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Glossary Flashcards

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1
Q

ABC Books

A

Books organised by the 26 letters of the English language

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2
Q

Academic Language

A

Words used in schools, which can be technical or nontechnical

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3
Q

Accuracy

A

The ability to produce words correctly

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4
Q

Advanced Learners

A

Children performing at (or with the potential to perform at) a high level of achievement - at least one grade above their actual grade

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5
Q

Affix

A

Prefix and suffix, a morpheme that is not a word alone

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6
Q

Alphabetic Principle

A

Speech sounds are represented by letters

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7
Q

Analytic Phonics

A

Whole to part phonics instruction

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8
Q

Antonym Contextual Clue

A

Using the opposite word as a clue for the meaning of the target word e.g. I can’t make it complex, I need to keep it simple

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9
Q

Antonyms

A

Two words with opposite meanings

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10
Q

Auditorily Similar Letters

A

Letters that sound alike e.g. p and d

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11
Q

Author Studies

A

Instructional format focused on an author

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12
Q

Automaticity

A

Reader reading automatically, with swift and accurate word identification, no pauses (goal of reading)

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13
Q

Automaticity Theory

A

Reading requires:
1. decode words
2. understand the meaning
If a reader is preoccupied with decoding words, they won’t get the meaning

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14
Q

Background Knowledge

A

All a person knows about a topic. In nonfiction, limited background knowledge affects comprehension

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15
Q

Balanced Instructional Program in Reading

A

A reading program:

  1. Set of instructional materials (including assessments)
  2. Reading skills and strategies students are expected to master
  3. Instructional strategies to teach those skills/strategies

Two definitions of Balanced Instructional Program

  1. Mixture of direct instruction with actual opportunities to read
  2. A program that emphasises different skills/strats depending on grade level
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16
Q

Basal Reading Programs

A

Commercially produced package to teach children how to read, based on graduated set of reading texts - primary resource to teach reading in the US

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17
Q

Blends

A

Two or three letter combinations of consonants pronounced rapidly e.g. the bl in blend

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18
Q

Book Club

A

Children read the same book at the same pace to discuss, participate in related activities

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19
Q

Book-Handling Skills

A

Concepts About Print: how to hold a book, turn pages, where the story starts

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20
Q

Bound Morpheme

A

A prefix or suffix that exists only as part of a word e.g. pre in pretest

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21
Q

Cause and Effect

A

Phenomenon results from phenomenon, most common expository text structure in elementary science / social studies

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22
Q

Character

A

The ‘who’ of a story

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23
Q

Closed Syllable

A

Syllable that ends in a consonant e.g. bag

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24
Q

Close Reading

A

In-Depth Reading

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25
Q

Cognates

A

Two words from different languages with similar spelling and meanings e.g. artist/artista

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26
Q

Comparison/Contrast

A

Similarities and differences between two things, common structure used in elementary science / social studies

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27
Q

Complex Sentence

A

An independent clause and a dependent clause linked by a subordinator or relative pronoun

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28
Q

Compound Sentence

A

Two independent clauses, with two sets of subjects and verbs, joined by coordinators

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29
Q

Comprehension

A

Understanding the text

  1. Literal Comprehension
  2. Inferential Comprehension
  3. Evaluative Comprehension
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30
Q

Comprehensive Reading Program

A

All grade standards are covered, with no one area emphasised

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31
Q

Concepts About Print

A
  1. Awareness of the relationship between spoken and written English (print carries meaning)
  2. Letter, word and sentence representation
  3. Directionality of print (English left to right) and the ability to track print
  4. Book handling skills
    These are key in kindergarten
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32
Q

Concepts About Print Test

A

Widely used test developed by New Zealand educator Marie Clay

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33
Q

Concrete Examples

A

Realia, using real things as examples

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34
Q

Consonants

A

Speech sounds that occur when the airflow is obstructed in some way by our mouth, teeth or lips

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35
Q

Contemporary Realistic Fiction

A

Genre of literature devoid of fantasy that take place in the time the author wrote the story (no elves, no Victorians)

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36
Q

Content-Area Literacy

A

Reading and writing while learning a content-area – connected to expository texts e.g. social studies, science, mathematics, health and the study of the arts

