An older student is paired with a  younger student and reads with them. The older student should practice the reading beforehand so that they are fluent.

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initial phonological unit of any word 

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Small group reading instruction to provide differentiation helping students develop proficiency 

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A type of text often used for beginner readers which allows students to decode words using the phonics instruction they have received 

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A combination of two letters representing one sound 

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The teacher reads aloud with the whole class, while omitting words from time to time. The students fill in the omitted words. 

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Individual letters/groups of letters that represent one sound, "oo" 

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Reader has enough knowledge to be able to read quickly with few errors, 95% accuracy 

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Requires extensive assistance from the teacher to handle things like accuracy and rate, recognizes less than 90% of the words  

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Processing information that we have read and understanding its meaning. Students use clues in the text to draw inferences. 

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Elements of a story or selection; setting, theme, characters, conflict, plot 

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"How are these things the same?"

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Scientifically proven, research based

Students look at the letter-sounds in isolation 

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Groups of two or three consonants in words that make distinct sounds 

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Comprehension strategy where students tell about that they have read 

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letter-sound or sound-symbol relationships of language, Students may mistake one word for another because of its similarities 

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"How are these two things different?"

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Predictable text for early readers 

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Requires students to restore words that have been removed from otherwise normal text

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"Whole language approach" to teaching phonics, Starts with the whole word

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The student can recognize words with 90% accuracy 

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A tool that helps teachers to identify patterns in student reading behaviors, keeps track of errors

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Selective reading process to locate information that answers specific questions 

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Syllable that ends in a vowel

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Using the words that are around unknown words as cues

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Making mental pictures that change as you read/are being read to 

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Fast reading that helps you get the main idea instead of details, as speed increases comprehension will decrease 

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Temporary framework put up for support, taken away as the student gains control of the skill 

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Recognition that written letters represent the sound of spokane language 

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Informal assessment, seeing if a student understands how to handle a book 

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Comprehension

ability to understand something 

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ability to quickly and accurately identify words 

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Teachers verbalize while reading a selection. They may describe, predict, act out, and models what skilled readers do 

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Thinking about thinking, proficient readers continually monitor their thoughts while reading 

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Mental operations involved when readers approach a text effectively to make sense of what they read 

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Speed, rate at which person reads text in a given unit of time, "words read per minute" 

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Oral vocab: words we use in speaking, and recognize in listening 

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The child is able to manipulate/play with sounds and words 

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Teaching students the understanding that letters correspond with sounds 

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Understanding of phonemes (the smallest unit of sounds), focus is on sounds that make up words 

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