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64 Cards in this Set

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Concepts About Print (CAP)
Assesses the literacy knowledge of kindergarten children and early first graders. Skills assessed: book handling skills, directionality, word-by-word matching, locating words in print, etc. CAP lets teachers know what children understand about print.
Diagnostic Assessment
Assessment that includes tools designed to, before instruction,determine and diagnose student’s strengths, weaknesses, knowledge, and skills. This allows the teacher to differentiate curriculum and instruction to meet each student’s needs.
Formative Assessment
Assessment that provides teacher with information about student’s thinking. Formative assessments, or checking for understanding, are given during the course of the lesson and guide the teacher in making instructional decisions or adjustments as necessary, such as reteaching, trying different instructional approaches, or offering additional opportunities for practice.
Informal Reading Inventory (IRI)
An individually administered survey designed to help a teacher determine a student's reading instructional needs.
Leveled Text
Levels of difficulty from the easy books that an emergent reader might begin with to the longer, complex books that advanced readers would need.
Miscue Analysis
Miscue analysis is a way of closely observing, recording, and analyzing oral reading behaviors to assess how the reader is using specific cuing strategies, like the use of syntax, semantic information, and graphophonics. The teacher uses a specific code to record actual reading. Miscue analysis is usually done with an unfamiliar, long text, followed by a taped retelling. Scoring and analysis is more complex than with a running record, and is usually done at a later time. While running records are most often used with beginning readers, miscue analysis can be used for more advanced readers.
Portfolio
Collections of student work that are typically used for an alternative assessment grade in the classroom.
Progress Monitoring
Observing or testing a student’s progress and evaluating the instructional techniques. Goals for the student are established and measured on a regular basis and the instruction is adjusted as needed.
Reading Miscue Inventory/Running Records
In reading, a teacher records the child's reading behavior as he or she reads a book. The teacher may note errors, self-corrections, substitutions, and so forth. Also known as reading assessments. Teachers generally use a standard set of symbols for recording what the reader does while reading.
Reliability
Refers to the consistency of the outcomes; how dependable a test is. It is also a prerequisite of validity.
Scoring Rubrics
A rubric is a criterion-based scoring guide that uses a descriptive scale to assess student performance. Rubrics can be teacher-made or purchased; they are used as a tool to assess student performance on specific assignments or projects. Rubrics often list specific descriptors for an ssignment with an assigned value or a list of characteristics for each descriptor. Rubrics can provide students with a clear understanding of what is expected and allow teachers to systematically review student work with explicit criteria.
Screening Assessment
Assessment at the beginning of school year to determine a student’s reading level.
Spelling Inventory
An individually administered survey designed to help a teacher determine a student's spelling (orthographic) instructional needs.
Summative Assessment
Assessment that is comprehensive in nature. As such, summative assessments provide accountability and are used to check the level of learning at the end of a lesson or unit of study. Summative assessments are also used for grading and/or progress reports.
Validity
The extent to which a test measures what it was intended to measure.
Alphabetic principle
The concept that letters and letter combinations represent individual phonemes in written words.
Auditory discrimination skills
The ability to detect differences in sounds; may be gross ability, such as detecting the differences between the noises made by a cat and dog, or fine ability, such as detecting the differences made by the sounds of letters m and n.
Awareness of print
Understand that print has different functions depending on the context in which it appears understanding that print is organized in a particular way – for example, knowing that print is read from left to right and top to bottom. It is knowing that words consist of letters and that spaces appear between words. Print awareness is a child's earliest introduction to literacy.
Blends
Two or more consecutive consonants which retain their individual sounds (e.g., /bl/ in block; /str/in string).
Concept of print
The idea that print must be ordered and arranged systematically to communicate meaning effectively.
Digraphs
Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/).
Diphthong
A vowel produced by the tongue shifting positions during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.
Direct Instruction
The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved.
Explicit instruction
The teacher’s language is concise, specific, and related to the objective. The actions of the teacher are clear, unambiguous, direct, and visible. Systematic instruction that involves teacher modeling and explanation (I Do), guided practice and application (We Do), and independent practice (You Do).
Grapheme
A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh).
Implicit strategy
Not directly stated in the text, but may be inferred from the text; reading between the lines.
Letter-sound correspondence
A phoneme (sound) associated with a letter.
Morpheme
The smallest meaningful unit of language. A morpheme can be one syllable (book) or more than one syllable (seventeen). It can be a whole word or a part of a word such as a prefix or suffix. For example, the word ungrateful contains three morphemes: un, grate, and ful.
Onset and rime
In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow (e.g., the word sat, the onset is “s” and the rime is “at”).
Phoneme
The smallest unit of sound within our language system. A phoneme combines with other phonemes to make words. A sound unit. The c in cat and the m in mat are phonemes.