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37
Q

Context Clues

A

Words and phrases surrounding a target word that the reader can use to understand the word. Also called contextual clues.
Part of contextual analysis

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38
Q

Contextual Analysis

A 
Strategy used to identify a word or its meaning using context clues:
1. definition
2. synonym
3. antonym
4. example
Upper elementary and middle school
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39
Q

Conventional Stage of Spelling Development

A

5th and final stage of spelling development. Almost all words spelled correctly, only those with irregular spelling or difficult words from content areas misspelled

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40
Q

Coordinators

A

Words that join independent clauses to form compound sentences e.g. for, and, nor, but, or, yet, so (FANBOYS)

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41
Q

Data Retrieval Chart

A

A chart prepared by the teacher and completed by the student after reading an expository text

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42
Q

Decodable Text

A

Texts that use many single syllable words with regular spellings e.g. Dan has a red fan. Preprimer, primer and first grade texts rely on this, very important for beginning reading instruction

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43
Q

Definition Contextual Clue

A

The author provides the meaning for the target word in the sentence e.g. they were heretics, believing what was forbidden by God

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44
Q

Dependent Clause

A

A phrase with a subject and a verb, but it is not a complete thought e.g. unless Matt helps

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45
Q

Description

A

Expository text structure in which the author lists features or characteristics of something to express what it is like

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46
Q

Differentiated Instruction

A

Teaching in a way that recognises the individual differences in learners and:
1. making adjustments
or
2. designing unique lessons for individuals or groups

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47
Q

Digraphs

A

Two-letter combinations with one sound e.g. ph in phone or oa in boat. Can be difficult for young learners, digraphs follow sound-symbol relationship instruction

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48
Q

Diphthongs

A

Glided sounds made by vowel combinations. When pronouncing them, the tongue starts in one position and rapidly shifts to another e.g. oi, oy, ou. Can be difficult for young learners, diphthongs follow sound-symbol relationship instruction

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49
Q

Direct, Explicit Instruction

A

Teacher directed and have a clearly stated objective (reading skill or strat)

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50
Q

Directionality and Tracking of Print

A

Concepts About Print: text goes left to right, top to bottom

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51
Q

Domain-Specific Academic Language

A

Technical Academic Language

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52
Q

English Learners

A

EL - has a native language other than English and does not have the same proficiency in English as others in their grade level

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53
Q

Entry-Level Assessments

A

Pre-Assessment for reading

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54
Q

Environmental Print

A

Printed text people encounter in the wild e.g. signs, candy wrappers etc. Can be used in beginning instruction

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55
Q

Etymology

A

Origin and development of words, upper elementary examines a lot of Greek and Latin roots

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56
Q

Evaluative Comprehension

A

The ability of the reader to make judgments about what has been read. Evaluative questions have answers that are not in the text, the reader makes the call e.g. was what the character did right or wrong?

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57
Q

Example Contextual Clue

A

The author gives samples of a group to explain a target word e.g. Mammals, such as dogs, cats, cows and humans.

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58
Q

Expository Text

A

A text that provides information rather than tell a story, also called information-based texts or nonfiction

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59
Q

Figurative Language

A

Words or phrases used in a nonliteral way e.g. hyperbole, metaphor, personification or simile

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60
Q

Fluency

A

Reading with appropriate accuracy, rate and prosody

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61
Q

Folktales

A

Traditional Literature

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62
Q

Foreshadowing

A

The author hints about what’s coming

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63
Q

Free Morpheme

A

A morpheme that is a word e.g. test, hate, I, this

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64
Q

Frustration Reading Level

A

Learner cannot read or understand the text even with assistance. The reader cannot achieve 90% accuracy or answer 60% of the comprehension questions

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65
Q

General Academic Language

A

Nontechnical Academic Language

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66
Q

Genre

A

Category of literature e.g. traditional literature, modern fantasy, high fantasy, science fiction, contemporary realistic fiction, historical fiction, biography, information books and poetry

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67
Q

Graded Reading Passages

A

Set of texts 50-100 words from preprimer to 8th grade, used to determine:

  1. Student’s instructional, independent and frustration reading levels
  2. Areas of reading strength and need
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68
Q

