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STR Flashcards

1
Q

Interest survey

A

a set of questions given by a teacher to determine what books the students are interested in

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2
Q

Retell

A

a comprehension strategy in which students retell what they read or listened to to demonstrate their comprehension of the most important parts

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3
Q

Genre

A

the different forms of texts, including folktales, poetry, historical fiction, memoirs, etc.

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4
Q

Independent reading

A

reading done independent of the teacher that can be either assigned or student choice

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5
Q

Phoneme

A

the smallest individual sounds in a word

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6
Q

Dysgraphia

A

is a language-based disorder in which students struggle with the mechanics of writing; results in impaired or illegible handwriting

messy handwriting, poor letter formation, improper size or spacing are the main signs of dysgraphia

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7
Q

Speed

A

the pace at which a reader reads, measuring in words per minute (WPM)

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8
Q

scaffolding

A

a method of teaching that involves gradually removing aids when teaching new concepts

Ex: start with explicit teacher, then lead class in guided instruction, repeating or rephrasing as necessary, then prompt students with questions, and then students work individually

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9
Q

Reading Comprehension

A

the ability to read a text and understand its meaning

Includes: fluency (accuracy, prosody, speed), vocabulary, background knowledge (schema) and skills (literal, evaluative, inferential)

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10
Q

Reading fluency

A

reading with appropriate speed, accuracy and prosody

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11
Q

Guided reading

A

reading done by students with teacher support; done within the framework of a lesson and often in small group

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12
Q

Print concepts

A

the general rules governing text such as reading front to back, top to bottom, left to right, etc.

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13
Q

Syllable Awareness

A

the ability to hear individual syllables of words; includes syllabication and syllable segmentation

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14
Q

Learning objectives

A

the specific skill or knowledge that the student sis expected to master in a lesson

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15
Q

Mentor text

A

Books or other pieces of literature that are revisited during the school year for different purposes in literacy instruction

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16
Q

Asset Approach (aka Strength-based approach)

A

an educational approach which builds learning around a student’s strengths and existing knowledge rather than focusing on the skills they lack

teachers have to know students’ academic assets to be able to build on those strengths

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17
Q

differentiated instruction

A

teaching that offers multiple options for learning material based on different student needs and learning styles

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18
Q

Syntax

A

rules that govern the construction of words in order to make phrases, clauses and sentences

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19
Q

Phonemic awareness

A

a subject of phonological awareness, it is the ability to hear, identify and re-create individual sounds in spoken words

awareness progresses from simple to complex:
isolation
blending
segmentation
addition
deletion
substitution

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20
Q

Phonological awareness

A

the understanding and ability to hear individual words, syllables and sounds in language

includes word identification, rhyming, alliterating; phonemic awareness, syllabication and onset-rime

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21
Q

Prosody

A

ability to convey expression using correct emphasis, punctuation and tone when reading aloud

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22
Q

Literature circles

A

strategy in which teacher organizes students into small groups to discuss common text

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23
Q

Morphology

A

the study of forms of words, including affixes, roots, stems and parts of speech

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24
Q

Ongoing assessment

A

used to determine student knowledge and guides the pace and content of instruction

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25
Q

Alphabetic knowledge

A

knowledge of the written letters and their names

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26
Q

Accuracy

A

ability to read and pronounce words correctly

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27
Q

autonomy

A

student’s ability to self-govern or self-motivate

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28
Q

Intrinsic motivation

A

drawing motivation from the learning process itself

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29
Q

Pacing differentiation

A

teachers may needs to adjust pacing to allow students time to comprehend difficult text

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30
Q

Dyslexia

A

disorder characterized by difficulty in learning to read, write or spell despite conventional instruction, adequate intelligence and sociocultural opportunity

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31
Q

extrinsic motivation

A

motivation comes from outside the student

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32
Q

Orthography

A

spelling patterns of language

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33
Q

Reading intervention

A

a strategy applied to help a struggling reader to overcome reading difficulties and become proficient readers

