Foundations Of Reading Vocabulary

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Ability Grouping-

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grouping of children with similar needs for instructional purposes.
Ability groups change as do the children's needs within them change.

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Alliteration-

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occurs when words begin with the same consonant sound, as in Peter Piper picked a pair of pickled peppers.

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Alphabetic Principle-

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the idea that written spellings represent spoken words.

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Anchor Book-

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a balanced literary term for a book that is purposely read repeatedly and used as part of both the reading and writing workshop.

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Assonance-

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Occurs when words begin with the same vowel sound.

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Authentic Assessment-

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assessment activities which reflect the actual workplace, family community and school curriculum.

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Balanced Literacy Lesson Format-

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teacher delivers a 10-15 min. mini lesson to the whole class
students gather in small groups for 30 min work lesson
concluding with a 10 min. sharing with the whole class on group works.

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Benchmarks-

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school state, or nationally mandated statements of the expectations for student learning and achievement in various content areas.

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BICCS-Basic Interpersonal communication skills (ELL term- Bilingual Education)-

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learning second language skills
and becoming proficient in a second language through face to face interaction-translation through speaking, listening, and viewing.

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Blending-

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the process of hearing separate phonemes and being able to merge them together to read the word.

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Book Features-

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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 forward and after notes. For factual books, children need to be farmiliar with: labels, captions, glossary, index, headings and subheadings of chapters, charts and diagrams, and sidebars.

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Checklist-

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an assessment for which lists targeted learning and social behaviors as indicators of achievement, knowledge or skill.
They can be professionally or teacher prepared.

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Cinquain-

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a five line poem which can be read and then used as a model for writing. Generally line one is a single word, line 2 has two words describing the title of line 1, line 3 has 3 words which are movement words, line 4 has 4 words which express feeling and line 5 has a single word which is a synonym for line 1's single word.

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Comprehension-

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the 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.

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Concepts About Print-

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include: how to handle books, how to look at print, directionality, sequencing and locating skills, punctuation and concepts of letters and words.

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Consonant Diagraphs-

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two consecutive consonants that represent one new speech sound.
In the word "DIGRAPH" the 'PH' sounds like /F/- this is a digraph.

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Contexts-

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sentences deliberately created by the teacher which include sufficient contextual clues for the children to decipher meaning.

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Contextual Redefinition-

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using context to determine word meaning.

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Co-operative Reading-

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children read silently or aloud, with a partner.

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Crisscrossers-

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an ELL term for second language learners with a positive attitude towards their first and second language learning. they are comfortable navigating back and forth between the two languages as they learn.

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Cues-

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while self-monitoring their reading comprehension, readers integrate various sources of information or cues to support the construct of meaning from text and graphic illistrations

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Decoding-

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"sounding out" a printed sequence of letters based on letter-sound correspondences.

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Diphthongs-

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two vowels in one syllable where the two sounds are heard. As in the word HOUSE where both the O and the U are heard.

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Directionality-

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children use their fingers to indicate left to right direction and return sweep to the next line.

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Differentiated Instruction-

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teacher modified instruction, strategy or activity guided towards the individual needs of a student, based on observation of their work, progress, test results, fluency and reading/literacy behavior.

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Early Readers-

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Early readers evolve out of emergent readers-theyrecognize most high frequency words and many simple words, using pictures to discern meaning, syntax and phonics. They are gaining control of reading strategies and use their own experiences and background knowledge to predict meanings
-occasionally using story language in their writing.

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Emergent readers-

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reader understands that print contains a consistent message.
reader recognizes some high frequency words, names and simple words in context. Pictures can be used to predict meaning. reader begins attending to left to right directionality and notices features of print, perhapd identifying some initial and ending sounds in words.

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Encode-

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to translate a message into symbols. Readers encode oral language into writing.

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English as as Second Language-

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teaching english to speakers of a second language using english as the language of instruction.

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Expository Texts-

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non-fiction providing information or facts; newspapers, science. math. history texts. there is much emphasis on educating elementary students in the comprehension and authoring of brochures, guides and recipes.
contrast is drawn between narrative and expository.

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First Language-

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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 gains phonological and phonemic awareness.

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Fluent Readers-

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identify most words automatically and read chapter books with good comprehension.
consistently cross-check, self-correct and monitor reading. offer interpretaions of text-based on persoanl experiences and prior reading experience. reading various genres independently. relate personally to text and draw on comparative text. create spoken/written writing in the style of a particular author.