Graphic Features

A

Nonprose items usually in expository texts e.g. charts, maps, diagrams and illustrations. Can be used for comprehension

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69
Q

Grapheme

A

The smallest written unit in a language (in English 26 letters of the alphabet)

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70
Q

Graphic Organiser

A

Structured overview - a chart or diagram prepared by the teacher and presented to students before they read the text. It summarises the main points

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71
Q

Graphophonemic Error

A

Sound-symbol error made when reader reads aloud e.g. reading father rather than feather. The reader isn’t using the meaning of the text to make a guess at an unknown word, instead using sound-symbol relationship to make a guess

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72
Q

Guided Practice

A

Students work on their own under the close supervision of the teacher. Also called: structured practice

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73
Q

High Fantasy

A

Elves and shit: They play with the laws of nature and it’s set wholly or partly in a fantasy world, struggle between good and evil or hero on a quest (e.g. Harry Potter)

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74
Q

High-Frequency Words

A

Words that appear most often in English e.g. Fry’s New Instant Word List, 300 most common words (the is #1)

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75
Q

Historical Fiction

A

Genre: stories set in the past

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76
Q

Homographs

A

Two words with the same spelling but different pronunciation e.g. cool wind, wind the clock

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77
Q

Homophones

A

Two words with the same pronunciation but different spellings e.g. Sunday and sundae

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78
Q

Hyperbole

A

Figurative language: an exaggerated comparison

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79
Q

Idiom

A

A phrase with a meaning different from the literal meaning e.g. raining cats and dogs. These are very difficult for nonnative speakers

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80
Q

I + I Strategy

A

i - interest: books the student would be interested in
+
i - independent: books of this type in the student’s independent reading level

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81
Q

Imagery

A

Words that appeal to the five senses e.g. a dark forest: rotting, silent, dark

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82
Q

Independent Clauses

A

Simple Sentences

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83
Q

Independent Reading Level

A

What a reader can read without assistance. Must be able to reach 95% accuracy and answer 90% of the comprehension questions

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84
Q

In-Depth Reading

A

Close reading: slowing down to focus/reread a portion of text, either to gather evidence or because the text is complex

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85
Q

Individualized Education Program (IEP)

A

Required by federal law IDEA (Individuals with Disabilities Education Act), stating the objectives for a learner and the interventions should receive to be successful in school

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86
Q

Inferential Comprehension

A

Ability of the reader to interpret the text to find answers not explicitly stated (read between the lines), including the main idea (if not said), comparisons and predictions

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87
Q

Informal Reading Inventory (IRI)

A

Reading assessments administered individually using graded reading passages of 50-100 words, which typically identify:

  1. frustration, instruction and independent reading levels
  2. areas of reading strength and need
  3. level of interest in reading / preferences
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88
Q

Instructional Conversations

A

Format for discussion among students who have all read the same text, used to develop comprehension skills (especially ELs)

89
Q

Instructional Reading Level

A

What a reader can read with assistance, 90% accuracy and 60% of comprehension questions

90
Q

Interest Inventory

A

Student survey on reading behaviour, including attitude to reading and interests, used to help select books they are motivated to read

91
Q

Irony

A

Stylistic device, in which what the character says or does is incongruous with the reality of the situation. Dramatic irony: when the reader knows something the character does not e.g. No one is more trustworthy than Judas!

92
Q

Irregular Spelling

A

Words that don’t follow the usual sound-symbol relationships, also called phonetically irregular words e.g. love. Must be taught as sight words

93
Q

Kinesthetic Methods

A

Tactile and Kinesthetic Methods

94
Q

KWL Chart

A

K: Know
W: Wonder
L: Learned
Helps to activate the background knowledge of a topic and review afterwards (L), aiding in comprehension

95
Q

Language Experience Approach (LEA)

A

Student dictates to teacher a recollection of personal experience, teacher writes it down verbatim - used with beginning readers and ELs`

96
Q

L-Controlled Vowels

A

Vowels that are neither long or short e.g. a in chalk, i in milk and u in bull

97
Q

Letter Formation

A

Write the letter legibly

98
Q

Letter Naming

A

Correctly say the letter name when pointed out

99
Q

Letter Recognition

A

Correctly point to the letter when the teacher says the name

100
Q

Literacy Coach

A

Reading Coach

101
Q

Literal Comprehension

A

Reader understands the surface meaning of the text. Reader can find the answers in the text, sometimes called ‘text dependent questions’ e.g. sequence of events or recall details

