Term
|
Definition
| Identifying words accurately and quickly. |
|
|
Term
|
Definition
| Reading textbooks that are leveled according to grade. |
|
|
Term
|
Definition
| An activity in which students replace words that have been deleted from a text. |
|
|
Term
|
Definition
| Basic understandings about the way print works, including the direction of print, spacing, punctuation, letters, and words. |
|
|
Term
|
Definition
| The phonological, semantic, syntactic, and pragmatic information that students rely on as they read. |
|
|
Term
|
Definition
| Using word-identification strategies to pronounce and attach meaning to an unfamiliar word. |
|
|
Term
| Differentiated Instruction |
|
Definition
| Procedures for assisting students in learning, providing options, challenging students, and matching books to students to maximize their learning. |
|
|
Term
|
Definition
| Children’s early reading and writing development before conventional reading and writing. |
|
|
Term
|
Definition
| Signs, labels, and other print found in the community. |
|
|
Term
|
Definition
|
|
Term
|
Definition
| Reading smoothly, quickly, and with expression. |
|
|
Term
|
Definition
| The level of reading material that is too difficult for a student to read successfully. |
|
|
Term
|
Definition
| Students work in small groups to read as independently as possible a text selected and introduced by the teacher. |
|
|
Term
|
Definition
| A common English word, usually a word among the 100 or 300 most common words. |
|
|
Term
| Independent Reading Level |
|
Definition
| The level of reading material that a student can read independently with high comprehension and an accuracy level of 95-100%. |
|
|
Term
| Instructional Reading Level |
|
Definition
| The level of reading material that a student can read with teacher support and instruction with 90-94% accuracy. |
|
|
Term
|
Definition
| A writing activity in which students and the teacher write a text together, with the students taking turns to do most of the writing themselves. |
|
|
Term
|
Definition
| Students’ attempts to spell words that reflect their developing knowledge about the spelling system. |
|
|
Term
|
Definition
| Students’ awareness of their own thought and learning processes. |
|
|
Term
|
Definition
| The part of a syllable (or one-syllable word) that come before the vowel (e.g., str in string). |
|
|
Term
|
Definition
| A sound; it is represented in print with slashes (e.g., /s/ and /th/). |
|
|
Term
|
Definition
| The ability to manipulate the sounds in words orally. |
|
|
Term
|
Definition
| Predictable relationships between phonemes and graphemes. |
|
|
Term
|
Definition
| Teaching the relationships between letters and sounds and how to use them to read and spell words. |
|
|
Term
|
Definition
| The first stage of the reading process, in which readers activate background knowledge, set purposes, and make plans for reading. |
|
|
Term
|
Definition
| The ability to orally read sentences expressively, with appropriate phrasing and intonation. |
|
|
Term
|
Definition
| The second stage of the reading process, in which readers read the text for the first time using independent reading, shared reading, or guided reading, or by listening to it read aloud. |
|
|
Term
|
Definition
| An approach in which students read self-selected texts independently. |
|
|
Term
|
Definition
| The part of a syllable (or one-syllable word) that begins with the vowel (e.g ing in string) |
|
|
Term
|
Definition
| The support a teacher provides to students as they read and write. |
|
|
Term
|
Definition
| The meaning system of language. |
|
|
Term
|
Definition
| The teacher reads a book aloud with a group of children as they follow along in the text, often using a big book. |
|
|
Term
|
Definition
| Groups of words that rhyme (e.g., ball, call, fall, doll) |
|
|
Term
|
Definition
| A word-study activity in which students group words into categories. |
|
|
Term
|
Definition
| An alphabetized chart posted in the classroom listing words students are learning. |
|
|
