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Definition
| reading words in text with no errors |
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| a general term that refers to prefix and suffix |
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| After Reading Comprehension Strategies |
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Definition
| requires reader to actively transform key information in text that has been read (summary, retell) |
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Definition
| the repetition of the initial phoneme of each word in a connected text. |
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| the concept that letters and letter combos represent individual phonemes in written words. |
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| Comparing two sets of words to show similarity. |
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| a word opposite in meaning to another word |
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| reading without conscious effort or attention to decoding. |
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| forming connections between the text and the information and experiences of the reader. (what you already know) |
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Definition
| A unit of meaning that can stand alone as a whole word; free morpheme |
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| Before Reading Comprehension Strategies |
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Definition
| Employed to emphasize the importance of preparing students to read text. |
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Definition
| The task of combining sounds rapidly, to accurate represent the word |
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Definition
| a mark placed over a vowel indicating a short or unstressed vowel. |
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Definition
| decoding strategy; breaks words into manageable parts. also refers to dividing sentences into smaller pieces |
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Definition
| Understanding what one is reading; the ultimate goal of all reading activity |
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Definition
| An awareness of one's understanding of text being read. part of metacognition; thinking about thinking ; know what is clear and what is confusing. |
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Definition
| Words that are linked as in sentences, phrases and paragraphs. (not a list) |
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Definition
| Two or more consecutive consonants which retain their individual sounds. (bl/in block; str/in string) |
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Definition
| Two consecutive consonants that represent one phoneme, or sound (ch/sh) |
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Definition
| Using words or sentences around an unfamiliar word to help clarify its meaning |
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Definition
| A sound that can be held for several seconds without distortion (/m/,/s/) |
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Definition
| Ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also sounding out. |
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Definition
| A group of two consecutive letters whose phonetic value is a single sound. (/ea/ /ch/ /ng/) |
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Definition
| A vowel produced by the tongue shifting position during articulation; feels as if it has two parts. (ow, oy, ou, oi) |
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Term
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Definition
| The teacher defines and teaches a concept, guides students through its application and arranges for extended guided practice until mastery is achieved. |
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Term
| During Reading Comprehension Strategies |
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Definition
| Help students engage the meanings of text; (asking questions at critical times, modeling the thought process used to make inferences, constructing mental imagery) |
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Term
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Definition
| A framework used during phonemic awareness instruction. Also called Sound Boxes. students push a marker into one boxes they segment each sound in the word. |
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Term
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Definition
| The skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing. |
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Term
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Definition
| Direct explanation. Teacher's language is concise, specific, and related to the objective. Visible instructional approach. |
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Term
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Definition
| reports factual information and the relationships among ideas. tend to be more difficult for students. |
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Definition
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Definition
| Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. |
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Definition
| words of one syllable, ending in "f", "l", or "s" - after one vowel, usually end in "ff", "ll", or "ss". |
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Definition
| Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension |
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Term
| Frustrational Reading Level |
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Definition
| the level at which a reader reads at LESS THAN A 90% ACCURACY (i.e. no more than one error per 10 words read:. FRUSTRATION level text is a difficult text for the reader. |
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Term
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Definition
| a letter or letter combo that spells a phoneme; can be 1 ,2 3, or 4 letters. example e, ei, igh, eigh |
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Term
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Definition
| a visual framework for capturing the main points of what is being read. |
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Term
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Definition
| relationship between letters and phonemes |
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Term
| High Frequency Irregular Words |
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Definition
print containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns
examples were, was, laugh, been |
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Term
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Definition
a small group of word (300-500) that account for a large % of words in print
"sight words" |
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Term
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Definition
words that spell the same but have different origins and meanings. May or may not be pronounced the same
example can as in metal container/I can do this |
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Definition
words that sound the same, but are spelled differently
example cents/sense; knight/night |
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Term
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Definition
words that may or may not be spelled alike, but ARE pronounced the same.
example ate/eight; fish scale/scale to weigh things |
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Term
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Definition
a phrase that differs from the literal meaning of the words.