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Formal Assessment-

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test/observation of a performance task. Administered under controlled and regulated conditions.

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Functional Reading-

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reading instructions, recipes, coupons,classified ads, notices, signs, and other documents to read and correctly interpret in school and society.

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Grade Equivalent / Grade Score-

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a score transformed from a raw score on a standardized test into the equivalent score earned byan average student in the norming group.

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Graphic Organizers-

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express relationships among various ideas in visual form, including: sequence, time-lines, character traits, fact and opinion, main idea and details, differences and likenesses. Helpful for visual learners.

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Guided Reading-

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key mode of instruction in balanced literacy theory approach. teacher "guides" child through silent reading of a text by giving them prompts, target questions and even helping the child start an answer to a question. after each section the child stops to talk with the teacher about the text. An interactive discussion between child and teacher. Used when children need extra support in constructing meaning, due to text complexity or limited independent reading capacities.

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High Frequency-

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frequently used words appear many more times than do other words in ordinary reading material. As, in of and the.
Also called service words. Oart of sight vocab words. A classical best-known high frequency word list was generated by Dolch (1936)

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Independent Reading-

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set period of time within daily literacy block when children read books with 95-100% accuracy on their own. promotes life-long literacy and love of learning. Enhances reading mileage, builds fluency, and helps children orchestrate integrated cue strategies.

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Informal Assessment-

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observation of children made under informal conditions.
Kidwatching, checklists and individual child/teacher conversations.

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Informal Reading Inventory-
(IRI)

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a series of reading excerpts that can be used to determine a childs reading strengths and needs in comprehension and decoding. many published reading series have an IRI to go with their series.

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Justified Print-

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the positioning of print on a page so that each line ends either a sentence or a phrase.

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Kid Watching-

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term used in the balanced literacy approach for teacher's deliberate, detailed recorded observations of individual student and class literacy behaviors. often done during group work. Teacher then reconfigures lessons on experiences to meet the students needs and the group needs.

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Kinesthetic-

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learning is tactile, as contrasted with an activity where the learner sits still or attempts to sit in one place. Cutting and moving syllable or word strips. using sandpaper letters are also a kinesthetic activity.

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Language experience-

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children giving dictation to the teacher who writes their words on a chart or their drawing. Showing children that words can be written down.

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Learning Logs-

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daily records of what students have learned.

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Listening Post-

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sets of headphones attached to a single tape player. Children can go to centers and listen to audiotapes of books while reading the print book. These posts are in many libraries as well.

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Literature Circles-

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four to six children in group discussion who have read the same work of literature (narrative or expository) discuss key parts of the work, relate to own experience, listen to others responses, discuss how parts of text relate to the whole.

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Manipulation-

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moving around or switching sounds within a word or words within a phrase or sentence.

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Meaning Vocabulary-

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words whose meanings children understand and can use.

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Miscue-

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an oral reading error made by a child which differs from the actual pritned text.

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Miscue-

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an oral reading error made by a child which differs from the actual printed text

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Miscue Analysis-

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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- the child is using are accurate.

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Morphemes-

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the smallest units 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 to carry meaning such as ED in LOVED

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Narrative Text-

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one of the two basic text structures. Tells or communicates a story. Ex: novels, short stories and plays and some poems. It needs to be taught differently than the expository text, due to its structure.

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one-to-one matching-

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matching one spoken word with one written word

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Onset-Rime blending-onset-

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everything before the vowel and rime (the vowel and everything after it). For example the word SLEEP can be broken into; /SL/ /EEP/ word families are built using rimes. The /EEP/ word family would include Jeep, Keep and weep

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Orthography-

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a method of representing language through letters and diacritics

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Percentile-

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if a child scores at the 56th percentile for his grade level, his score is equal to or above that of 56 percent of the children taking that standardized test and below that of 46 percent of the children on whose scores the test was normed

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Performance Assessment-

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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

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Phoneme-

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tyhe 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 the word NOPE.

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Phonemic Awareness-

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the understanding that words are composed of sound. A specific type of phonological awareness dealing only with phonemes in a spoken word.

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Phonics-

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the study of relationship between phonemes (speech sounds)
and graphemes (letters) that represent the phonemes. It is also decoding or the sounding out of unknown words that are written.

