Texes

Front 1

Automaticity

Back 1

-->Decoding that is rapid, accurate and effortless

--> No inappropriate pausing, fluent reader

-->What a good reader sounds like

-->It 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 construction meaning from the text, rather than decoding.

Front 2

Differentiated Instruction

Back 2

-->Relevant/challenging instruction that meets needs and interests of each learner.

-->Teach to the high skill levels and low skill levels.

Front 3

Guided Reading

Back 3

-->Teaching technique in which students read a chosen book at their reading level.

-->The teacher instructs a skill/strategy lesson.

Front 4

Literacy Centers

Back 4

-->Areas organized for independent, self-managed, student work while the teacher is working with one student or in small group.

-->More for K-3

-->What others do while teacher is in small group

-->EX: K would use magnet letters

Front 5

Literature Circles

Back 5

-->Small heterogeneous, student-directed literature conversation.

-->Like a book club or my bible study group.

Front 6

Miscue

Back 6

-->Any departure from a written text.

-->EX: Substituting, Omitting, and Reversing

-->Basically a reading error

Front 7

Phonemic Awareness

Back 7

-->Awareness of the fact that sounds make up spoken words, being able to discriminate between different consonants and to sequence each small unit of sound (phoneme) in a word.

-->Understanding of sounds, autitory.

-->Ability to orally hear and work with the individual sound or phonemes that comprise a word

-->The ability to notice, think about and work with the individual sounds in spoken words.

-->The ability to pick out and manipulate sounds in spoken words

Front 8

Reader's Theater

Back 8

--> Performing part of a text orally for an audience from a script, few or no props.

-->Students use their voices, facial expressions and hand gestures to interpret characters in scripts or stories.

-->It promotes automacity

Front 9

Reciprocal Teaching

Back 9

-->interactive, scaffolded instruction for strengthening reading comprehension.

-->The teacher or other, leads a group of students through a text to understand it.

-->Emphasis on 4 stratagies: 1)Generating a Question (about the text they are reading)
2)Clarifying (words and sentences they don't understand)
3)Predicting (what might occur next in the text)
4)Summarazing (parts of the text)

-->Teaches comprehension skills to students.

Front 10

Rime

Back 10

-->The rime is the part of the syllable that begins with the vowel and comes after the onset

Front 11

Onset

Back 11

-->The onset is the part of the syllable that comes before the vowel; it consists of one or more consonants.

Front 12

What is the Rime and Onset for the following words: FAT, CAT, and CLAY

Back 12

RIME: AT and AY
ONSET: F and C for FAT and CAT and CL for CLAY

Front 13

Scaffolding

Back 13

-->Temporary support from a teacher, parent or peer that enables the learner to succeed.

-->Give support and slowly take it away so the student can do it on their own.

Front 14

Alphabetic Principal

Back 14

-->The basic idea that written language is a code in which letters represent the sounds in spoken words

Front 15

Irregular Sight Words

Back 15

-->sight words that cannot be taught using phonics.

-->They must be taught visually not auditorily through phonics.

-->Words that don't follow they rules, must be recognized on sight.

Front 16

Examples of Irregular Sight Words

Back 16

--> HAVE

-->BEEN

Front 17

Metacognitive

Back 17

-->Knowledge of one's own thought process while reading.

-->Prior knowledge to apply to concpets.

-->This knowlegde enables a reader to select appropriate stregies while reading to help comprehend the text

Front 18

Decode

Back 18

-->Taking printed words and changing them to spoken words

-->Reading

-->Deciphering a new word by sounding it out

Front 19

Encode

Back 19

-->Spell a word

-->Opposite of Decode

Front 20

Phonemes

Back 20

-->smalles unit of speech sounds that distinguishes one word from another and can change the meaning of spoken words

-->English has about 41-44 phonemes

-->A few words such as A or OH have only one phoneme, but words have more than one though.

-->Can be two letters to make a single sound.

Front 21

Break down the Phoneme of the following words:
BAT, IF, SHOOT and STOP

Back 21

BAT......./B/ /A/ /T/

IF..................../I/ /F/

SHOOT.........../SH/ /OO/ /T/

STOP............./S/ /T/ /O/ /P/

Front 22

Emergent Literacy

Back 22

-->beginning reading development

Front 23

Genre

Back 23

-->Types of text, mystery, historical fiction, fictin, non-fiction, biography....