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34
Q

competence

A

student’s desire to perform

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35
Q

relatedness

A

student’s connection to others

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36
Q

Alphabetic principle

A

understanding that there is a relationship between the sounds of spoken language and the written letters

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37
Q

Deficit-based approach

A

a traditional educational approach which focuses on strengthening a student’s weak areas; teachers try to identify problems and work to fix them

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38
Q

Background knowledge

A

aka schema; information or experience that student has prior to learning; when students connect their background knowledge to texts they read, it aids their comprehension

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39
Q

Complexity differentiation

A

breaking down a complex task into more simple components to make it more understandable to students

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40
Q

Flexible grouping

A

grouping students based on their learning needs or interests

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41
Q

Response to Intervention (RTI)

A

the process to monitor and measure student progress in the general education curriculum after instructional intervention is provided; looks like small group pull-out, tutoring

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42
Q

Reading fluency

A

Takes into account accuracy, prosody, and speed

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43
Q

Entry-level assessment

A

an assessment at the beginning of instruction to determine current skill level and allows teacher to adjust instruction accordingly

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44
Q

504 plan

A

the accommodations provided to a student who has an impairment that significantly impacts their life

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45
Q

Phonemic awareness

A

a part of phonological awareness that is the ability to hear the individual sounds in spoken words

moves from simple to complex: isolation, blending, segmentation, addition, deletion, substitution

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46
Q

Ongoing curriculum-based assessments

A

used to track student progress throughout instruction and to assess the effectiveness of an instructional plan

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47
Q

Miscue

A

incorrect guess of a word when reading

substitution-when the reader replaces the word with a different word

insertion-when the reader adds a word or group of words to the text

omission-when the reader skips over a word or group of words

pause-when the reader stops briefly either before or in the middle of a word

repetition-when the reader repeats a words or group of words in the text (student stumbles on words and goes back to the beginning to restart)

self-correction-when the reader recognizes and correct an error

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48
Q

assessment

A

a tool used to evaluate students growth and determine whether educational goals are being met

can be formal or informal; formative or summative

assessments should be congruent, valid and reliable

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49
Q

Phonics

A

aka graphophonemic principle; using the relationship between symbols (letters and words) and their corresponding sounds to read and write

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50
Q

curriculum modification

A

changes to the curriculum to allow a student to access material at their level (changes what they learn)

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51
Q

Accommodation (IEP)

A

conditions listed on student’s IEP that teachers must meet or a method they must use to hep a student succeed in the classroom

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52
Q

formative assessments

A

assessments for learning; assesses student progress and informs instruction; usually given mid-instruction

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53
Q

summative assessments

A

assessments of student learning; assessed what students do and don’t know; generally formal and include state assessments, district benchmarks, end-of-unit tests

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54
Q

Frustrational reading level

A

a reading level that is too difficult for the students and would require extensive teacher support for student comprehension

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55
Q

Individualized Education Plan (IEP)

A

a place created by a committee to provide a free and appropriate public education (FSPE) that is tailored to the student’s needs and goals

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56
Q

Code-based instruction

A

instructional model based on the belief that students need to learn phonics and phonemic concepts in order to decode words

students with higher levels of word recognition rely less on context and more on phonemic knowledge to decode words

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57
Q

Clarity of language

A

not containing ambiguous pronouns, too hard of vocabulary or slang terms

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58
Q

Informal reading inventory

A

a multi-step reading assessment used to gauge a student’s oral and silent reading abilities

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59
Q

Running record

A

a reading assessment given as a student reads aloud and a teacher listens; teachers record miscues, note strategies used, observe fluency and time for WPM to determine student’s level for guided reading

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60
Q

Independent reading level

A

a reading level in which a student can read and comprehend independently; they have difficulty with no ore than one out of every twenty words