102
Q

Literary

A

Related to literature

103
Q

Literary Elements

A

Components of a story: character, plot, setting, mood, theme, style. Can be used to create templates for instructional purposes

104
Q

Literature Circle

A

Book club, but the students chose the text

105
Q

Literature Journals

A

Document maintained by the student showing what they have read, also called reading logs

106
Q

Matthew Effect

A

The rich grow richer and the poor, poorer - achievement gap always widens with time. Reading is a chore for struggling readers, they lack practice and don’t improve

107
Q

Meaning Vocabulary

A

Words students understand when reading (understanding is many layered, continuous across all grades)

108
Q

Metaphor

A

Figurative language: implied comparison, no use of ‘like’ ‘as’ or ‘than’ e.g. the road is a river of moonlight

109
Q

Miscue Analysis

A

Teacher examines errors to find areas of strength and need e.g. Fred struggles with CVCe words

110
Q

Modern Fantasy

A

Genre: laws of nature bent, set when the author wrote it

111
Q

Monitoring of Progress Assessments

A

Progress monitoring assessments: Assessment across a series of lessons to determine who is making expected progress towards a reading standard, skill or strat

112
Q

Mood

A

Literary element: how does the author want you to feel (happy, sad, scared etc)

113
Q

Morpheme

A

Smallest unit of meaning, some words and all affixes

114
Q

Morphemic Analysis

A

Structural Analysis

115
Q

Morphology

A

Study of word formation, defining and categorising morphemes

116
Q

Multisensory Techniques

A

Approach to writing, spelling and phonics that use visual, auditory, kinesthetic, tactile or imagery tools - helps struggling students

117
Q

Narrative Texts

A

Text that tells a story, fiction or nonfiction (e.g. biography)

118
Q

Nontechnical Academic Language

A

Words/phrases that appear in several disciplines e.g. theory, hypothesis, analysis, synthesis. Sometimes called general academic language

119
Q

Onsets and Rimes

A

Occur in a single syllable.
Onset: initial consonant or blend
Rime: Vowel sound and any consonants that follow
e.g. kickball: k-ick | b-all

120
Q

Open Syllable

A

A syllable that ends in a vowel e.g. resign re- or the word be

121
Q

Organizational/Explanatory Features

A

Standard sections of expository texts including: table of contents, index, glossary. They help the reader understand the text

122
Q

Orthographic Knowledge

A

Orthography = spelling, what a person knows about spelling

123
Q

Part-to-Whole Phonics Instruction

A

Synthetic Phonics: present the graphemes that represent target sound, then present words with the target sounds. Then words are placed in a sentence

124
Q

Percentile Scores

A

Converting a raw score to a percentage, then comparing the result to other students who have taken the same test (norming group). A score of 90% means the student has scored higher than 90% of the norming group

125
Q

Personification

A

Human attributes to non-human things e.g. the wind laughed

126
Q

Phoneme

A

The smallest units of sound in speech

127
Q

Phonemic Awareness

A

Able to distinguish different phonemes in a spoken word, an important part of reading instruction

128
Q

Phonetically Irregular Word

A

Pronunciation does not match sound-symbol generalisations e.g. of, the. Must be taught as sight words

129
Q

Phonetic Spelling

A
  1. Invented spellings by new writers representing an evolving knowledge of sound-symbol relationships (e.g. fone, elefant)
  2. Phonetic Alphabet, used in dictionaries
130
Q

Phonetic Stage of Spelling Development

A

Stage 3: Invented spellings by new writers representing an evolving knowledge of sound-symbol relationships (e.g. fone, elefant)

131
Q

Phonics

A

Making the correct association between sounds and letters e.g. /k/ in car and /s/ in civil

132
Q

Phonograms

A

Rimes with the same orthography e.g. cat, rat, sat -at

133
Q

Phonological Awareness

A

Knowledge that oral English is composed of smaller units

  1. Phonemic Awareness
  2. Word Awareness
  3. Syllabic Awareness
134
Q

Picture Walk

A

Prereading Activity - look at the text’s illustrations to teach vocabulary or activate background knowledge