-->Different themes

Front 24

Phonological Awareness

Back 24

-->global term that includes:
-an awareness of words with sentences
-rhyming units with in words
-syllables with in words
-phonemes with in words (phonetic awareness)
-features individual phonemes such as how the mouth, tongue, coal chords and teeth are used to produce sound

-->An umbrella term, all encompassing

-->Covers a range of understandings related to the sounds of words and word parts INCLUDING identifying and manipulating larger parts of spoken language such asw WORDS SYLLABLES, and ONSETS and RIMES.

-->It also includes phonemic awareness as well as other aspects of spoken language such as RHYMING and SYLLABICATION

Front 25

EX of how beginning readers show us they have PHONEMIC AWARENESS

Back 25

-->Combine or blend the seperate sounds of a word to say for example the word "/c/ /a/ /t/ - cat"

Front 26

Cloze Passage

Back 26

-->Reading passage of approximately 250 words, after 25th word, every 5th word is omited.

-->Comprehension strategy, like skimming

Front 27

Literacy Elements

Back 27

1-Characters
2-Plot
3-Setting
4-climax
5-denouement
6-resoulution
(Freytag's Pyramid)

Front 28

Fluency

Back 28

-->Recognition of words accurately, rapidly and automatically

-->The ability to read a text accurately, quickly and with proper expression and comprehension

-->Because fluent readers do not have to concentrate on decoding words, they can fous their attention on what the text means.

-->Appropriate word per min....1st grade is about 60 words per min.

Front 29

Intonation

Back 29

-->Manner of producing or uttering tones, especially. with the accuracy of pitch

Front 30

Inflection

Back 30

-->Alteration in pitch or tone or the voice.

Front 31

Fine Motor Skills

Back 31

-->Small muscle movements: those that would occur in the finger, in coordination with the eyes.

-->Button a shirt, tie a shoe, handwritting...etc

Front 32

Gross Motor Skills

Back 32

-->Movement with the large muscles of the body.

-->EX: Running, jogging, hopping

Front 33

The Writing Process

Back 33

-->Writing in a process that invloces at least 4 distinct steps:
1-Prewriting
2-Drafting
3-Revising
4-Editing

Front 34

Bloom's Taxonomy

Back 34

GOOGLE IT

Front 35

Recursive

Back 35

-->keep coming back to old learning and building on it

--> Do this with MATH

Front 36

SQ3R

Back 36

-->Strategy for reading non-fiction textbook material

-Survey
-Question
-Read
-Recite
-Review

Front 37

KWL

Back 37

-->Strategy used before, during and after reading non-fiction text.

--> Graphic organizer, forward thinking teacher.

EX:

KNOW l WANT l LEARNED
l TO l
l LEARN l
l l

Front 38

Constructivism

Back 38

-->Building strategies, vocabulary, experiences to be a successful reader

Front 39

ELL

Back 39

-->English Language Learner

-->Students whose first language is NOT English and who are in the process of learning English

Front 40

Running Records

Back 40

-->Teacher marks students responses while student reads aloud; miscue analysis done from record

Front 41

High Frequency

Back 41

-->Words that appear most often in text and speech

Front 42

Choral Reading

Back 42

-->Everyone reads together

Front 43

IRI

Back 43

--> Informal Reading Inventory

-->Selections for students to read aloud to diagnose reading.

-Independent Level:
99% word recogntion
95% or higher comprehension

-Instructional Level:
90% word recognition
75% or higher comprehension

-Frustration Level:
below 90% word recognition
Below 50% comprehension

Front 44

Academic English

Back 44

--> The English language ability required for academic achievement in context-reduced situations, such as classroom lectures and text book reading assignments.

-->Sometimes referred to as Cognitive/Academic Language Proficiency (CALP)

Front 45

Accuracy

Back 45

-->The ability to recognize words correctly

Front 46

Adequate Yearly Progress

Back 46

-->An individual state's measure of yearly progress toward achieving state academic standards.

-->It is the minimum level of improvement that states, school distrcts and schools must achieve each year.

Front 47

Affixes

Back 47

-->Word parts that are "fixed to" either the beginnings of words (prefixes) or the endings of words (suffixes).