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61
Q

diagnostic assessment

A

assessment used to diagnose a specific difficulty a student is having

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62
Q

instructional reading level

A

a reading level that is challenging for the student but manageable with teacher support; they have difficulty with no ore than one out of every ten words

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63
Q

Meaning-based instruction

A

instructional model based on the beliefs that readers need context to decode words

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64
Q

semiphonetic spelling

A

stage of spelling–students have some letter awareness but are unable to use all letters in the words (spell “play” p-a)

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65
Q

invented spelling

A

attempt to spell based on best judgment

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66
Q

phonetic spelling

A

students spell the way they hear the word pronounced (spell “made” m-a-d)

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67
Q

automatic stage

A

final state or word recognition in which a person decodes fluently and knows many strategies to identify new words

students in the automatic stage of word recognition are able to read fluently and with greater comprehension because their focus shifts more toward the meaning of the text as a whole and less on individual words

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68
Q

pragmatics

A

the study of language in use; aka the appropriate use of language

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69
Q

conventional spelling

A

final spelling stage when students know and use most basic spelling rules and spell most words correctly

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70
Q

Stages of Spelling

A

Precommunicative
semi phonetic
phonetic
Transitional
Conventional

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71
Q

Transitional spelling

A

spelling stage where students use some conventional spelling but still misspell many irregular words

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72
Q

pre communicative spelling

A

first spelling stage where students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms

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73
Q

semantics

A

the study of word or symbol meaning

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74
Q

Consolidated alphabetic stage

A

stage of word recognition where students read by using memorized letter chunks, affixes and syllables to read words (not sounding out “reminder” by individual phonemes but rather by recognizable chunks “re-mind-er”)

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75
Q

oral language

A

the system that relates sounds to meanings through communicating by word of mouth

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76
Q

phonetics

A

the sounds of human speech

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77
Q

phonology

A

the systematic organization of sounds in languages

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78
Q

expressive language

A

the ability to express meaning through language

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79
Q

receptive language

A

the ability to understand meaning from language

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80
Q

Decoding

A

being able to sound out words by breaking them into simpler forms

in terms of comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning

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81
Q

orthography

A

spelling patterns of language

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82
Q

Early Reader stage

A

stage of reading development where really readers begin understanding that reading from the printed page needs to make sense

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83
Q

Language acquisition

A

the process by which individuals learn a language

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84
Q

morpheme

A

a combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts; includes prefixes and suffixes

Ex: write, cat, laugh, box cannot be broken into smaller grammatical parts

cats has two morphemes–“cat” and “s”

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85
Q

Early Fluent reader

A

aka fluent reader or proficient reader; a stage of reading development where readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words

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86
Q

Stages of word recognition

A

Pre-alphabetic stage
Partial Alphabetic stage
Full alphabetic stage
Consolidated Alphabetic stage
automatic stage

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87
Q

Partial Alphabetic stage

A

stage of word recognition where students combine their limited alphabetic knowledge with context clues to read

(when reading a book about vehicles, child sees a picture of a truck and locates a word on the page that starts with “t” and says “truck”)

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88
Q

full alphabetic stage

A

stage of word recognition in which students use their full working knowledge of letter-sound correspondence to decode unfamiliar words letter by letter

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89
Q

Stages of Reading Development

A

Emergent Reader
Early Reader
Fluent/Proficient Reader

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90
Q

Emergent Reader

A

stage of reading development where children understand that written language has meaning and gives messages

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91
Q

Pre-alphabetic stage

A

stage of word recognition where students have no working knowledge of the alphabetic system and “read” words base don memorizing what the look like (“reads” environmental print)

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92
Q

Teacher modeled reading

A

strategy where a teacher reads aloud to students to demonstrate fluency and prosody

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93
Q

Choral reading

A

strategy where students first listen to the teacher read aloud and then the class and teacher read it aloud together at the same time

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94
Q

Rereading familiar text

A

strategy where students reread a familiar text to increase rate, prosody and confidence