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Phonological Awareness-

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the ability to recognize the sounds of spoken language and how they can be blended together
segmented and switched to form new combinations and words.

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Phonological Cues-

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readers use their knowledge of letter/sound and sound/letter relationships to predict and confirm reading

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Phonology-

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the study of speech structure in language that includes both the patterns of basic speech units (phonemes) and the tacit rules of pronunciation.

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Portfolios-

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collections of a child work over time. Include a cover letter, reflections from the child and teacher. Other supportive documents including standards, performance task examples, prompts and sometimes peer comments.

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Primary Language (ELL term)-

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the language an individual is most fluent and at ease with. Usually but not always the first language.

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Prompts-

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teacher intervention while child ids reading independently to help the child pronounce or comprehend a specific word or prompt. On a reading record the teacher notes the prompt. When the teacher wants to match the child with a particular book or determine his reading level, the teacher does not use prompts.

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Q's generating Strategy for an Expository Text-

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first the child previews the text by reading titles, subheads, looking at pictures or illustrations, and reading the first paragraph. Next the child asks a "think" question which he records. Then reads to find the information that might answer this question.He may write down the info or think about another question answered by what he is reading and continues to read using this strategy.

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Reading for Information-

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reading with the purpose of extracting facts and expert opinion from the text. Children are introduced to info reading resources such on the WWW which are age and grade appropriate, the table of contents, chapter headings, glossaries, pictures, maps, charts, diagrams and text structures in an information text. They are taught to use notes, graphs, organizers and mind maps to share info extracted from text.

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Recode-

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to change info from one code onto another, as recoding writing into oral speech

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Recognition Vocab-

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group of words which children are able to correctly pronounce, read orally and understand on sight

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record of Reading Behavior-

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(running record) an objective observation during which the teacher records, using a standard set of symbols, everything the child reader says as the child reads a book selected by the teacher

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Reflection-

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to analyze, discuss or react to ones learning at any age or grade level

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Retelling-

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retelling can be written or oral. Children tell as much of the story as they can remember more extensive than summary includes beginning, middle and end. Plot lines and characters

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Rubric-

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a set of guidelines for the completion of any task. Usually 0-4 4 being the most detailed response and 0 lacking in some ways

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Scaffolding-

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Teacher support necessary for the child to accomplish task or to achieve a goal that could not be reached on their own. Vygotsky termed this window of opportunity the "Zone of proximal development" When the child is more capable the scaffolding is withdrawn. During SHARED READING the task is scaffolded by the teacher reading to the children aloud. The teacher scaffolds the initial decoding and helps with the meaning making/construction

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Searching-

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Children pause to search in the picture, print or their memory for known info. Perhaps while tackling an unknown word or after an error

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Second Language (ELL term)-

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A language acquired or learned simultaneously with or after a child's acquisition of a first language

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Segmenting-

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the process of hearing a spoken word and identifying its separate phonemes or syllables

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Self-Correction-

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children begin to correct some of their own reading errors. Generally this behavior is accompanied by the re-reading of the previous phrase or sentence.

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Semantic Cues-

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Children use their prior knowledge, sense of the story, and pictures to support their predicting and confirming the meaning of the text.

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Semantic Web-

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a visual graphic organizer that the teacher can use to introduce a reading on a specific topic. It usually represents many other words associated with a target word. Web helps activate children;s prior knowledge and extend or clarify it.It can also serve to check new learning after guided or independent reading

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Spatial Learning-

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using images, color or layout to help readers whose learning style is spatial.

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Standard Score-

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how far a child's grade on a standardized test is from the average score (mean) on the test in terms of the standard deviation. If a child scores 70 on a standardized test and the standard deviation is 5 and the average (mean) score is 65, the child is one standard deviation above the average.

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Standardized Test-

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a test given under specified conditions allowing comparisons to be made. A set of norms or average scores on this test will be used for comparisons

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Stop & Think Strategy-

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a balanced literacy strategy for constructing meaning. As text is being read, child asks, does this make sense to me? If not, it is reread or read ahead a bit. look up unknown words. Teacher models this strategy to whole class as a mini lesson and then posts in classroom for reference.

