Reading...
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126 Cards in this Set
- Front
- Back
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Aesthetic Reading
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reading for fun
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Authentic
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activites and materials related to real-world reading and writing
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Background Knowledge
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Student's knowledge or previous experiences about a topic
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Basal Readers
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reading textbooks that are leveled according to grade
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Basal Reading Program
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collection of student textbooks, workbooks, teacher manuals, etc. for reading instruction used in Kinder-6th
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Big Books
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enlarged version of a picture book-used when teacher is reading to class
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Cloze
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activity where students replace words that have been deleted from text
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Cluster
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diagram used to collect and organize ideas after reading or before writing
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Comprehension
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process of constructing meaning using both the author's text and the reader's background knowledge
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Concepts about print
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understanding the way print (books) work, includes direction of print, spacing, punctuation, letters, and words
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content-area reading
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reading in social studies, science, and other subjects
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context clue
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info. from the words or sentences surround a word that helps understand the word's meaning
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decoding
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using word-identification strategies to pronounce and attach meaning to an unfamiliar word
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Differentiated instruction
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procedures for assisting students in learning, providing options, challenging students, and matching books to students to maximize learning
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echo reading
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teacher or other reader reads a sentence and the group rereads or "echos" what is read
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efferent reading
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reading for info
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environmental pring
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signs, labels, and other print found in community
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etymology
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origin and history of words
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explicit instruction
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systematic instruction of concepts, strategies, and skills that builds from simple to complex
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fluency
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reading smoothly, quickly and with expression
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frustration level
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level of reading material that is too difficult for student to read successfully
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genre
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category of literature
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"Goldilocks" principal
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strategy for choosing "just right" books
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grand conversation
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small group or whole-class discussion about literature
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graphic organizers
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diagrams that provide organized visual rep. of info. from text
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guided reading
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students work in small groups to read as independently as possible a text selected and introduced by teacher
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high-frequency word
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common English word, around 100-300 most common words
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Homographic Homophones
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words that sounds alike and are spelled alike but have diff. meanings
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homographs
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words that are spelled alike but sound diff.
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homonyms
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words that sound alike but are spelled diff.
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independent reading level
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level of reading material student can read independently with comprehension and accuracy level of 95-100%
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Informal reading inventory (IRI)
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individual reading test composed of word lists and graded passages used to determine students independent, instructional, and frustration levels
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instructional reading level
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level of reading material student can read w/teacher support with 90-94% accuracy
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interactive writing
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activity where students and teacher write a text together-students take turns to do most of the writing themselves
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invented spelling
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students' attempts to spell words
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K-W-L
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activity to get background knowledge and set purpose for reading informational text and then bring closure to what was read. What I Know, What I Wonder, What I Learned
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lexile scores
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method of estimating difficultly level of a text
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literacy
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ability to read and write
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literature circle
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instructional approach where students meet in small groups and read/discuss a book
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Literature Focus Unit
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approach to reading instruction where whole class reads/discusses same book
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metacognition
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students' awareness of their own thought and learning process
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minilesson
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instruction about procedures, concepts, strategies, and skills (short and to the point)
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miscue analysis
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strategy for categorizing and analyzing a student's oral reading errors
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orthography
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the spelling system
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polysllabic
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containing more than one syllable
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pragmatics
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social use system of language
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prediction
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strategy where students predict what will happen in a story and then read to see if they are right
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prevention
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identifying potentially struggling readers and providing appropriate instruction so failure doesn't occur
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prosody
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ability to orally read sentences expressively, with appropriate phrasing and intonation
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quickwrite
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activity where students explore a topic through writing without stopping
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readability formula
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method of estimating difficulty of a text
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reading rate
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reading speed, average number of words read correctly in one minute
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reading workshop
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approach where students read self-selected texts independently
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reciprocal teaching
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activity where teacher and students take turns modeling the use of strategies
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rhyming
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words with the same rime sound
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rime
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part of a syllable that begins with the vowel
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scaffolding
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support a teacher provides to students as they read and write
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segment
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to pronounce a word slowly, saying each sound distinctly
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shared reading
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teacher reads a book aloud as they follow along in the text-usually using a big book
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skill
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automatic processing behavior that students use in reading and writing, ex: sounding out words, recognizing antonyms, and capitalizing proper nouns
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strategy
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problem-solving behavior that students use in reading and writing. Ex: predicting, visualizing, summarizing
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Sustained Silent Reading (SSR)
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independent reading where everyone adults and students in the building stop and read a self-selected book
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syllable