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95
Q

phrase-cued reading

A

inserting slashes into text to mark the ends of phrases or natural pauses

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96
Q

Partner reading

A

strategy where students read semi-independently in pairs or small groups

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97
Q

reader’s theater

A

strategy where teacher directs students in a dramatic enactment of a play or book

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98
Q

automaticity

A

ability to read words effortlessly

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99
Q

shared reading

A

reading strategy that allows a reader to model strong reading skills, such as fluency or decoding, while students have a clear view of the text

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100
Q

supervised oral reading

A

strategy where student reads aloud to a teacher or tutor

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101
Q

Stages of Language Acquisition

A

Pre-production
Early production
Emergent
Intermediate Fluency
Advanced Fluency

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102
Q

Advanced fluency

A

stage of L2 acquisition where learner has reached level of near-native proficiency; learner refines accuracy and continues to develop academic vocabulary

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103
Q

Intermediate fluency

A

stage of L2 acquisition where learner begins to communicate in more complex sentences; learner starts to think in the second language

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104
Q

modeling

A

instructional strategy where teacher demonstrates a concept or skill and students learn by observing

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105
Q

sentence stem

A

common sentence starters provided to students to use when generalizing, summarizing or transitioning between ideas

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106
Q

Open-ended questions

A

questions that require more than a simple yes or no response and promote whole class and small group discussion

107
Q

Language experience approach (LEA)

A

promotes reading and writing through the use of personal experiences and oral language; materials are learner-generated

108
Q

overgeneralization

A

application of a grammar rule in a place where it doesn’t apply (ex: adding -s to make everything plural)

109
Q

Early productions

A

stage of L2 acquisition where learner is listening and absorbing new information and collecting new words; learner makes many errors

110
Q

oral language assessment

A

listening to, analyzing and recording students’ oral language to assess needs, strengths, interest and next steps to support growth

111
Q

Speech emergence

A

stage of L2 acquisition where the learner speaks more frequently using longer words and sentences; learner is still relying heavily on context clues and familiar topics

112
Q

Cognates

A

words in two languages that share a similar meaning, spelling and pronunciation (ex: family-familia; bicycle-bicicleta)

113
Q

Pre-production

A

aka silent period; stage of L2 acquisition where the learner takes in new language but doesn’t speak it; learner is silent

114
Q

Rime

A

in a syllable, the vowel and everything after it

115
Q

onset and rime production

A

the ability to hear and understand that the sounds before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime

116
Q

onset

A

in a syllable, everything that comes before the vowel; can be a consonant, consonant blent or consonant digraph

117
Q

word awareness

A

knowing that individual words make up a sentence

118
Q

phoneme manipulation

A

ability to perform phoneme deletion, addition and substitution

119
Q

rhyming

A

the ability to first hear words that rhyme and then be able to produce a rhyme

120
Q

phoneme blending

A

the ability to blend two sounds to make a word

121
Q

phoneme deletion

A

the ability to recognize and understand a word or sound that remains when a phoneme is removed

122
Q

phoneme isolation

A

the ability to hear and recognize the individual sounds in words

123
Q

phoneme substitution

A

the ability to substitute one phoneme for a different one

124
Q

phoneme addition

A

the ability to make a new word by adding a phoneme to an existing word

125
Q

word analysis

A

breaking sown words into morphemes (the smallest units of meaning); word analysis can be a useful decoding tool and can help determine word meaning

126
Q

grapheme

A

a written letter or combination of letters that represents a single sound (“ph” makes a “f” sound)

127
Q

positive language transfer

A

occurs when L1 knowledge facilitates the acquisition of L2; occurs when students use what they know in their native language to help them understand something in L2

128
Q

Syllabic writing system

A

a writing system where each character represents a syllable (Japanese, ie)

129
Q

Logographic writing system

A

a writing system where character represent words or phrases (Chinese, ie)

130
Q

alphabetic writing system

A

a writing system where there is a symbol for each consonant and vowel (English, ie)