-->EX: The word DISRESPECTFUL

it has two affixes, prefix (dis-) and a suffix (-ful)

Front 48

American With Disabilities Act (ADA)

Back 48

-->Gives civil rights protection 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 servies and telecommunications.

Front 49

Attention Deficit Disorder (ADD)

Back 49

-->Is an older name for ADHD

Front 50

Attention Deficit Hyperactivity Disorder (ADHD)

Back 50

-->The inability to use skills of attention effectively.

-->Studies suggest that 5 to 10% of children, adolescents and adults my have ADHD

Front 51

Base Words

Back 51

-->Words from which many other words are formed.

EX: may words can be fromed from the wase word MIGRATE: migration, migrant, immigration, immigrant, migrating, migratory

Front 52

Bilingual Education

Back 52

-->An educational program in which two languages are used to provide content matter instruction.

-->These programs vary in their length of time, and in the amount each language is used

Front 53

Blend

Back 53

-->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 a consonant cluster

Front 54

Central Auditory Processing Disorder/Deficit (CAPD)

Back 54

-->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 hearing loss on routine screenings or an audiogram.

-->Instead it affects the hearing system beyond the ear, whose job it is to seperate a meaningful message from non-essential background sound and deliver that information with good clarity to the intellectual centers of the brain

Front 55

Cognates

Back 55

-->Words in different languages related to the same root.

EX education (English) educacion (Spanish)

Front 56

Comprehension Strategy Instruction

Back 56

-->is the explicit teaching of techniques that are particularly effective for comprehending text.

-->The steps of explicit instruction include:
-DIRECT EXPLANATION
-TEACHER MODELING ("Think outloud"),
-GUIDANCE
-APPLICATION

Front 57

Direct Explaination

(Comprehensive Strategy Instruction)

Back 57

-->the teacher explains to students why the strategy helps comprehension and when to apply the strategy

Front 58

Modeling

(Comprehensive Strategy Instructions)

Back 58

-->The teacher models, or demostrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.

Front 59

Guidance

(Comprehensive Strategy Instructions)

Back 59

-->The teacher guides and assists students as they learn how and when to apply the strategy

Front 60

Appliciation

(Comprehensive Strategy Instruction)

Back 60

-->The teacher helps students practive the strategy until they can apply it independently.

Front 61

Comprehensive Strategies

Back 61

-->Techniques to teach reading comprehension, incuding:
- summarization
- prediction
-inferring word meanings from context

Front 62

Context Clues

Back 62

-->Sources of information outside of words that readers may use to predict the identities and meanings of unkown words

-->They may be drawn from:
-the immediate sentence containing the word
- from text already read
- from pictures accompanying the text
-from definitions
-from restatements
-from examples
-from descriptions in the text.

Front 63

Cooperative Learning

Back 63

-->It 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 64

Direct Vocabulary Learning

Back 64

-->When students learn vocabulary through explicit instruction in both the meanings of individual words and worl-learning stategies.

-->It aides reading comprehension.

Front 65

Dyslexia

Back 65

-->A language-based disability that affects both oral an dwritten language.

-->It may also be referred to as reading disability, reading difference or reading disorder.

Front 66

ESL

Back 66

-->English as a Second Language, an educational approach in which English language learners are instructed in the use of the English Language

Front 67

Grapheme

Back 67

-->A letter or letter combination that spells a signle phoneme.

-->In English, a grapheme may be 1, 2, 3 or 4 letters

EX:

- E
- EI
- IGH
- EIGH

Front 68

Graphic or Semantic Organizers

Back 68

-->Summarize and illustrate concepts and interrelationships among concepts in a text, using diagrams or other pictorial devices.

-->They are often know as MAPS, WEBS, GRAPHS, CHARTS, FRAMES or CLUSTERS.

-->They are graphic organizers that look somewhat like a spider web where lines connect a central concept to a variety of related ideas and events

Front 69

Indirect Vocabulary Learning

Back 69

-->Refers to students learning the meaning of words indirectly when they hear or see the words used in many different contexts

EX:
Through conversation with adults, through being read to, and through reading extensibely on their own.

Front 70

Individualized Education Program

Back 70

-->IEP

-->Describes the special education and related services specifically designed to meet the unique educational needs of a student with a disability.