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Strategic Readers-

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as defined by Marie-Clay and Sharon Taberski, these are self-improving readers, monitor for semantic, syntactic and visual cues, cross-checking one system against the other, self-correct, identify and solve for new words. Continuously maintain meaning.
shared ad the middle of the first grade though at that point called a 'self-improving reader'

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Text features-

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the period which marks the end of a "telling sentence;" a question mark that is at the end of a sentence that asks a question, an exclamation mark used to express surprise or excitement, capital letters, the names of persons, places and things; bold italicized or underlined text to highlight key ideas; quotation marks for dialogue, a hyphen used to break a long word into its syllables, a dash used to show a break in an idea, or to indicate a paranthetical element or an omission; an ellipses, showing omission or break in text; and a paragraph in nonfiction which shows a new point being made.

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Transitional readers-

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recognize an increasing number of hard words that are content related. Can provide summaries of stories read and are more at ease handling longer, more complex and connected text with short chapters. Can read independent level texts with correct phrasing, expression and fluency. Their reading demonstrates their ability to integrate meaning, syntax and phonics in a consistent manner
for understanding.

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Venn Diagram-

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a diagram consisting of two or three intersecting circles to visually represent similarities and differences for texts, characters and topics. No author study is complete without this diagram which compares different authors works. Most commonly used graphic organizer in elementary schools today. Can be used effectively ad part of an answer to a constructed response question.

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Visual Cues-

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readers use their knowledge of graphemes to predict and confirm text. The graphemes may be words, syllablles or letters.

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Word Analysis-

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the analysis of words employing letters, phonic structures, contextual clues or dictionary skills.

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Word Identification-

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how the reader determines the pronunciation, and the meaning of an unknown word.

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Word Recognition-

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the process of determining the pronunciation and some degree of the meaning of an unknown word.

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Word Work-

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the term that the Balanced Literacy Approach uses for the study of vocabulary

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Phonics Centered Approach-

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In 1955 Rudolph Flesch published Why Johnny Can't Read. Flesh, Chall (1967), Stahl (1992), Adams (1990), and Johnson and Bauman (1984) believe that this approach is crucial for reading success.

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Marilyn Jaeger Adams-

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noted for her research on early reading, Adams lists five basic types of phonemic awareness tasks which need to be covered by the end of first grade. Ability to hear rhymes and alliterations, ability to do oddity tasks, orally blend words, orally segment words and phonemic manipulation tasks.

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Marie M. Marie Clay-

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New Zealand born researcher, in the field of special needs emergent literacy and developer of assessment tools for these children. Huge impact on the Reading Recovery movement which involves the use of her Reading Recovery: A Guidebook for Teachers in Training, in the majority of graduate emergent literacy courses and in many classrooms in the Us including those that do not have a reading recovery teacher.

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Marie M. Marie Clay's Dissertation-

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Emergent reading behavior, Clay reviewed and detailed the progress week by week of one hundred children during their first year of school (1966) important outcome- development of reliable observation tools for the assessment and analysis of changes over time in children's literacy learning. Resulting in the work; An Observation Survey of Early Literacy Achievement (1993)

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Reading Recovery-

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Clay's key contribution to the field of foundations of reading teaching. Born out of concern that some children were not progressing- Clay posed the question of investigating what would happen if the design and delivery of traditional reading education were changed for these struggling young learners.

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Reading Recovery approach-

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teacher works with one student at a time over a 12 to 20 week period. Each daily 30 minute lesson is tailored to address the needs of the individual student teach no more than four or five students per day in individual lessons.

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The Clay Observation of Early Childhood Achievement (1993)-

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used to assess children's strengths and weaknesses. Reading Recovery teachers devote the first ten minutes of their sessions with individual students to assessment as the children engage in reading and writing.
A running record of the child's progress is taken every day and is used to plan future lessons.

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Reading Recovery Lesson-

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include the use of familiar stories. Children engage in assembling and sequencing cut up stories. Working with letters or writing a story. Teacher demonstrates strategies and child develops effective strategies to continue reading independently. Key components; phonemic awareness, phonics, spelling, comprehension study. Lots of problem solving to increase purposeful decoding, practice demonstrate fluency skills.

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Reading Recovery Highlights-

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One to one tutoring most significant to its results

Front 107

Fountas, Irene C
and Gay Su Pinnell-

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both developed a leveling system for reading texts, which arranges them by level of difficulty. Published works on how to use their leveling system to meet and assess the progress of various readers. Provide detailed explanations and support for reading teachers of young children K-3 in using reading records and benchmark texts.

