 6 children who have read the same work of literature. They talk about key parts of the work, relate it to their own experience, listen to the responses of others, and discuss how parts of the text relate to the whole |
|
|
Literature circles |
A group discussion involving 4 to 6 children who have read the same work of literature. They talk about key parts of the work, relate it to their own experience, listen to the responses of others, and discuss how parts of the text relate to the whole |
|
|
Manipulation |
Moving around or switching sounds within a word or words within phrase or sentence |
|
|
Meaning vocabulary |
Words whose meanings children understand and can use |
|
|
Miscue |
An oral reading error made by a child which differs from the actual printed text |
|
|
Miscue analysis |
The teacher keeps a detailed recording of the errors or inaccurate attempts of a child reader during a reading assessment. These are recorded within a running record. This helps the teacher see whether the cues (syntactic, semantic, or graphophonemic) child is using are accurate |
|
|
Phonological awareness |
The ability to recognize the sounds of spoken language and how they can be blended together, segmented, and switched/manipulated to form new combinations and words |
|
|
Phonological awareness |
The ability to recognize the sounds of spoken language and how they can be blended together, segmented, and switched/manipulated to form new combinations and words |
|
|
Phonological cues |
Readers use their knowledge of letter/sound and sound/letter relationships to predict and confirm reading |
|
|
Phonological awareness |
The ability to recognize the sounds of spoken language and how they can be blended together, segmented, and switched/manipulated to form new combinations and words |
|
|
Phonological cues |
Readers use their knowledge of letter/sound and sound/letter relationships to predict and confirm reading |
|
|
Portfolios |
Collections of a child's work over time. Thover letter, reflections from the child and teacher, and other supporting documents including standards, performance tasks examples, prompts and sometimes pure comments |
