Vocab

Question 1

affix

Answer 1

A syllable added to the beginning (prefix) or end (suffix) of a word to change the word’s meaning

[ ex: il in illiterate or al in national ]

Question 2

alphabetic principle

Answer 2

The assumption underlying alphabetical language systems that each sound has corresponding representation (or letter)

Question 3

antonyms

Answer 3

Words with opposite meanings

[ ex: good/bad, light/dark ]

Question 4

applying

Answer 4

The fifth stage of the reading process, in which readers go beyond the text to use what they have learned in another literacy experience, often by making a project or reading another book.

Question 5

background knowledge

Answer 5

A student’s knowledge or previous experiences about a topic

Question 6

aesthetic reading

Answer 6

Reading for pleasure

Question 7

basal readers

Answer 7

Reading textbooks that are leveled according to grade

Question 8

basal reading program

Answer 8

A collection of student textbooks, workbooks, teacher’s manuals, and other materials and resources for reading instruction used in kindergarten through sixth grade

Question 9

big books

Answer 9

Enlarged versions of picture books that teachers read with children, usually in the primary grades

Question 10

blend

Answer 10

To combine the sounds represented by letters to pronounce a word

Question 11

bound morpheme

Answer 11

A morpheme that is not a word and cannot stand alone

[ ex: - s, tri- ]

Question 12

closed syllable

Answer 12

A syllable ending in a consonant sound

[ ex: duck, make ]

Question 13

cluster

Answer 13

A spider like diagram used to collect and organize ideas after reading or before writing; also called a map or a web

Question 14

comprehension

Answer 14

The process of constructing meaning using both the author’s text and the reader’s background knowledge for a specific purpose.

Three levels: literal, inferential, and evaluative

Question 15

concepts about print (CAP)

Answer 15

Basic understandings about the way print works, including the direction of print (return sweeping), spacing, punctuation, letters and words, print carries meaning, book orientation.

Implicit teaching: reading aloud, shared book experience, big books, LEA, environmental print, print- rich environment.

Explicit: letter recognition, associating names and things with letters, singing the alphabet, ABC books, upper and lower case letter writing, tactile and kinesthetic methods.

Question 16

consonant

Answer 16

A speech sound characterized by friction or stoppage of the airflow as it passes through the vocal tract; usually any letter except a, e, i, o, and u

Question 17

consonant digraph

Answer 17

To adjacent consonants that represent a sound not represented by either consonant alone

[ ex: th- this, ch-chin, sh-wash, ph-telephone ]

Question 18

content-area reading

Answer 18

Reading social studies, science, and other areas of the curriculum

Question 19

context clue

Answer 19

Information from the words or sentences surround a word that helps to clarify the word’s meaning

Question 20

cueing systems

Answer 20

The phonological, semantic, syntactic, and pragmatic information that student’s rely on as they read

Question 21

decoding

Answer 21

Using word-identification strategies to pronounce and attach meaning to an unfamiliar word.

Question 22

diphthong

Answer 22

A sound produced when the tongue glides from one sound to another; it is represented by two vowels

[ ex: oy- boy, ou- house, ow-how ]