example it's raining cats and dogs |
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Term
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Definition
| students discover skills and concepts instead of explicitly being taught. |
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Term
| Independent Reading Level |
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Definition
| reader reads with 95% accuracy (no more than on error per 20 word). relatively easy text for the reader |
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Term
| Indirect Vocab Instruction |
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Definition
| words learned through independent reading and conversation |
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Term
| Instructional Reading Level |
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Definition
| reader reads with 90% accuracy. no more than 1 error per 10 words read. engages the student in challenging, but manageable text |
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Term
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Definition
| Refers to schema, the knowledge and experience that readers bring to the text |
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Term
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Definition
| Reading with expression, proper intonation, and phrasing. (part of fluency) |
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Term
| Instructional Reading Level |
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Definition
| reader reads with 90% accuracy. no more than 1 error per 10 words read. engages the student in challenging, but manageable text |
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Term
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Definition
words that do not follow common phonic patterns
example were, was, laugh, been |
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Term
| letter-Sound Correspondence |
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Definition
| matching of the oral sound to the letter or group of letters |
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Term
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Definition
| understanding of the basic facts that the student has read |
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Term
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Definition
| a mark (-) placed over a vowel to indicate that the vowel is long. |
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Definition
| An awareness of one's own thinking processes and how they work. |
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Term
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Definition
| the smallest meaningful unit of language |
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Term
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Definition
| words that have more than one syllable |
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Term
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Definition
| the speed at which a person reads |
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Term
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Definition
| Refers to independent, instructional, and frustration levels of text reading. |
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Term
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Definition
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Term
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Definition
| Rereading of text until the reader is able to read at a predetermined rate to produce fluency. |
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Definition
| Recalling the content of what was read or heard |
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Term
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Definition
| Words that have the same ending sound |
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Term
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Definition
| Refers to prior knowledge, the knowledge and experience that readers bring to the text |
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Term
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Definition
| the vowel sounds sometimes heard in an unstressed syllable. /uh/ or as the short /u/ in cup |
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Term
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Definition
| a roadmap or blueprint for teachers that provides an overall picture of an instructional program. |
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Term
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Definition
| story about fictional or real events |
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Term
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Definition
| In a syllable, the onset is the initial consonant and the rime is the vowel and any consonant that follows it. |
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Term
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Definition
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Term
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Definition
| the smallest unit of sound |
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Term
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Definition
| recognizing individual sounds in a word |
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Term
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Definition
| Separating the individual phonemes or sounds of a word into discrete units. |
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Term
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Definition
| These are words that are recognized immediately. ANY words. |
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Term
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Definition
| Phonics instruction that matches phoneme to grapheme |
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Term
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Definition
| the words used when speaking |
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Term
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Definition
| the rate at which a student reads |
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Term
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Definition
| a stop sound can only be said for an instant, otherwise it would be distorted. (b/c/d/g/h/j/k/p/q/t/x) |
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Term
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Definition
| characters, problem, solutions, themes, settings and plot |
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Term
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Definition
| an affix attached to the end of a base word. |
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Term
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Definition
| reducing large selections of text to their bare essentials. (the gist, key ideas) |
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Term
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Definition
| adding, deleting and substituting sounds in a word. |
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Term
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Definition
| ability to notice, think about, or manipulate the individual phonemes (sounds) in words |
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Term
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Definition
| the STUDY of relationships between letters and the sounds they represent |
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Term
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Definition
| one' sensitivity to, or explicit awareness of, the phonological structure of words in one's language |
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Term
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Definition
| a morpheme that precedes a root and that contributes to or modifies the meaning of a word as "re" in reprint. |
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Term
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Definition
| a segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant |
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Term
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Definition
| words that have similar meanings |
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Term
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Definition
| the various patterns of ideas that are embedded in organization of text. |
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Term
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Definition
| during shared read aloud, teachers reveal their thinking processes by verbalizing, connections, questions, inferences, and predictions. |
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Term
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Definition
| refers to all words in our language |
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Term
| Vowel Digraph OR Vowel Pair |
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Definition
| two vowels together that represent one phoneme, or sound. |
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Term
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Definition
| Group of words that share a rime (a vowel plus the consonants that follow; -ame, -ick, -out) |
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Term
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Definition
| Strategies students use to learn words such as decoding, analyzing, analogy, context clues, dictionary, and glossary. |
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Term
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Definition
| letters, onsets, rimes, and syllables that, when combined, result in words. |
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Term
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Definition
the act of deliberately investigating words
vocabulary-building exercises, word-identification practice, and spelling. |
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Term
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Definition
| words that a student might use while writing |
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