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| was a strategy to help organize and understand information read |
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| About 1,000 books need to be read to a child before s/he enters kindergarten |
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| oversized picture storybooks that measure from 14x20” up to 24x30”. Holdaway suggested that enlarged print and pictures in these books help children get involved with concepts about books, print, and the meaning of text |
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| an active process whereby a reader interprets and constructs meaning about the text based on prior knowledge and experience. |
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| metacognition (self-monitoring) |
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| is one’s own awareness of his or her learning is taking place |
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| expository text (features of and structures in) |
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| presents nonfiction content-area information to children in the following structure: description, sequence, comparison and contrast, cause and effect, problem-solution, and exemplification |
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| narrative text (features of and structures in) |
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| clearly delineated settings, themes, episodes, and resolutions |
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| the teacher demonstrates the use of the strategy by using it with the children |
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| directed listening and thinking activity (DLTA) |
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| listening and retrieving info from text |
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| directed reading and thinking activity (DRTA) |
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| a framework that offers distractions and strategies for organizing and retrieving information from a text that is ready by or to a child |
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| usually carried out in a well whole-class setting, although it may be carried in small groups as well. Teachers model fluent reading for children |
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| visual illustrations or representations of text info that helps readers see relationships between concepts or events in a narrative or expository reading |
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| tend to be drawn using a spiderlike effect, expands vocabulary |
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| have boxes with labels in them that connect different places |
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| strategy to enhance comprehension. Used mainly in expository text |
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| graphic organizer that uses two overlapping circles to compare and contrast two or three concepts in the text |
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| children who have read the same book discuss it with each other or with teacher |
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| child from higher grade and better reader is paired with a lower grade to read together |
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| peers reading together, taking turns reading to each other |
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| teacher-posed questions. Students think of their own answer, paired with peers to discuss answers and share to class |
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| asks children to visualize what they see after they have been read to or have read a passage themselves |
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| after mental imagery, ask children to think aloud and talk about their images to their peers and teacher |
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| a combination of accuracy, automaticity, and prosody when reading |
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| the teacher reads a line of text and then the child reads the same line. The number of lines read is increased as the child’s reading improves |
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| small group or the entire class reads along with the teacher who provides pacing and expression |
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| a more able reader from the same class or another class acts as a tutor while reading with a less fluent student |
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| oral reading of a short play with assigned parts |
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| reading the same book three or four times for comprehension and vocabulary |
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