Front 71

Individuals with Disabilities Education Act

Back 71

-->IDEA

-->a law that guarantees all children with disabilities access to a free and appropriate public education

Front 72

LLD

Back 72

-->Language Learning Disability

-->A disorder that may affect the comprehension and use of spoken or written language as well as nonverbal language, such as eye contact and tone of speech, in both adults and children

Front 73

LD

Back 73

-->Learning Disability

-->A disorder that affects peoples ability to either interpret what they see and hear or to link information from different parts of the brain.

-->may also be referred to as a learning disorder or a learning difference

Front 74

LEP

Back 74

-->Limited English Proficient

-->Term used by the Federal Government, most states and local school districts to identify those students who have insufficient English to succeed in English-only classrooms.

-->Increasingly , English Language Learners (ELL) or English Learners (EL) are used in place of LEP

Front 75

Literacy

Back 75

-->includes reading, writing and the creative and analytical acts involved in producing and comprehending text

Front 76

LEA

Back 76

-->Local Education Agency

-->A public board of education or other public authority within a state that maintains administrative control of public elementary or secondary schoold in a city, county, township, school district or other political subdivision of a state

Front 77

Monitoring Comprehension

Back 77

-->Readers who monitor their comprehension know when they understand what they read and when they do not.

-->Students are able to use appropriate "fix-up" strategies to resolve problems in comprehension

Front 78

Morpheme

Back 78

--> the smallest meaningful unit of language.

-->Can be 1 syllable (BOOK) or more than one syllable (SEVENTEEN)

-->IT can be a whole word or part of a word such as a prefix or suffix.

EX:

UNGRATEFUL contains three morphemes:

un - grate - ful

Front 79

Morphemic Relationship

Back 79

-->The relationship between one morpheme and another

--> in the word BOOKS:
Book is a free morpheme (it has meaning by itself) and the -s is a bound morpheme (it has meaning only when attached to a free morpheme)

Front 80

Morphology

Back 80

-->The study of how the aspects of language structure are related to the ways words are formed from prefixes, roots and suffixes and how words are related to each other

-->EX: MIS - SPELL - ING

Front 81

Morphophonology

Back 81

-->Using a word's letter patterns to help determine, in part, the meaning and pronounciation of a word.

-->EX:
The morpheme VIS in words such as VISION and VISIBLE is from the Latin root word that means "to see"; and the AY in STAY is pronounced the same in the words GRAY and PLAY

Front 82

Multiple Intelligences

Back 82

-->This theory suggests that the traditional notion of intelligence, based on IQ testing, is far too limited.

->Instead, it proposes 8 different intelligences to account for a broader range of human potential in childrean and adults.

The 8 are:
-Linguistic
-Logical-Mathmatics
-Spatial
-Bodily-Kinesthetic
-Musical
-Interpersonal
-Intrapersonal
-Naturalist

Front 83

Multisensory Structured Language Education

Back 83

-->Uses visual, auditory and kinesthetic-tactile cues simultaneously to enhance memory and learning

-->Links are consistently made between the
-visual (what we see)
- auditory (what we hear)
-kinesthetic-tactile (what we feel)
pathways in learning to read and spell

Front 84

Naming Speed

Back 84

-->the rate in which a child can recite "overlearned" stimuli such as letters and signle digit numbers

Front 85

NCLB

Back 85

No Child Left Behind Act of 2001

-->Contains 4 basic reform Principals
1-stronger accountability for results
2-increased felxiblity and local control
3-expandedoptions for paretns
4-emphasis on teaching methods based on scientifically based research

Front 86

Nonverbal Learning Disability

Back 86

-->a neurological disorder which originates in the right hemisphere of the brain.

-->Reception of nonverbal or performance based information governed by this hemisphere is impaired in varying degrees, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions

Front 87

Onset-Rime Segmentation

Back 87

-->It is separating a word into the onset, the consonant(s) at the start of a syllable, and the rime, the remainder of the syllable

EX:
SWIFT

the SW is the onset and the IFT is the rime

Front 88

Oral Language Difficulties

Back 88

-->A child with this may exhibit poor vocabulary, listening comprehension or grammatical abilities for his or her age

Front 89

Orthograhic Knowledge

Back 89

-->the understanding that the sounds in a language are represented by written or printed symbols

Front 90

Orton-Gillingham (O-G)

Back 90

-->a mulitsensory approach to remediating dyslexia created by Dr. Samuel Orton, a neuropsychiatrist and pathologist and Anna Gillingham an educator and psychologist.