131
Q

Language interference

A

differences between a learner’s native language and the language being learned which can cause confusion in the acquisition of L2; when a learner applies knowledge from L1 incorrectly to L2 resulting in word, syntax or pronunciation errors

132
Q

alphabet

A

a set of basic written symbols (letters) that represent the phonemes of a language

133
Q

letter recognition

A

the ability to name the letters in the alphabet and identify the characteristics of each letter; letter recognition requires direct instruction that connects the letter shape to the letter name

134
Q

Analogy-based phonics approach

A

an approach to phonic instruction where students use knowledge of word patterns to decode new words

Ex: to decode the unknown word “zap,” students would think of the word “map”

135
Q

Fry word list

A

100 most frequently occurring words in the English language; often used for sight word instruction

136
Q

Synthetic phonics approach

A

an accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words; a teacher first teaches the sounds of each letter and then focuses on how to blend the sounds together to pronounce whole words

137
Q

Language transfer

A

process that occurs when students who are learning a new language transfer knowledge from L1 to L12

138
Q

Inflectional Affix

A

an affix that changes the form of the root or base word (ex: adding -ed to a verb changes its tense)

139
Q

Vowel digraph

A

two vowels that make a single vowel sound when together in a word; aka vowel teams

Ex: “ai” in paint, the “ee” in need, the “oa” in boat

140
Q

Dolch word list

A

the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English

141
Q

Affix

A

a letter or letters that change a root word’s meaning; prefixes or suffixes

142
Q

sight word

A

word that cannot be decoded because it doesn’t follow standard phonics rules and must be recognized by sight

Ex: of, was, the, would

143
Q

graphophonic cue

A

use of letter sounds and spelling patterns to decipher new words

144
Q

syntactic cue

A

use of a sentence of paragraph’s grammar to comprehend a text

145
Q

Analytic phonics approach

A

a common approach to phonics instruction where students are taught to recognize whole words by sight and then to break down words into smaller units of sound; teaches students about spelling and letter patterns and their sounds

146
Q

spelling-based phonics approach

A

an approach to phonics instruction that involves spelling rules and phonemes; students learn the sounds of each letter and put the sounds together to create a word

147
Q

dipthong

A

one vowel sound made by the combination of two vowel sounds

Ex: the “ou” in south; the “au” in taught; the “oy” in oyster

148
Q

semantic cue

A

use of word, symbol or speech meaning to comprehend a text

149
Q

word families

A

a group of words with a shared ending letter group/sound

Ex: back, black, stack, shack, quack, lack, tack

150
Q

structural analysis

A

aka morphemic analysis; using meaningful word parts (morphemes) to study a word and determine its meaning

151
Q

consonant blend

A

two or more consonants that blend together when decoded, but each retains its own sound

152
Q

Encode

A

using individual sounds to spell a word; to encode, a student must represent the sounds of a word with letters

153
Q

Consonant digraph

A

two consonants that make a single consonant sound when together in a word

Ex: the “sh” in wish make a single sound

154
Q

contextual analysis

A

use of surrounding information in a text to help determine a word

155
Q

R-controlled vowel

A

a vowel followed by the letter r where there vowel doesn’t make its normal short or long sound

156
Q

Embedded phonic approach

A

an approach to phonic instruction that involves implicitly teaching through reading or in context

Ex: a student learns to decode the word “snake” when reading a short story about a boy who goes hiking

157
Q

Decodable word

A

words that follow common letter/sound correspondence rules and can be “sounded out”

158
Q

whole word reading

A

reading a word by sight, without attempting to decode it; memorizing sight words helps support whole word reading

159
Q

Prefix

A

a letter or letters at the beginning of a root word that changes its meaning

Ex: re-, de-, un-

160
Q

Root

A

base words to which remixes, suffices, and syllables cam be added

161
Q

suffix

A

letter or letters at the end of a root word that changes its meaning

Ex: -es, -ed, -ing, -ly, -er, -or, -tion, -able, -ion, -ible

162
Q

R-controlled syllable

A

syllable that contains a vowel followed by the letter r; the r controls the vowel and changes the way the vowel is pronounced

