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141 Cards in this Set
- Front
- Back
Symbols that look like conventional letters of the alphabet b/c they are composed of letter features, but are not conventional letters.
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Mock letters:
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Conscious attention to properties of language. This includes phonological awareness but also awareness of other aspects of language, such as concept of written word, sentence structure, and concept of story.
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Metalinguistic Awareness
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A mental structure in which one stores information necessary for the understanding of a concept.
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Schema
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Of the four linguistic systems, the on that has to do with how language is used in everyday life to get done that which would be difficult or impossible without language. (Ex. “Please, may I have a cookie?”)
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Pragmatics
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The smallest units of sound that is combined and contrasted in meaningful ways in a language’s words.
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Phonemes
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Of the four linguistic systems, the one that has to do with meanings. Includes vocabulary knowledge, knowledge of word parts, and knowledge of how words work together
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Semantics
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Of the four linguistic systems, the one that has to do with sentence structure
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Syntax
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smallest unit of meaning
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Morpheme
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Of the four linguistic systems, the one that has to do with sounds.
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Phonology
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partitioned spaces in classrooms, created by an arrangement of bookshelves and other dividers, such as a library center, computer center, art center, etc.
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Centers
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A large, display edition of a children’s book
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Big books
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Contain reading and writing materials relevant to the theme. Availability of such materials and teacher modeling promote childresns’ reading and writing
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Dramatic-play-with-print centers
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Materials that, although used for instructional purposes in school, also serve real world purposes outside of school, for example, telephone books, catalogs, newspapers.
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Authentic Materials
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A form of reading aloud to children in which, in addition to reading for enjoyment and understanding, the teacher and children read for teaching and learning literacy concepts and strategies
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Shared Reading
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Instruction in which the teacher selects a particular text for children to read and then directs and supports children as they read that text
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Guided Reading
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Any activity to determine a person’s state of knowledge of, understanding about, or ability with reading and writing
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Assessment
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A unit of study planned around a broad them that include concepts from more than one content area. Instructional activities provide for active inquiry and incorporate all the language arts.
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Integrated Content Units
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Ways of looking at, holding, turning pages, and otherwise manipulating books in order for their texts and illustrations to be accessible for accurate meaning making
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Bookhandling Skills
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A book-sharing experience by a child and a more knowledgeable other person, usually and adult, to which both contribute
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Interactive bookreading
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A person’s schema for story. A child’s concept of story develops from very simple notions, such as that story has a beginning, middle, and an end, to the more complex notions embodied in story grammar.
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Concept of story
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Text found in everyday settings, such as print on signs, clothing, and storefronts, and in logos
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Environmental Print
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Familiar, expected actions and language that accompany book reading.
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Booksharing routines
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Learned patterns of movement. Motor schemes for drawing and writing including controlled, intentional making of lines and shapes, usually with a hand-held pen, pencil, crayon, or marker
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Motor schemes
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A representation of the structure of a typical narrative, including the required elements of a main character or characters; a setting; a problem-setting action or even; a goal, etc.
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Story grammar
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language that greatly depends on itself for meaning. Spoken language usually occurs amid people, objects, actions, and events, and along with facial expression, gesture, and other forms of body language
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Decontextualized language
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Short written descriptions of events of brief duration, making note of participants’ speech, reading, writing, or other actions, without judgment of quality
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Anecdotal notes
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A food box-front or other environmental print item cut into puzzle pieces and store with an identical, uncut item
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Environmental print puzzles
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The aspect of phonological awareness that involves conscious attention to the phonemes of a spoken language
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Phonemic awareness
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A classroom routine in which children begin their day by writing their names on a special from, the sign-in sheet
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Sign-in procedure
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One of the two major categories of sounds in a language. Involve a more restricted flow of sound than do vowel sounds and so they are sometimes described as having friction
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Consonant Phoneme
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DIBELS
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Dynamic Indicators of Basic Early Literacy Skills
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A two-letter spelling of a consonant phoneme
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Consonant digraph
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One of the two major categories of sounds in a language. Involve a more open, unrestricted flow of sound than do consonant sounds and for that reasons are sometimes described as lacking friction
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Vowel phoneme
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Book containing all the letters of the alphabet with clues that help them to remember the letters.