Front 91

Phoneme Addition

Back 91

-->In this activity, children make a new word by adding a phoneme to an existing word.

EX:
Teacher: What word do you have if you you add /S/ to the beginning of PARK?

Children: SPARK

Front 92

Phoneme Blending

Back 92

-->In this activity, children learn to listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word.

EX:
Teacher: what word is /b/ /i/ /g/
Children: BIG

Front 93

Phoneme Categorization

Back 93

-->In this activity, children recognize the word in a set of three or four words that has the "odd" sound.

EX:
Teacher: Which word doesn't belong? "bun", "bus", "rug"
Children: "Rug" does not belong, it doesn't begin with a /b/

Front 94

Phoneme Deletion

Back 94

-->In this activity, children learn to recognize the word that remains when a phoneme is removed from another word.

EX:
Teacher: What is "Smile" without the /s/?
Children: "Smile without the /s/ is "Mile".

Front 95

Phoneme Identity

Back 95

-->in this activity, chldren learn to recognize the same sounds in different words.

EX:
Teacher: What sound is the same in "fix", "fall", and "fun"?
Children: The first sound, /f/ is the same

Front 96

Phoneme Isoaltion

Back 96

-->In this activity, children learn to recognize and identify individual sounds in a word.

EX:
Teacher: What is the first sound in "Van"?
Children: The first sound in "Van" is /v/.

Front 97

Phoneme Segmentation

Back 97

In this activity, children break a word into its separate sounds, saying each sound as they tap out or count it.

EX
Teacher: How many sounds are in "Grab"?
Children: /g/ /r/ /a/ /b/ Four sounds

Front 98

Phoneme Substitution

Back 98

--> IN this activity, children substitute one phoneme for another to make a new word.

EX
Teacher: The word "Bug". Change the /g/ to /n/. What's the new word?
Children: "Bun"

Front 99

Phonics

Back 99

-->a form of instruction to cultivate the understanding and use of the alphabetic principle, that there is a predicatable relationship between phonemes (the sounds in the spoken language) and graphemes, the letters that represent those sounds in written language and that this information can be used to read or decode words

Front 100

Analogy-Based Phonics

Back 100

-->In this approach, children are taught to use parts of words they have already learned to read and decode wrods they don't know.

-->They apply this strategy when the words share similar parts in their spellings.

EX: reading "screen" by analogy to "green". Children may be taught a large set of key words for use in reading new words.

Front 101

Analytic Phonics

Back 101

-->In this approach, children learn to analyze letter-sound relationships in previously learned words.

-->They do not pronounce sounds in isolations

Front 102

Embedded Phonics

Back 102

-->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 103

Onset-Rime Phonics Instruction

Back 103

-->CHildren learn to break monosyllabic words into their onsets (consenets preceding vowel) and rimes (vowel and following consonants)

-->They read each part separately and then blend the parts to say the whole word.

Front 104

Phonics Through Spelling

Back 104

-->Children learn to segment words into phonemes and to make words by writing letters for phonemes

Front 105

Synthetic Phonics

Back 105

-->Children learn how to convert letters or letter combinations into a sequence of sounds and then how to blend the sounds together to form recognizable words

Front 106

Systematic and Explicit Phonics Instruction

Back 106

-->The most effective way to teach phonics

-->A program is systematic if the plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence.

-->Explicit means the programs provide teachers with precise directions for the teaching of these relationships

Front 107

Print Awareness/Basic Print Concepts

Back 107

-->Basic knowledge about print and how it is typically organized on a page.

EX: print conveys a meaning, print is read left to right and words are separated by spaces

Front 108

RD

Back 108

Reading Disability

-->Another term for Dyslexia. It also sometimes referred to as reading disorder or reading difference

Front 109

Repeated and Monitored Oral Reading

Back 109

-->Students read and reread a text a certain number of times or until a certain level of fluency is reached

-->This technique has been shown to improve reading fluency and overall reading achievement.

-->Four re-readings are usually suffiecient for most students.

-->Students may also practice reading orally through the use of audiotapes, tutors, peer guidance, or other means

Front 110

Social English

Back 110

-->ofter referred to as "playground English" or "survival English", this is the basic language ability required for fact-to-face communication, often accompanied by gestures and relaying on context to aid understanding.

