Rve Flashcards

Front 1

Affix

Back 1

A morpheme or meaningful part of a word attached before or after a root or base word to modify its meaning; a category that includes prefixes and suffixes.

Front 2

Alphabetic Principle

Back 2

The use of letters and letter combinations to represent phonemes in an orthography.

Front 3

Automaticity

Back 3

Fluent performance without the conscious deployment of attention

Front 4

Base word

Back 4

A free morpheme, usually of Anglo-Saxon origin, to which affixes can be added.

Front 5

Blend

Back 5

A consonant sequence before or after a vowel within a syllable, such as cl, br, or st; also called "consonant blend."

Front 6

Book talk

Back 6

A discussion of one or more books by a teacher, librarian, or student to introduce books and to induce others to read them.

Front 7

Bound morpheme

Back 7

A morpheme, usually of Latin origin in English, that cannot stand alone but is used to form a family of words with related meanings. A bound root (such as –fer) has meaning only in combination with a prefix and/or a suffix.

Front 8

Cloze procedure

Back 8

Any of several ways of measuring a person's ability to restore omitted portions of an oral or written message by reading its remaining context.

Front 9

Comprehension Monitoring

Back 9

The mental act of knowing when one does and does not understand what one is reading.

Front 10

Consonant

Back 10

A phoneme that is not a vowel and is formed with obstruction of the flow of air with the teeth, lips, or tongue; also called a closed sound in some instructional programs; English has 40 or more consonants; also may refer to an alphabet letter used in representing any of these sounds.

Front 11

Consonant digraph

Back 11

Written letter combination that corresponds to one speech sound but is not represented by either letter alone, such as th or ph.

Front 12

Context

Back 12

The sounds, words, or phrases adjacent to a spoken or written language unit.

Front 13

Context clue

Back 13

Information from the immediate textual setting that helps identify a word or word group, as by words, phrases, sentences, illustrations, syntax, or typography.

Front 14

Contextual analysis

Back 14

The search for the meaning of an unknown word through an examination of its context; the use of a larger linguistic unit to determine the meaning of a smaller unit.

Front 15

Continuant

Back 15

Speech sound that can be spoken uninterrupted until the speaker runs out of breath (/m/, /s/, /v/).

Front 16

Decodable text

Back 16

Text in which a large proportion of words (approximately 70%–80%) comprise sound-symbol relationships that have already been taught; used to provide practice with specific decoding skills and to form a bridge between learning phonics and applying phonics in independent reading of text.

Front 17

Decoding

Back 17

Ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences; also, the act of deciphering a new word by sounding it out.

Front 18

Dialect

Back 18

A social or regional variety of a particular language with phonological, grammatical, and lexical patterns that distinguish it from other varieties.

Front 19

ESL students

Back 19

Students who are learning English as a second language; Limited English Proficiency (LEP) students.

Front 20

Etymology

Back 20

The study of the history and development of the structures and meanings of words; derivation

Front 21

Expressive Vocabulary

Back 21

The vocabulary used to communicate in speaking and writing.

Front 22

Figurative Language

Back 22

Language enriched by word images and figures of speech.

Front 23

Figure of speech

Back 23

The expressive, nonliteral use of language for special effects, usually through images, as in metaphor and personification.

Front 24

Free morpheme

Back 24

A morpheme that can stand alone in word formation.

Front 25

Grapheme

Back 25

A letter or letter combination that spells a single phoneme; in English, a grapheme may be one, two, three, or four letters, such as e, ei, igh, or eigh.

Front 26

High-frequency word

Back 26

A word that appears many more times than most other words in spoken or written language. The best way to learn high-frequency words is through practice with predictable texts.

Front 27

Idiom

Back 27

An expression whose meaning may be unrelated to the meaning of its parts.

Front 28

Inflection

Back 28

A bound morpheme that combines with base words to indicate tense, number, mood, person, or gender.

Front 29

Intonation

Back 29

Pitch level of voice.

Front 30

Invented spelling

Back 30

The result of an attempt to spell a word whose spelling is not already known, based on a writer's knowledge of the spelling system and how it works; also referred to as "temporary spelling" or "developmental spelling."

Front 31

KWL

Back 31

A strategy developed by Donna Ogle that is especially useful for identifying purposes for reading expository text. The strategy, which typically involves the use of a graphic organizer, prompts the reader to consider What I Know (K), What I Want To Learn (W), and What I Have Learned (L).

Front 32

Language Experience Approach (LEA)

Back 32

An approach to language learning in which students' oral compositions are transcribed and used as materials of instruction for reading, writing, speaking, and listening

Front 33

LEP students

Back 33

Students with limited English proficiency; students who are learning English as a second language (ESL).

Front 34

Literature circle

Back 34

That part of a literature-based reading program in which students meet to discuss books they are reading independently. Note: The books discussed are usually sets of the same title, sets of different titles by one author, or sets of titles with a common theme.

Front 35

Metalinguistic

Back 35

Pertaining to an acquired awareness of language structure and function that allows one to reflect on and consciously manipulate the language.

Front 36

Minimal pair

Back 36

A pair of words that contrast only in one phoneme.

Front 37

Miscue

Back 37

A formal examination of the use of miscues as the basis for determining the strengths and weaknesses in the background experiences and language skills of students as they read.

Front 38

Morpheme

Back 38

The smallest meaningful unit of language.

Front 39

Morphology

Back 39

The study of meaningful units of language and how they are combined in word formation.

Front 40

Multisyllabic

Back 40

Having more than one syllable

Front 41

Narrative text

Back 41

Text, usually with the structure of a story, that tells about sequences of fictional or real events and is often contrasted with expository text.

Front 42

Onset

Back 42

The part of a syllable before the vowel; some syllables do not have onsets.