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Alphabet book
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Text found in everyday settings, such as print on signs, clothing and store front logos
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Environmental print
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A telling of the content of a book, rather than an actual reading of the text, but performed as if it were an actual reading, by a child who cannot read conventionally, usually of a very familiar or favorite book, one that the child frequently has heard read to him or her.
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Pretend readings
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a letter of the alphabet and immediately saying its name
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Alphabet recognition
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Conscious attention to the sounds of spoken language
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Phonological awareness
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The aspect of phonological awareness that involves conscious attention to the phonemes of a spoken language
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Phonemic awareness
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Understandings about how texts work, how they are configured, and how a reader approaches them, including that alphabet letters are a special category of visual symbols and that one reads the print rather than the pictures in the picture book
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Concepts about print
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A guiding rule for reading and writing whereby both processes depend on the systematic use of sound-letter correspondences
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Alphabetic principle
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A text of a sufficient number of words to require building a meaning across words, as in a poem, a storybook, or an information book.
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Contextual dependency
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Messages or information explicitly staged in the words of a text or shown in an illustration
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Literal meaning
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Messages or information inferable from but not explicitly stated in the words of a text nor shown in an illustration
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Inferential meaning/implied meaning
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Understanding of speech. In school settings, oral comprehension usually refers to understanding of classroom conversation, spoken directions, story telling, and books read to children
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Oral comprehension
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A mixture of letters, numbers, other symbols, and letter-like forms
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Symbol salad
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Horizontally arranged wavy lines. These are also called Linear Scribble Writing
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Mock cursive
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Discussion that goes beyond the literal meaning presented in a text or in illustrations; children infer character traits and motivations, infer problems, and connect events across parts of a book.
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Analytic talk
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A text of a sufficient number of words to require building meaning across words, as in a poem, a storybook, or an information book
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Continuous/authentic/functional texts
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Putting a finger or other pointer such as a ruler onto a discrete part of a text for each spoken part of a reading, using left-to-right directionality, but without necessarily correctly mating spoken and written words and without being able to correctly identify the same written words in other contexts
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Finger-point reading
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Reassembling a sentence of other short text from word cards, one for each word of the text.
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Text reconstruction
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Sheet or place where students sign in their whole name
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Extended sign-in procedure
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A form of reading aloud to children in which, in addition to reading for enjoyment and understanding, the teacher and children read for teaching and learning literacy concepts and strategies
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Shared writing
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A short text written by the teacher, on a topic that is relevant to students’ classroom lives, and posted for children’s easy access
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Morning message
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Two or three consonants together in a word, for example, cl and st
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Consonant cluster
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A word that a reader can identify by applying phonics
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Decodable words
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Words that appear often in just about any text that is longer than a few sentences. These words usually are grammatical words, that is, words that create sentence structures
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High-frequency words
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Instruction in which the teacher and students write on chart paper. The teacher helps the children to determine what will be written and then selects children to step up to the chart and write words or parts of words.
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Interactive writing
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Text found in everyday settings, such as print on signs, clothing, and storefronts, and in logos
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Environmental print
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Children’s systematic but not conventional matching of sounds in words with letters. This is developmental, that is, it moves from less to more sophisticated representations
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Invented spelling
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Putting a finger or other pointer such as a ruler onto a discrete part of a text for each spoken part of a reading, using left-to-right directionality, but without necessarily correctly mating spoken and written words and without being able to correctly identify the same written words in other contexts
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Finger-point reading
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Decoding and encoding text by systematically using sound-letter correspondences
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Alphabetic reading and writing
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properties of language. This includes phonological awareness but also awareness of other aspects of language, such as concept of written word, sentence structure, and concept of story.
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Metalinguistic awareness
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An aspect of concept of written word. Children’s knowledge that words in written text are bounded by the spaces b/t them
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Concept of word boundaries
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Horizontally arranged wavy lines. Also called Linear Scribble Writting
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Mock cursive
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One of three interrelated systems for linking the forms of written language to its meanings. This is the more or less regular linking of letters and combinations of letters with sounds and combinations of sounds
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Phonics
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Lines of letters that do not include words and are not invented spellings
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Letter strings
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Knowledge that words are composed of combinations of letters, that words in written text are bounded by the spaces b/t them, and that the sounds within them are related to alphabet letters.