-->It is much more easily and quickly acquired than academic English, but is not sufficient to meet the cognitive and linguistic demands of an academic classroom.

-->Also referred to as Basic Interpersonal Communication Skills BICS

Front 111

Speech Language Pathologist

Back 111

-->an expert who can help children and adolescents who have language disorders to understand and give direction, as and answerquestions, covey ideas, and improve the language skills that lead to better academic performance.

-->An SLP can laso counsel individuals and families to understand and deal with speech and language disorders

Front 112

State Education Agency

Back 112

SEA
-->the agency primarily responsible for the state supervision of public elementary and secondary schools

Front 113

Story Structure

Back 113

-->a reader sees the way the content and events of a story are organized into a plot.

-->Students learn to identify the categories of content (setting, characters, initiating events, internal reactions, goals, attempts, and outcomes) and how this content is organized into a plot.

-->Often students recognize the way the story is organized by developing a story map.

Front 114

What does the "Story Structure" stategy improve for students. What is the benifit for them?

Back 114

-->It improves strudents' comprehension and memory of story content and meaning

Front 115

Summararizing

Back 115

-->a process in which a reader synthesizes the important ideas in a text.

Front 116

What does teaching students to SUMMARIZE do for them?

Back 116

-->Teaching students to summarize helps them generate:
-main ideas
-connect central ideas
-eliminate redundant and unnecissary information,
-remember what they read

Front 117

Supplemental Services

Back 117

-->Students from low-income families who are attending schools that have been identified as in need of improvement for 2 years will be eligible to receive outside tutoring or academic assistance.

-->Parents can choose the approbpriate services for their child from a list of approved providers.

-->The school district will purchase the service

Front 118

Syllable

Back 118

-->a word part that contains a vowel or in spoken language a vowl sound

--> E-VENT
-->NEWS-PA-PER

Front 119

Text Comprehension

Back 119

-->the reason for reading: understanding what is read, with readers reading actively(engaging in the complex process of making sense from text) and with purpose (for learning, understanding or enjoyment)

Front 120

USD

Back 120

Acronym for Unified School District

Front 121

Vocabulary

Back 121

-->refers to the words a reader knows

--.>4 kinds

1-listening
2-speaking
3-reading
4-writing

Front 122

Listening Vocabulary

Back 122

--> the words a person knows when hearing them in oral speech

Front 123

Speaking Vocabulary

Back 123

--> the words we use when we speak

Front 124

Reading Vocabulary

Back 124

-->the words a person knows when seeing them in print

Front 125

Writing Vocabulary

Back 125

-->the words we use in writing

Front 126

Word Attack

Back 126

--> an aspect of reading instruction that includes intentitional strategies for learning to decode, sight read and recognize written words

Front 127

Word Parts

Back 127

-->Includes affixes (prefixes and suffixes), base words and word roots

Front 128

Word Roots

Back 128

--> words from other languages that are the origin of many English words.

-->About 60% of all English words have Latin or Greek origins

Front 129

Final Position

Back 129

--> Last letter

EX: SMOOTH

smooTH

Front 130

Medial Position

Back 130

-->Middle letter
EX: TOGETHER

togeTHer

Front 131

Initial Position

Back 131

-->first letter

EX: THEIR

THeir

Front 132

Fiction

Back 132

-->a genre

-->make believe, not true

Front 133

Non-Fiction

Back 133

-->a genre

-->infomation, true

Front 134

Emergent

Back 134

-->the child is able to:

--listen to oral and written language
--use oral language
--aware of print scan picture for meaning
--recognize enviornmental print and icons
--use concepts of print
--develop book awareness
--repeat shapes and letter like formations when "writing"
--engage in writing
--spell developmentally
--relate language and visual aspects of readign and writing
--begin gaining control over print

Front 135

One-to-One Correspondence

Back 135

-->printed words corresponds to spoken words

Front 136

Reading Rates

Back 136

-->they will vary depending on the purpose set prior to starting an assignment.

-->Students identify their goal so they can adjest the rate accordingly.

-->Initial phases, the teacher should prepar the students for increasing their rates by selecting materials, which can be used to teach skimming and scanning.