135
Q

Pitch

A

Highness or Lowness of the pronunciation of a sound

136
Q

Plot

A

Literary element: Sequence of events in a story, usually chronological (though may have flashbacks or forwards)

137
Q

Precommunicative Stage of Spelling Development

A

Stage 1: Writing shows no understanding that letters represent sounds

138
Q

Prefix

A

Affix before the root, like non- in nonsense

139
Q

PreP

A

The Prereading Plan - used to activate a student’s background knowledge (and demonstrates a stunning lack of LGBTQIA+ background knowledge for whoever coined it)

  1. Associations: what do you think of when I say dicks?
  2. Reflections on the associations: What made you think of lube?
  3. Organising associations: Do any of you have new or different thoughts about dicks?
140
Q

Preprimer and Primer

A

Reading levels in Kindergarten, the easiest to read, with few words and short sentences. Afterwards, the grade is the level (1, 2, 3 etc)

141
Q

Problem and Solution

A

Expository text structure e.g. repeated flooding stopped by constructing dikes

142
Q

Progress-Monitoring Assessments

A

Monitoring of Progress Assessments

143
Q

Prosody

A

Element of Fluency: reading with appropriate expression, emphasis, variation in pitch and pauses

144
Q

Question-Answer Relationship (QAR)

A
  1. Right There
  2. Think and Search
  3. Author and You
  4. On My Own
    QAR is used in comprehension lessons based on the Question Classification / Answer Verification process
145
Q

Question Classification / Answer Verification

A

Comprehension building strategy used to help students answer varying types of comprehension questions (esp. inference and evaluation). Students classify the question before answering, then verify the answer

146
Q

Rate

A

Element of fluency: the speed someone reads. Can’t be too fast or slow

147
Q

R-Controlled Vowels

A

Vowel sounds that aren’t long or short e.g. a in car, i in girl, o in for, u in hurt. Hard for learners to pronounce

148
Q

Readability

A

Reading Level

149
Q

Reading Coach

A

A teacher with advanced training in reading instruction who supports the classroom teacher. They hold (in CA) Reading and Literacy Instructional Leadership Specialist Credential or the Reading and Literary Added Authorization

150
Q

Reading Level

A

Preprimer - 12th grade, assigned by formula usually examining word size and length of sentences

151
Q

Reciprocal Teaching

A

Gradual Release of Responsibility model: strategies for predicting, generating questions, clarifying and summarising

The lesson focuses on one strategy, teacher models how to use it, uses it collaboratively with students, students have guided practice, then use it independently

152
Q

Reference Texts

A

Encyclopedias, almanacs, thesauruses, atlases and dictionaries (mostly found online these days)

153
Q

Reliability

A

The degree to which an assessment yields consistent results

154
Q

Root Words

A

Words that can have prefix or suffix added to them e.g. like: unlike, likely. unlikely

155
Q

Scaffold

A

Assistance or guidance, usually temporary, given by a teacher to help a student complete a task

156
Q

Scanning

A

Rapid reading to find specific information. Reader looks for key words to lead to the information they want

157
Q

Science Fiction

A

Genre: type of fantasy with some form of new or futuristic technology

158
Q

Section 504 Plan

A

An IEP for a child with a disability, but no one which requires an IEP. 504 Plans have a broader definition of disability and also include interventions

159
Q

Semantic Error

A

A category of oral reading error in which the student substitutes a synonym for the target word e.g. saying ‘dad’ instead of ‘father’. Shows they understand the meaning, but aren’t applying phonics

160
Q

Semantic Maps

A

A diagram that shows relationships among words, with the conceptual word in the centre and satellite bubbles e.g. mammals in centre; dog, cat, human in the bubbles

161
Q

Semiphonetic Stage of Spelling Development

A

2nd Stage: An attempt is made to use letters to represent sounds, but they are shit at it (wrong letters for sounds, or missing letters) e.g. baa for banana

162
Q

Sequence

A

Expository text structure: author lists items in numerical or chronological order