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Concept of written word
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The smallest units of sound that is combined and contrasted in meaningful ways in a language’s words
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Phoneme
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The aspect of phonological awareness that involves conscious attention to the phonemes of a spoken language
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Phonemic awareness
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The initial consonant, consonant blend, or consonant digraph of a syllable
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Onset
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The part of the syllable from its vowel though its end
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Rime
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A child’s slowly speaking a message or telling a story as a teacher or other adult writes it, usually for later reading by the adult and child
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Dictation
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Use of the same sound at the beginning of two or more words
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Alliteration
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A whole class word work and punctuation activity in which children look for and correct errors deliberately included in a teacher-written text (DOL)
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Daily Oral Language
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A display on a classroom wall or large bulletin board of word cards for children’s reference when reading and writing, usually of undecodable and high-frequency words, grouped by initial letter
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Word Wall
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Words that one can read immediately upon seeing them, automatically, and without sounding them out
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Sight Words
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Readers who take initiative in solving their own reading difficulties by recognizing problems and choosing appropriate strategies for solving them.
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Strategic readers
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Forming small groups for reading and writing instruction based on students’ similar abilities and needs and using texts carefully matched to those abilities and needs.
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Dynamic ability groups
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A series of books used for reading instruction that are calibrated and labeled by degree of difficulty
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Leveled texts
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A combination of letters that is reliably associated with a particular pronunciation, especially in the middle and final position of a word.
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Phonograms
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A list of skills students in a particular grade are expected to learn and that their teachers are required to asses and teach
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Scope and sequence
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A word study activity in which children collect words by making word cards for them, and then, after several days of collecting, arrange the cards according to the words’ spelling patterns.
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Word sorts
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A system of associating word parts with individual letters or combinations of letters.
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Spelling
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two letter spelling of a consonant phoneme
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Consonant digraphs
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Teaching of phonics by following a sequence of skills considered necessary for efficient word decoding and spelling
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Systematic phonics instruction
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Teaching by providing a meaningful reading and writing experience for whole class or small group of children that includes opportunities for individual children to participate at levels appropriate to their unique needs and phases of development
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Embedded phonics instruction
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All that a teacher might do or say during embedded instruction to support a child in successfully applying phonics generalizations
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Decoding coaching
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All the words that one can read immediately, on sight, without having to use decoding strategies.
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Automatic sight vocabularies
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A component of writing instruction, in which a teacher provides to a whole-class group a short period of focused instruction about some small part of the writing process
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Mini-lessons
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The components of a well-crafted story: setting, character, plot, point of view, style, mood, and theme
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Literary elements of narratives
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The smallest unit of meaning
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Morpheme
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Words that appear often in just about any text that is longer than a few sentences. These words usually are grammatical words, that is, words that create sentences
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High frequency words
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Words that one can read immediately upon seeing the, automatically, and without sounding them out
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Sight words
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One of the three interrelated systems for linking the forms of written language to its meanings. This is the use of meanings of words and word parts to make effective use of written forms
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Grapho-semantics
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One of three interrelated systems for linking the forms of written language to its meanings. This is the use of sentence structure knowledge to make effective use of written form
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Grapho-syntax
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Letters whose function is not to represent their own sounds but instead to indicate the long quality or other non-short quality of neighboring vowel
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Vowel markers
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A group of words that rhyme; they have the same onset but different rimes.
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Word families
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An approach to teaching writing that includes regularly scheduled time for children to work as writers by using the processes of drafting, revising, editing, and sharing.
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Writing workshop
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what readers know about a topic before reading about it
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Prior knowledge
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Pronouncing all the phonemes of a printed word by making use of all its letters and letter combinations
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Fully phonemic decoding
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Identifying an unknown word by using familiar word parts and knowledge of orthographic patterns, such as phonograms, suffixes, and affixes
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Decoding by analogy
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different parts of the writing prcoess
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Rehearsing, drafting, revising, editing, and publishing
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reading aloud
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Choral reading
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the retelling of a story
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Story retelling
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Spelling instruction for small groups of children with similar abilities
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Guided spelling
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A journal in which readers record their reactions to and thoughts about books they read
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Response journals
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A kind of character, event, or other story element recurring across many folk or fairy tales
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Motif
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The smallest unit of meaning
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Morphemes
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bound morpheme attached either at the beginning of a base word, in which case, it is a prefix, or at the end of a base word, in which case, it is a suffix
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Affixes
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selection of books with a common theme, author or illustrator, literary element, or genre
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Literature text sets
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Words that sound alike but are not spelled the same
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Homophones
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Words that are spelled the same but do not sound alike
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Homographs
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Study of a particular topic for which children observe, participate in experiments or other hand-on experiences, read from a variety of texts, and communicate their findings often through writing
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Inquiry units
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small group of children who decide to read a particular book or set of books together.