163
Q

tense

A

words that indicate if a statement is referring to past time, present time, or future time

164
Q

Free morpheme

A

aka unbound morpheme; type of morpheme that can stand alone or can appear with other morphemes

Ex: simple words–the, run, on, etc.
compound words made up of two free morphemes, keyboard, greenhouse

165
Q

Compound words

A

two complete words that have joined together to form one word with a new meaning

166
Q

Derivational affix

A

an affix that changes the root or base word into a new word (usually changes the part of speech)

Ex: beauty + -ful = beautiful

167
Q

Final stable syllable

A

a consonant + -le

occurs at the end of a word; if it is found next to an open syllable, then the vowel in the open syllable stays long; if it is next to a closed syllable, the vowel in the closed syllable stays short

Ex: bugle, candle, bubble, circle, trample

168
Q

Word wall

A

an on-going bulletin board with terms used frequently in the classroom; words are often added as they are introduced

169
Q

Homophones

A

words that are pronounced the same but have different meanings

Ex: sale/sail; carat/carrot; to/too/two

170
Q

Bound morpheme

A

type of morpheme that can appear only as part of a larger word; cannot stand alone

171
Q

Open syllable

A

syllable that ends in a vowel; the vowel has its long sound

Ex: va-cant; bru-tal; a-gent

172
Q

Closed syllable

A

syllable that ends in a consonant; vowel has its short sound

173
Q

Vowel-consonant-E syllable (VCe)

A

The VCe has a silent “e” and makes the vowel before it long; it is usually found at the end of a word

174
Q

Etymology

A

the study of the origin and history of words

175
Q

Think-pair-share

A

active learning activity where the teacher provides a prompt, the students consider it individually, then pair up and brainstorm responses or solutions, and then the students share their results with the class

176
Q

Index

A

a catalogue list at the end of the text containing all of the topics discussed

177
Q

Bloom’s taxonomy

A

a hierarchy of levels of knowledge; each level has associated verbs teachers can use to start questions

Lower-level thinking to higher-level:
Remember
Understand
Apply
Analyze
Evaluate
Create

178
Q

Think-aloud

A

a teaching strategy where a teacher states their thoughts aloud to demonstrate how the students should go about solving a problem or understanding a text

179
Q

Anticipation guide

A

a series of statements used to preview and activate prior knowledge before reading a text

180
Q

Rhetorical devices

A

a technique a writer or speaker uses to persuade a reader or listener

Ex: alliteration, repetition, anaphora, analogy, emotional language, etc.

181
Q

Glossary

A

a list of important words to know along with their meanings

182
Q

Graphic organizer

A

a visual display of the relationships between facts and ideas

Ex: story maps, timelines, Venn diagrams, K-W-L charts

183
Q

Venn diagram

A

a graphic organizer with two or more overlapping circles used to show similarities/differences between two subjects

184
Q

Transition words

A

phrases and words used to link sentences, paragraphs and ideas together

185
Q

Bloom’s Analyze

A

Level 4 on Bloom’s taxonomy of higher level thinking skills; connect different ideas

Words to look for:
differentiate
compare
contrast

186
Q

Bloom’s Evaluate

A

Level 5 on Bloom’s taxonomy of higher level thinking skills; justify a stance

Words to look for:
defend
support
critique

187
Q

Cause and effect

A

a writing method where the author explains reasons why something happened or the effects of something that has happened

188
Q

Bloom’s Create

A

Highest level on Bloom’s Taxonomy; produce original thoughts or work

Words to look for:
design
author
formulate

189
Q

Table of contents

A

a text feature found on a page before the start of a written work that lists chapter names or section titles along with their corresponding page numbers

190
Q

Chronological order

A

an organizational approach that follows an orderly progression of events based in time