Phonemic Awareness
The ability to notice, think about, or manipulate the individual phonemes in words. It is the ability to understand that sounds in spoken language work together to make words. This term refers to the highest level of phonological awareness.
Phonetically Irregular Words
Words that stray from the most common pronunciation; words that do not follow common phonic patterns (e.g., were, was, laugh, been).
Phonics
A system of teaching reading and spelling that focuses on sound/symbol relationships, or the direct predictable relationship between a phoneme and letter or letters that represent that phoneme.
Phonological Awareness
Phonological awareness covers a range of understandings related to the sounds of words and word parts, including identifying and manipulating larger parts of spoken language such as words, syllables, and onsets and rimes. It also includes phonemic awareness as well as other aspects of spoken language such as rhyming and syllabication.
Phonological Processing
Auditory processing skill. It relates to words, but occurs in the absence of print. It involves detecting and discriminating differences in phonemes or speech sounds under conditions of little or no distraction or distortion.
Semantics
The study of the development and change of the meanings of speech forms. Semantics is the study of how meaning is derived from symbols, signs, text and other meaning beating forms.
Structural Analysis
Structural analysis is where you will break words down into their base components, root, prefix, and suffix, to try to better understand them.
Syntax
The word order pattern in sentences, phrases, etc.
Automaticity (decoding)
Automaticity 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.
Choral Reading
Choral reading or speaking is simply reading or speaking in unison under the direction of a leader. It can be done in small groups or as a whole class.
Concept Map
Visual framework for organizing conceptual information in the process of defining a word or concept. Framework contains category, properties, and examples of word or concept.
Echo Reading
a teaching strategy in which teacher and students read aloud from the same text. The teacher expressively reads a few words, a line, or a sentence, and then the student immediately reads the same passage in the same way the teacher did.
Fluency
Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension.
Phrasing
It's breaking down bodies of writing into parts, and then reading these parts literally by phrases.
Prosody
Reading with expression, proper intonation, and phrasing.
Reader’s Theater
An oral reading in which students read characters’ parts in a play, or in scripts they write.
Semantic Map
Portrays the relations that compose a concept; a strategy for graphically representing concepts.
Structural Analysis Skills
A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.
After Reading Strategies
Strategies that require the reader to actively transform key information in text that has been read (e.g., summarize text, retell the story, confirm predictions, evaluate, connect and compare across texts).
Before Reading Comprehension Strategies
Strategies employed to emphasize the importance of preparing students to read text (e.g., activate prior knowledge, set a purpose for reading). Access prior knowledge, preview text and any text features, predict, set purposes for reading.
Close Reading
A close reading is a careful and purposeful reading. It’s a careful and purposeful rereading of a text. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us.
During Reading Comprehension Strategies
Strategies that help students engage the meanings of a text (e.g., asking questions at critical junctures; modeling the thought process used to make inferences, constructing mental imagery, monitor and clarify comprehension, ask questions, visualize, adjust purposes and/or predictions; and make connections within the text as well as between the text and personal experience/previous knowledge).
Flexible Groups
Groups of students who share instructional needs and abilities that are regrouped as this changes. Permitting students to work in mixed levels in classrooms according to the specific task and then regrouping students as their needs and outcomes change.
Interactive Reading
A process in which students interact with a text before, during, and after reading as they actively construct meaning from the text. One example of this process might be that a reader makes a comment during the reading of a story: This is Liam’s first day at this school so he’s probably feeling a little nervous. I wonder if someone will try to help him feel welcome.
Literary Allusion
Indirect or brief references to well-known characters or events.
Metacognitive Comprehension Strategies
Metacognition is the process of "thinking about thinking." For example, good readers use metacognition before reading when they clarify their purpose for reading and preview the text. Good readers use metacognitive strategies to think about and have control over their reading.
Scaffolding
Temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the student's capacity to perform the task on his or her own later on.
Schema
Knowledge and experience a reader brings to the text.
Self-monitoring
Self-monitoring is the mental act of knowing when one does and does not understand what one is reading.
Synthesizing
The cognitive process of connecting and merging ideas from different parts of the same texts or across different texts. Synthesizing is not the same as summarizing in that summarizing is a process of putting together the most important ideas in the text. Synthesizing information from text is putting together ideas from parts of texts or from different texts, regardless of whether they are the most important ideas or not.
Text Dependent Questions
These questions require that students have actually read the text. They are questions that are answered through close reading of a complex and worthy text. Text dependent questions require that the evidence comes from text, not information from outside sources.
Text Features
Elements of a text that give additional information to the reader, such as captions, charts, diagrams, graphs, headings, illustrations, maps, schedules, special type, tables, and timelines
Text Structure/Organizational Structure
The various patterns of ideas that are embedded in the organization of text (e.g., cause-effect, comparison, sequencing).
Think Aloud
Used during read aloud, teachers reveal their thinking processes by verbalizing: connections, questions, inferences, and predictions.