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Book clubs
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Concepts about Print, Understandings about how texts work, how they are configured, and how a reader approaches them
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CAP
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MLPP
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Michigan Literacy Progress Profile
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A real time documentation of a child’s reading performance, made by observing the child read a grade-leveled text and marking a copy of the text or using checks and other symbols on a separate sheet of paper to show accuracy
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Running Record
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an approach to teaching writing that includes regularly scheduled time for children to work as writers
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Writing Workshop
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time when a writer takes to think of different topics that he/she can write about
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Brainstorming
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writing process in which a writer first commits ideas to paper in a first draft.
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Drafting
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writer rereads a current draft of a writing piece, rethinks what he or she has written, and improves word choice, phrasing, and sentence structure
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Revising
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writer produces a final draft that meets his or her current standards for punctuation and spelling
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Editing
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writer is ready to share his or her with an audience
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Publishing
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meeting with a person who can give you ideas on how to make a piece of work better
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Conferencing
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chair where author sits and shares their published text
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Author’s Chair
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way of coming up with ideas to write about
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Web/Cluster
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This is an inclusive term that refers to all methods of word recognition. Phonics is one such method
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Word analysis
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This term is an abstraction rather than a description of reading instruction. Some beginning reading materials developed in the first half of the century, however, advocated teaching a limited number of sight words before phonic analysis was introduced. The term sight-word method became common even though it actually described only this initial teaching procedure. Gradually the term was used to imply the existence of an instructional approach that allegedly proscribed phonics and advocated teaching every new word by sight only.
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Sight word method
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a sight vocabulary includes any words a reader recognizes instantly, without having to resort to any word-recognition strategies
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Sight vocabulary
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The schwa sound is a diminished stress, or a softening of the vowel sound. Schwa is represent by the symbol (bedlam= bed l m;
beckon= bek’ n). Any of the vowels man represent the schwa sound |
Schwa
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is a facet of reading instruction that
(a) leads the child to understand that printed letters in printed words represent the speech sound heard when words are pronounced. (b) Involves the actual teaching of which sound is associated with a particular letter or combination of letters. |
Phonics instruction
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: This term refers to the knowledge or understanding that speech consists of a series of sounds and that individual words can be divided into phonemes. Phonemic awareness is an auditory process and is not connected to print. Many children learn to be phonemically aware of syllables, onsets and rimes and phonemes before they enter school.
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Phonemic awareness
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is the smallest unit of sound in a language that distinguishes one word from another. Pronouncing the word cat involves blending three phonemes: /k/ /ae/ /t/.
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Phoneme
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is the vowel or vowel and consonant(s) that follow the onset. In the word name, the rime is ame
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Rime
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An initial consonant or consonant cluster is an onset. In the word name, n is the onset. In the word blame, bl is the onset.
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Onset
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These are the smallest meaningful units of language. The word cat is a morpheme whose pronunciation consists of three phonemes. To talk about more than one cat, the letter s forming the plural cats becomes a morpheme because it changes the meaning of cat.
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Morphemes
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This term refers to the relationship between printed letters and the sounds they represent; it also covers the deviations found in such a relationship. Often, there is not a one-to-one relationship between graphemes (printed symbols) and phonemes (speech sounds) they represent. Some printed symbols represent several different sounds (car, caress, cake), and one speech sound may be represented by many different letters or combinations of letters. This problem is related to the spelling patterns of words used in our English writing system.
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Grapheme-phoneme relationship
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: A grapheme is a written or printed letter symbol used to represent a speech sound or phoneme
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Grapheme
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is a vowel blend: two adjacent vowels, each of which is sounded (ou in house, oi in oil, oy in boy, ow in how).
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Dipthong
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is a combination of two letters that represent one speech sound (consonant examples: church, show, thank; vowel examples: beet, coat, mail).
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Digraph
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