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an uninterrupted segment of speech that includes a vowel sound
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trade book
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published book that is not a textbook, books sold in bookstores and libraries
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word families
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groups of words that rhyme
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word identification
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strategies that students use to decode words
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word sort
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word-study activity where students group words into categories
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word wall
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alphabetized chart posted in room listing words students are learning
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writing workshop
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approach where students use writing process to write books on self-selected topics
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Zone of Proximal Development
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distance between a childs actual developmental level and their potential developmental level that can be reached by scaffolding
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5 components of reading
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phonics, fluency, vocabulary, comprehension, and phonemic awareness
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dynamic
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actively involved in reading and writing
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schemas
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organized knowledge into cognitive structures
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assimilation
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new info is added to background knowledge
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3 stages of learning to read/write
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emergent-gain understanding of print, beginning- ability to use phonics to decode and spell words, fluent-automatic
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phonics
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relationship between phonology (what we hear) and orthogorthy (what we see)
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phonemes
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individual sounds, 44 phonemes, represent by /s/ sound not name
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graphemes
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written representation of phoneme, represented by <m>
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consonant
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sound produced by stopping air flow with tongue, throat, or lips
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vowel
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sound produced w/unobstructed air flow
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Blend
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consonants blend can hear both letters
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diphtong
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vowel blend
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digraph
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two letters represent one sound where sound heard is not associated with either letter
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vowel digraph
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when two vowels go walking the first does the talking
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phonemic awareness
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oral ability to understand and hear that words are made of isolated sounds
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onset
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the letters before the rime (vowel)
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open syllables
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end w/long vowel sound
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closed syllable
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closed by a consonant b/c short vowel
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transaction theory
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Rossenblatt-
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phonological awareness
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knowledge of sound structures of a word
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syntax
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structure or grammar of sentence
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morpheme
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smallest meaningful unit of language
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free morpheme
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morpheme that can stand alone as a word
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bound morpheme
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must be attached to a free morpheme
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semantics
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meaning
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behaviorism
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controlling behavior w/rewards and consequences, Skinner (teacher centered)
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constructivism
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meaning-making, experiences create knowledge (student-centered)
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holdaways natural language model
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observing modeling-participate--practice--perform
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VV
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When two vowels are next to each other in the same syllable, the first vowel is long and the second is silent EX: boat
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CV
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When a syllable ends in a vowel, that vowel is usually long EX: go
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CVC or VC
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When a single vowel is followed by a consonant that ends the syllable, that vowel is usually short EX: pig
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VCe
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When a syllable has a single vowel followed by a single consonant and then the letter e, that e is usually silent and the vowel is usually long EX: fate
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1sfy
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When a one-syllable word ends in y, the y has the long i sound EX: fly
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2sfy
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When a two-syllable word ends in y, the y has the long e sound EX: sunny
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r-controlled
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When a vowel is followed by r in the same syllable, the sound of that vowel is usually distorted by that pushy letter EX: bird
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schwa
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vowel that can be represented by an vowel letter and is found only in unaccented syllables. It sounds a lot like short u: EX: ella
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V=S
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Every syllable must have a one vowel (dipthong counts as vowel)
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VC/CV
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If two consonants come between two vowels, divide between those consonants EX: plastic
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XBLD
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You can’t divide blends or digraphs—ever EX: gopher
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V/CV or VC/V
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If you have one consonant between two vowels (in a multisyllabic word, of course) divide first before the consonant and pronounce according to pronunciation rules. If what you hear doesn’t sound like a word, divide after the consonant and try again EX: bonus
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CV/VC
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If you have two vowels in the middle of a word and those vowels are NOT participating in a digraph or diphthong, divide between the two EX: chaos
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C-le
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A consonant plus le at the end of a word is a syllable in itself EX: table
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P/; S/
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Prefixes and suffixes are stand-alone syllables EX: redoing
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cueing system
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graphophonics (v) (phonological); semantics (m) (meaning); syntax (s) (word order)
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running records (purpose)
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assess childs ability of cueing systems
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running records procedures
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mark as child reads (every word) and go back to see where child is struggling
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letter
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in English, one of 26 symbols used to create words
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dialect
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variations in pronunciation often related to region or ethnicity
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different ways of comprehension
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literal-exactly what the text says; inferential-reading between the lines; critical
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predictive text
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patterns in childrens books
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integration of language arts
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braid idea= literacy is made of orthography, reading, oral language, stories, and writing
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phonemic awareness strategies
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identify sounds in words, categorize sounds in words, substitute sounds to make new words, blend sounds to form words, segment a word into sounds.
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alphabetic principal
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there should be a one-to-one correspondence between phonemes and graphemes so each sound is consistently represented by one leter--this isnt true
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phonics strategies
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interactive writing, word sorts, making words
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fluency strategies
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enhancing accuracy-model fluent reading, choral reading, readers theatre, SSR time
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vocab strategies
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independent reading and interactive read-alouds, word walls
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