Example: "st" in the word stage.

Front 43

Orthography

Back 43

A writing system; correct or standardized spelling according to established usage in a given language.

Front 44

Phoneme

Back 44

A speech sound that combines with others in a language system to make words

Front 45

Phonemic awareness

Back 45

The conscious awareness that words are made up of segments of our own speech that are represented with letters in an alphabetic orthography; also called phoneme awareness.
A student who possesses phonemic awareness can segment sounds in words and blend strings of isolated sounds together to form recognizable words. Example: separate out the sounds in "bat"

Front 46

Phonetic

Back 46

Referring to the nature, production, and transcription of speech sounds.

Front 47

Phonics

Back 47

The study of the relationships between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences.

Writing examples of words in a word family help students use their knowledge of letter-sound correspondence and word patterns.

Front 48

Phonogram

Back 48

In word recognition, a graphic sequence comprised of a vowel grapheme and an ending consonant grapheme, as –ed in red, bed, fed or –ake in bake, cake, lake. Also known as "word family."

Front 49

Phonological awareness

Back 49

Metalinguistic awareness of all levels of the speech sound system, including word boundaries, stress patterns, syllables, onset-rime units, and phonemes; a more encompassing term than phoneme awareness.

Front 50

Prefix

Back 50

A morpheme that precedes a root or base word and that contributes to or modifies the meaning of a word; a common linguistic unit in Latin-based words.

Front 51

R-controlled

Back 51

Pertaining to a vowel immediately followed by the consonant /r/, such that its pronunciation is affected or even dominated by the /r/.

Front 52

Reading fluency

Back 52

Speed of reading; also, the ability to read text with sufficient speed to support comprehension.

Front 53

Rime

Back 53

A linguistic term for the part of a syllable that includes the vowel and what follows it; different from the language play activity of rhyming.

Example: "age" in the word "stage"

Front 54

Root

Back 54

A morpheme, usually of Latin origin in English, that cannot stand alone but that is used to form a family of words with related meanings

Front 55

Semantic cue

Back 55

Evidence from the general sense or meaning of a written or spoken communication that aids in the identification of an unknown word.

Front 56

Semantic properties

Back 56

The component features of the meaning of a word

Front 57

Sight words

Back 57

Words that are known as wholes, do not have to be sounded out to be recognized quickly, and are often taught and learned as "exception," "out-law," or "nonphonetic" words.

Front 58

Structural analysis

Back 58

The identification of word-meaning elements, as re and read in reread, to help understand the meaning of a word as a whole; morphemic analysis.

Front 59

Suffix

Back 59

A morpheme, added to a root or base word, that often changes the word's part of speech and that modifies its meaning.

Front 60

Syllable

Back 60

Unit of pronunciation that is organized around a vowel; it may or may not have consonants before or after the vowel.

Front 61

Syntactic cue

Back 61

Evidence from knowledge of the rules and patterns of language that aids in the identification of an unknown word from the way it is used in a grammatical construction.

Front 62

Syntax

Back 62

The rule system governing sentence formation; the study of sentence structure.

Front 63

Vowel

Back 63

An open phoneme that is the nucleus of every syllable and is classified by tongue position and height, such as high/low or front/mid/back; English has 15 vowel phonemes.

Front 64

Vowel combination

Back 64

A spelling pattern in which two or more adjoining letters represent a single vowel sound (e.g., ea for /e/ in bread, oa for /o/ in boat); also called vowel pattern, vowel digraph, vowel pair, or vowel team.

Front 65

Inferring

Back 65

Reader connects what he or she already knows with clues given in the text without being directly stated

Front 66

Visualizing

Back 66

Occurs when the reader uses the text to picture the events or details of the text

Front 67

Predicting

Back 67

Guessing what will happen next in the text based on what has already been read

Front 68

Summarizing

Back 68

Retelling the important events that happened in the text

Front 69

Story map

Back 69

Graphic organizer that outlines elements of fiction (ie problem, setting, solution, characters)

Front 70

Overgeneralization

Back 70

Involves applying a particular rule of language to all instances. Example: "I breaked my truck"

Front 71

Telegraphic speech

Back 71

A stage in oral language development when children use two-word phrases and place the subject before the verb

Front 72

Semantic confusion

Back 72

Children use words incorrectly

Front 73

Running record

Back 73

Assessment tool used to code, score and analyze a student's oral reading behavior

Front 74

Editing stage

Back 74

Stage 4 of writing process, stage during which students correct spelling and punctuation errors

Front 75

Revision stage

Back 75

Stage 3 of writing process; stage during which students add details and edit for word order and sentences structure

Front 76

Prewriting stage

Back 76

Stage one of writing process; stage during which students brainstorm ideas and decide on/narrow their topic

Front 77

Drafting stage

Back 77

Stage two of writing process; stage during which students write sentences and paragraphs

Front 78

Publishing stage

Back 78

Stage 5 of writing process; students publish and share work

Front 79

Informational texts

Back 79

Have unique organizational structures (ie cause and effect) and text features (ie headings and captions). Teaching these in younger grades helps students learn how to use different strategies to understand various types of informational texts.

Front 80

Directed Reading-Thinking Activity

Back 80

DR-TA

Comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The DRTA process encourages students to be active and thoughtful readers, enhancing their comprehension.

Front 81

Question-Answer Relationships

Back 81

QAR

Way to help students realize that the answers they seek are related to the type of question that is asked; it encourages them to be strategic about their search for answers based on an awareness of what different types of questions look for.

Front 82

Survey-Question-Read-Recite-Review

Back 82

SQ3R

Selective reading technique that helps students read for a purpose.

Front 83

Early alphabetic stage

Back 83

Students understand that letters represent speech, they use letters to represent words.