163
Q

Setting

A

The time and place of a story. Can be a backdrop (not important to the story) or integral (could not have taken place in another time or place)

164
Q

Shared Book Experience

A

Teacher reads a big ass book to the students. This can: increase interest in books, develop concepts about print, or teach word identification

165
Q

Sight Vocabulary

A

All the words a student can pronounce correctly

166
Q

Sight Words

A

Words taught as a complete unit, to be memorised ‘on sight’. These include:

i. High frequency words e.g. the, as, of
ii. Irregular spellings e.g. dove, great
iii. Words that interest students (dinosaur, Burger King)
iv. Words from content-area lessons like science (butterfly, insect)

167
Q

Simile

A

Figurative language: stated comparison of two things, linked with words like, as or than

168
Q

Simple Sentence

A

One subject and one verb e.g. Fred eats all the spaghetti. Can also be an independent clause

169
Q

Skill

A

Something a reader does automatically without thinking e.g. decoding boat, the reader knows ‘oa’ is a long ‘o’ sound

170
Q

Skimming

A

Fast reading, to review or preview

171
Q

Sound Blending

A

Phonemic Awareness Task: When a student blends the separate sounds of a single syllable into the correct pronunciation e.g. /b/ /a/ /t/ into bat

172
Q

Sound Deletion

A

Phonemic Awareness Task: Recognising that by removing a sound from a word, a new word is created e.g. taking /b/ from block becomes lock

173
Q

Sound Identity

A

Phonemic Awareness Task: Student identifies the sound shared by a set of words with no other shared sounds e.g. lake, light, low – /l/

174
Q

Sound Isolation

A

Phonemic Awareness Task: Student is given a word and identifies the sound in the beginning, middle or end e.g. what’s the first sound in cake? /k/

175
Q

Sound Segmentation

A

Phonemic Awareness Task: Student identifies in order each sound in a word with two or more sounds e.g. cap /k/ /a/ /p/

176
Q

Sound Substitution

A

Phonemic Awareness Task: Changing a word by substituting one of the sounds e.g. cat change the /k/ to a /b/

177
Q

Specific Academic Language

A

Technical Academic Language

178
Q

Standardized Test

A

Testing format does not vary (except for learning disability), and the test is administered strictly according to the test manual

179
Q

Story Grammar Outline

A

Outline of a story based on its literary elements, used to build literal comprehension

180
Q

Story Map

A

Visual representation of the plot of a story, used to develop literal comprehension

181
Q

Strategy (Comprehension)

A

Used by readers to aid comprehension of a text: visualising, paraphrasing, clarifying, predicting, generating questions, summarising and adjusting reading rate

182
Q

Strategy (Reading)

A

Metacognitive Strategies e.g. reference text strategy of skimming or scanning, study strategy of outlining and note taking

183
Q

Structural Analysis

A

Morphemic Analysis: identifying and recognising words by analysing the prefix, suffix, and root of words. Important in upper elementary

184
Q

Structured Overview

A

Graphic Organiser

185
Q

Struggling Readers

A

Someone having difficulty in learning to read, scoring one grade level below their actual grade level on a standardised test

186
Q

Study Guide

A

Document prepared by a teacher that helps a student comprehend an expository text including a simple list of questions, chart based on text structure, or Three Level Study Guide (literal, inferential and evaluative)

187
Q

Style

A

Literary element: How a story is written or illustrated.
Writing: use of words or phrases, sentence structure, literary devices (e.g. simile or metaphor)
Illustration: artistic elements of line, colour, texture and shape

188
Q

Subordinators

A

Links independent and dependent clauses in a complex sentence e.g. although, after, before, because, how, if, once, since, so that, until, unless, when

189
Q

Suffix

A

An affix at the end of the root e.g. ‘ly’ in likely

190
Q

Summative Assessment

A

Assessment at the end of a unit, used to determine whether a student has mastered a reading standard and categorise student performance e.g. exceed, meet or fail

191
Q

Sustained Silent Reading (SSR)

A

Drop Everything And Read (DEAR): A time during the school day when everyone in a classroom (students and teacher) get to read silently

192
Q

Syllabic Analysis

A

Identifying and recognising words by analysing syllables, helps students identify multisyllabic words