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Fountas, Irene C
and Gay Su Pinnell-

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key articulators of the balanced literacy model that includes reading and writing workshop. contributed guidelines for creating sets of leveled books, assessment rubrics, strategies for fostering "word solver" skills in child readers, and methods for teaching phonics and spelling in the literacy classroom.

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Regie Routman-

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over three decades of experience as an elementary school teacher, reading specialist, a learning disabilities tutor, a reading recovery tutor, language arts and mentor teacher and staff developer. Her insights into reading resonate with a broad spectrum of school community members.

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Routman, Regie-

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her works are conversational, teacher-to-teacher sharings of her daily classroom experience. In her book Reading Essentials she shows teachers how to teach consistent with research findings and offers "scripted lessons" and teaching tips which bring the classroom to life. She advocates literature based teaching and meaning centered approaches for learning.

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Routman, Regie-

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a strong advocate of using poetry from grades one and beyond as an integral thread for a reading program. Author of Kid's Poems: Teaching Children to love Writing Poetry which includes separate volumes of poetry for grades K-4

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Routman, Regie-

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she believes in teaching reading to meet specific needs in children, regardless of what reading program is being implemented. strong advocate for the use of small guided reading groups and reading for understanding. Phonics and other word analysis strategies are part of her reading framework, but not at its core. Her focus for the reading classroom is on the development and use of the classroom library as the center for an independent reading program, shared reading and reading aloud.

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Routman, Regie-

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has designed informal reading evaluations on books/texts her students are reading (her published works are known for their appendices replete with templates for evaluations, projects, reports, book lists, suggested texts by topics) her classroom model includes matching children with specific library books as well as linking assessment with instruction. She is a researcher who sees reading as intimately linked to writing.
Also she is involved with the politics of literacy.

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Routman, Regie-

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represents the vision of the teacher as an informed professional, who regularly reads the latest professional books. Collaborates with colleagues in school and beyond, and deals with the most recent research developments. She also feels that an informed professional can and will know when to question research. Communicating effectively with parents and dealing with testing and standards mandates

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Routman, Regie
(Essential Works)-

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Conversation: Strategies for Teaching, Learning and Evaluating and Invitations: Changing as Teachers and Learners K-12 are essential for the elementary reading teacher's bookshelf and can take the teacher through several years of work.

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Taberski, Sharon-

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is an experienced elementary teacher educator who is also a member of the primary literacy standards committee run by the national center on education and the economy and the university of Pittsburgh. Her works in the field are served up as wonderfully accessible and necessary advice from the "veteran teacher across the hall" who loves her students and is delighted to help a new colleague.

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Taberski, Sharon-

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her work is focused around a series of interconnected interactions with the learner rather than a prescribed set of skills.

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Sharon Taberski / interactions which are detailed and clearly communicated in her book Solid Ground-

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Assessment-Procedures for assessing children's reading, and to inform teaching, scheduling and managing reading conferences, taking oral reading records and using retellings as discussion tools
Demonstration- developed and field tested strategies for using shared reading and read aloud as platforms for figuring out words and comprehending texts. She is a strong advocate of small group work- guided reading, word-study groups and teaching children one on one.
Practice- in her framework, independent reading is used as a time for practice. Students play key roles in this practice and she has a set of detailed and easily adaptable guidelines for matching children with books for independent reading. Her work includes booklists and ready to use information that is available for reproduction.
Response- It's important for students to know that they are doing well and where they must focus their efforts to improve skills. She explains how her students use writing and dialogue as tools for independent reading.

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Vail, Priscila-

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noted for her research in the study of dyslexia & its myths, she has articulated ways in which children can develop their reading skills as they cope with this disorder and techniques parents and educators can use to support reading development. She has also worked on specific testing skills for children coping with dyslexia and other special needs. Her strategies can be infused the regular education program to enhance all students reading achievement. A proponent of phonics instruction and skills within the context of an integrated whole language approach (once called integrated language arts)

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Vail, Priscilla-

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her research focuses on the link between language and thinking. She is concerned with how a child's receptive language, expressive language and metacognition can be fostered. she has developed assessment methods for each of these capacities and activities to helps strenghthen them in children grades k-4.