191
Q

Metacognition

A

the ability to think about one’s own thought process

192
Q

summarizing

A

writing or speaking a brief description of more extensive information by covering only the main/most important point, without details

193
Q

Reading comprehension

A

the ability to read a text and understand its meaning

comprised of 4 components:
fluency
vocabulary
background knowledge
skills

194
Q

organizational structure

A

test structure can include:
cause/effect
problem/solution
main idea/details
sequence

195
Q

annotate

A

making notes in a text and questioning unfamiliar ideas while reading something new

196
Q

paraphrase

A

putting something that was read, heard or viewed into your own words

197
Q

Problem and solution

A

an organizational approach where the author presents a problem and possible solution

198
Q

inferential comprehension

A

understanding parts of the written text without it being stated explicitly such as determining cause and effect, drawing conclusions and making predictions

199
Q

draw conclusion

A

to make final comments/summation over what has been read or written

200
Q

compare and contrast

A

an organizational approach where the author provides similarities and differences about two ideas

201
Q

K-W-L Chart

A

a graphic organizer used throughout a unit that shows what students know, want to know, and learned

202
Q

Evaluative comprehension

A

the ability to analyze text by questioning whether it is fact or opinion, determining if there is faulty reasoning and explaining how the characters are developed

203
Q

Literal comprehension

A

understanding of the facts in the written text such as stated main ideas or specific details

204
Q

Speaking vocabulary

A

all the words known and used by a person in speech; students typically have a clear understanding of a word in order to use it in their speaking vocabulary

205
Q

Homographs

A

words that have the same spelling but have different meanings

Ex: to tire/a tire

206
Q

Semantic gradient

A

an array of related words placed on a continuum that helps distinguish between shades of meaning

207
Q

Tier 3 words

A

academic words that are specific to a particular content area or discipline

208
Q

Listening vocabulary

A

words listener can recognize when heard; people typically have a larger listening vocabulary than writing vocabulary

209
Q

Tier 2 words

A

high-frequency academic words that students will encounter frequently and are used in multiple content areas (evaluate, analyze, etc.); many of these are process words that commonly appear in assessment

210
Q

Reading vocabulary

A

words a reader can recognize while reading a text; people typically have a larger reading vocabulary than speaking vocabulary

211
Q

Semantic mapping

A

a form of scaffolding which helps students to develop connections among words

212
Q

Inference

A

a conclusion based on evidence, observation and reasoning

213
Q

Limited vocabulary

A

smaller or more restricted bank of words than is typical

214
Q

word consciousness

A

method of vocabulary instruction that encourages student interest in new and unfamiliar words; providing students with opportunities to share interesting words they come across in their reading is a strategy used to promote work consciousness

215
Q

Lexicon

A

the collective vocabulary of a person or language

216
Q

Connotation

A

the implied meaning of a word; the feeling a word conveys

217
Q

Synonyms

A

words with the same or a similar meaning

218
Q

analogies

A

are used to compare two things that are usually thought of as different but have something in common

219
Q

antonyms

A

words with the opposite meanings

220
Q

Tier 1 words

A

common words that are already familiar to students when they enter school; these words don’t need to be explicitly taught

221
Q

Context clues

A

using the words before and after an unknown word to determine its meaning

222
Q

Matthew Effect

A

the tendency for stronger readers to build exponentially on their strengths and weaker readers to continue to struggle; to prevent the Matthew Effect, teachers should provide individualized support to struggling readers when they notice a knowledge gap developing

223
Q

Domain-specific vocabulary

A

words primarily used in specific content area

224
Q

Frayer model

A

a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary; prompts students to provide the definition of a concept, essential characteristics, examples and on-examples

225
Q

Academic vocabulary

A

specialized vocabulary commonly found in an academic setting

226
Q

Denotation

A

literal, dictionary learning of a word

227
Q

Vocabulary utility

A

the frequency with which a word will be encountered

228
Q

writing vocabulary

A

all the words known and used by a person in writing; a student’s writing vocabulary is typically more formal than their speaking vocabulary