193
Q

Syllable

A

Word or part of a word that is pronounced with a single, uninterrupted voice. All syllables have vowels and a single vowel can be syllable (but a single consonant cannot). There are 2,800 syllables in English

194
Q

Symbol

A

Stylistic device: a person, object, situation or action represents two levels of meaning, one literal and one figurative, which represents a wider meaning e.g. a cross is a method of Roman execution which symbolises atonement

195
Q

Synonym Contextual Clue

A

The author provides another word with a similar meaning to help the reader understand the target word e.g. it’s simplicity itself, an easy undertaking for anyone

196
Q

Synonyms

A

Two words with similar or same meaning e.g. big and huge

197
Q

Syntactic Error

A

Reading error: Student has substituted the same part of speech as the target word e.g. instead of reading ‘through’ they read ‘into’. The student understands the meaning of the text but hasn’t applied phonics knowledge

198
Q

Syntax

A

Order of words in a sentence, in English: article, adjective, noun

199
Q

Synthetic Phonics

A

Part-to-Whole Phonics Instruction

200
Q

Tactile and Kinesthetic Methods

A

Tactile: touch e.g. using modelling clay to form letters
Kinesthetic: Physical motion e.g. writing in the air with exaggerated gestures
Very helpful to young struggling readers

201
Q

Technical Academic Language

A

Specific academic language, domain-specific academic language: words or phrases used by a specific discipline e.g. political science: constitutional monarchy, federal republic

202
Q

Test in Context

A

Assessment in a normal, natural setting e.g. asking a student to write about trick or treating the day after Halloween, then assessing the spelling

203
Q

Test in Isolation

A

Assessment outside of a normal, natural setting e.g. a traditional spelling test

204
Q

Text

A

Any printed material with letters or words, from print on a T-shirt to the collective works of Shakespeare

205
Q

Text-Dependent Questions

A

Literal Comprehension

206
Q

Text Structures

A

Standard formats of expository texts

  1. Cause and effect
  2. Problem and solution
  3. Comparison/ contrast
  4. Sequence
  5. Description
207
Q

Theme

A

Literary element: message of the story, usually a comment on the human condition. Can be stated, but is usually implied e.g. Charlotte’s Web - true friendship means sacrifice

208
Q

Think-Alouds

A

Student orally describe their thought process

209
Q

Traditional Literature

A

Genre: folktales, origins in oral traditions that have survived to the modern day. Includes: cumulative tales, pourquoi tales, trickster tales, fairy tales, tall tales, fables, and myths

210
Q

Transitional Stage of Spelling Development

A

4th Stage: student knows most of the sound-symbol relationships and understands common spelling patterns, but mistakes occur with sounds that are represented by several different letter combinations or in words that have many letters e.g. nayborhood instead of neighbourhood

211
Q

Typographical Features

A

Variations in the standard appearance of print, mainly in expository texts, such as italics, boldface, underlining, and colour coding. Students who understand these features have better comprehension

212
Q

Validity

A

The degree to which an assessment accurately measures what it claims

213
Q

Visually Similar Letters

A

Two letters that look alike e.g. b and d

214
Q

Vocabulary

A

A set of words (duh)

  1. Sight Vocabulary - words students can pronounce correctly
  2. Meaning Vocabulary - words students understand when reading
215
Q

Vowels

A

Sounds you can sing and sustain - sound when the air leaving your lungs is vibrated by your voice box and there is clear passage from your voice box to your mouth.
a, e, i, o, u in case you forgot

216
Q

Whole-to-Part Phonics Instruction

A

Analytic Phonics: teacher presents a sentence, then a word in the sentence, then a target sound-symbol relationship in the target word

217
Q

Word Identification

A

The ability to accurately read aloud words, does not necessarily mean that the student understands the word e.g. you, when you read French

218
Q

Word Recognition

A

The ability to connect the word to its meaning e.g. you, when you read Chinese

219
Q

Word Recognition Lists

A

Assessment Resource: graduated list of words (usually 10) that student is asked to read aloud. Lists starts at preprimer and goes to grade 8. This provides a quick estimate of a student’s frustration, instructional and independent levels, which can be adjusted based on their performance in graded reading packages

RICA Vocabulary (1 decks)

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