Front 137

Sequencing

Back 137

--> this pattern is used to organize information in a logical order.

-->LIfe cycles lend themselves to this format.

Front 138

Early Phonemic Spelling

Back 138

-->becomes aware of the alphabetic principles that letters are used to represent sounds.

-->Uses abbreviated one-, or two- or three- letter spelling to represent an entire word.

-->Uses letter-name strategy to spell words

Front 139

Skimming

Back 139

-->this skill involves reading to gain a quick overview, to get the gist of a selection or to look for main ideas.

--> Students use titles, chapter headings and subheadings to skim

Front 140

Scanning

Back 140

-->Reading very rapidly to locate specific information such as a phone number, date or time of a particular person

Front 141

Mini-Lessons

Back 141

--> these lessons focus on writing and reading processes.

-->They highlight some aspects of writing process:
-prewriting
-drafting
-revising
-editing
-publishing

Front 142

Freewriting

Back 142

-->Writers have free choice of topic

-->This technique is spontaneous, divergent and self sponsored

Front 143

State-of-the-class

Back 143

--> Used to record individual writing and reading endeavors.

-->The use of the status chart allows teachers to chart the individual progress fo students

-->This serves as a method of accountability, it alerts the teacher to individual students needs

Front 144

Concept Mapping/Webbing

Back 144

-->Webbing: allows students to form relationships among ideas and concepts in graphic form following listing or brainstorming

Front 145

Advanced Emergent

Back 145

-->The student:
-listens to a variety fo oral and written language

-retell story

-recognize the need for reading and writing in everyday life

-over generalize punctuation and capitalization

Front 146

Concept of a Word

Back 146

-->a word is a group of letters bounded by white space

Front 147

Critical Evaluation of Literature

Back 147

-->elements of fiction-narrative elements- author, style, mood, plot, characters and setting

Front 148

Anticipation Guides

Back 148

-->These guides help set purposes for reading:

-before reading, by making predicitions

-during reading, to find the answers

-after reading, to return to the guide and change their predictions based upon the textual reading

Front 149

Transitional Spelling

Back 149

-->Adheres to basic conventions of English orthography

-->Begins to use morphological and visual information in addition to phonetic information

-->may include all appropriate letters in a word but reverse some of them

Front 150

Main Idea and Details

Back 150

-->students identify the most important details fo the test then list supporting ideas

Front 151

Wet Ink or Quick Write

Back 151

--> Students write without lifting pen for a specific amount of time (2-5minutes) to aid in topic selection and fluency.

-->Topics may be chosen by students or teachers.

Front 152

Interviewing

Back 152

-->Students develop questions, which are usesd to aid in gathering information for a piece.

-->This technique may be used in the classroom or to gather information for an outside source.

Front 153

Brainstorming

Back 153

-->in this group activity, ideas are rapidly recorded with all responses being accepted.

-->the goal is to discover as many ideas as possible.

-->Responses can be redefined, predictions made, or conclusions drawn after all information has been give, recorded and discussed

-->This technique will aid in topic selection

Front 154

Active Preparing

Back 154

-->experiences that build meaning, purpose for reading

Front 155

Conventions

Back 155

-->correct way

Front 156

Summary

Back 156

--> condensing information into a shorter form is useful for demonstrating comprehension of texts

Front 157

Semantic Feature Analysis

Back 157

-->this graphic is used to develop:
- word meanings
- word relationships
- concepts

Front 158

Compare and Contrast

Back 158

-->Identify ways in which the items are different from on another

-->Students identify ways the items are alike

Front 159

Experienced

Back 159

-->use oral and written language to think, share, and satisfy personal needs and those of specific audience, write with growing vocabulary, consider purpose and audience when revising for publication

Front 160

Schema

Back 160

-->is all the "stuff" that's already inside your head, like
-places you have been
-things you have doen
-books you have read

all experiences you have had that make up who you are and what you know to better understand and interact with the text

Front 161

Guided Reading

Back 161

-->reading instruction that allows the student to demonstrate his/her control over a text,

-->enables the teacher to group students with similar needs so that the material is neither too easy nor too difficult for anyone

-->Allows the teacher to assist students, and helps students understand that reading is a process of making meaning

Front 162

Brainstorming

Back 162

-->Listing of all possible answers to a given question, concept or proposed unit of study