229
Q

Vocabulary development

A

the ability to effectively know and use words in listening, speaking, reading and writing

230
Q

Concept map

A

a form of scaffolding in which a new concept or vocab word is written in the center and pictures or descriptive words are written surrounding it

231
Q

Quantitative measures of text

A

aspects of a text that are too hard for a reader to measure; typically measured by computer software

Ex: word length, frequency of difficult words, sentence length, text cohesion

232
Q

Author’s purpose

A

the author’s intention for writing; could be persuasive, narrative, exposits or informative; organization and style choices should reflect for purpose for writing

233
Q

Semantic Feature Analysis

A

a form of scaffolding which help students to compare features of words

234
Q

Claim and refutation

A

an organizational approach where the author argues against a statement, fact or claim

235
Q

Literary analysis

A

the careful examination of a text or one element of a text, including theme, plot, characters or setting, in order to determine why an dhow the particular text was written

236
Q

Qualitative Measures of Texts

A

aspects of a text that can only be measured by a reader

237
Q

Reciprocal Teaching

A

a dialog between teachers and students regarding segments of text

there are 4 parts:
summarizing
question generating
clarifying
predicting

238
Q

Narrative text

A

fictional stories, play, poems; usually contains some element of plot or conflict

239
Q

Peotry

A

creative writing written in verse and often includes rhymes or heavy use of figurative language

240
Q

spatial order

A

an organizational approach where ideas are arranged related to physical space

241
Q

word web

A

a form of scaffolding which helps students to understand and retain new words and concepts; during reading, as students encounter each word, they write down around the word different words or phrases that will help them remember the meaning

242
Q

Textual evidence

A

proof or support of the meaning of what is being read or had been read; this evidence can be a direct quote, transition words in time and space, a statement of purpose and/or making an argument

243
Q

Author’s purpose

A

why the author wrote a text

244
Q

Word sort

A

a form of scaffolding where students put words into categories

245
Q

Gradual release

A

a teaching strategy in which students are gradually given less direct guidance

246
Q

Story map

A

a graphic organizer where elements from a story (characters, setting, problem, solution, etc) are recorded to help with literary analysis

247
Q

author’s point of view

A

an attitude or perspective toward the topic of what is being written or spoken by the author or narrator

248
Q

Active reading

A

actively engaging with a text while reading

249
Q

Compare and contrast

A

an organizational approach where the author provides similarities and differences about two ideas

250
Q

Close reading

A

a teaching strategy where students carefully and purposefully read and reread a text

251
Q

theme

A

the big idea or major message in a story which is often universal in that it goes beyond cultural boundaries

252
Q

Anticipatory set

A

a form of scaffolding in which students make predictions prior to reading a text

253
Q

universal theme

A

common ideas that appear in literature across all cultures

254
Q

tone

A

the attitude of the author in writing and which might be comical, serious, frightening, joyful; sometimes called diction

255
Q

Order of importance

A

An organizational approach where ideas are arranged with the most important claim at the top or bottom

256
Q

Text frame

A

teachers can include text frames throughout a reading with questions designed to prompt students to think about relationships between key ideas, concepts and events in a text

257
Q

Figurative language

A

a word or phrase that does not have its normal everyday, literal meaning

Ex: hyperbole, simile, metaphor, alliteration, illusions, onomatopoeia, idioms

258
Q

Inference

A

a conclusion or opinion based on information that is given and that is sometimes called an educated guess

259
Q

Moral

A

lesson or message to be learned; common in fables and children’s stories

260
Q

Folktale

A

stores that are orally passed through generations

261
Q

Drama

A

portrayal of human experience through the performance of dialog and stage direction

262
Q

Informational text

A

text that provides factual information such as in newspapers, magazines, chapters in a textbook, how-to manuals or directions

263
Q
A

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