Term
| (CAP) Concepts About Print |
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Definition
| Skills assessed to see what the child understands about print. This includes: book handling, directionality, word-by-word matching, and locating words in print. |
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| Assessment that includes tools designed to (before instruction) diagnose student's strengths, weaknesses, knowledge, and skills. |
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| Assessment that provides teacher with information about student's thinking. These are given to make instructional decisions or adjustments as necessary. |
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| Informal Reading Inventory (IRI) |
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| An individually administered survey destined to help a teacher determine a student's reading instructional needs. |
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| Levels of difficulty from the easy books that an emergent reader might begin with to the longer, complex books that advanced readers would need |
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| This is a way of closely observing, recording, and analyzing oral reading behaviors to assess how the reading is using specific cuing strategies, like the use of syntax, semantic information, and graphonics. Usually used for more advanced readers |
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| Running Records/Reading Miscue Inventory |
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Definition
| In reading, a teacher records the child's reading behavior as he/she reads a book. The teacher notes errors, self-corrections, substitutions and so forth. |
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| Consistency of the outcome, how dependable a test really is |
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| Assessment that is comprehensive in nature. The provide accountability and are used to check the level of learning at the end of a lesson or unit or study. Summative assessments are also used for grading/progress reports. |
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| The concept that letters and letter combinations represent individual phonemes in words. |
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| Auditory Discrimination skills |
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Definition
| The ability to detect differences in sounds |
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| two or more consecutive consonants which retain their individual sounds. bl, str |
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| two consecutive consonants that represent one phoneme, or sound ch, sh |
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| a vowel produced by the tongue shifting positions during articulation, a vowel that feels like it has two parts, especially ow, oy, ou and oi |
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| a 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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| the teacher's language is concise, specific, and related to the objective. The actions of the teacher are clear, unambiguous, direct and visible. Systematic instruction that involves teacher modeling and explanation. I do, we do and you do. |
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| a letter or letter combination that spells a phoneme can be one, two, three, or four letters. e, ei, igh, eigh |
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| not directly stated, inferred |
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| letter sound correspondence |
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| a phoneme (sound) associated with a letter. |
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| the smallest unit of language, book, seventeen, ungrateful has 3 |
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| the smallest unit of sound within our language system |
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| the ability to notice the individual sounds in words. |
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| a way of teaching reading and spelling that focuses on sound/symbol relationships between a phoneme and letters that represent the phoneme |
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| understanding of sounds of words and word parts, including syllables, onsets, rimes, and rhyming. |
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| auditory processing skill. This relates to words, but occurs in the absence of print. |
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| the study of the development and the change of the meanings of speech forms. It is the study of how meaning is derived from symbols, signs, text, and other forms. |
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| word order in sentences, phrases, etc. |
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| where you break words down into their base, roots, prefixes, suffixes to try to better understand them |
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| the behavior that can performed with little attention, effort, or conscious awareness. |
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| reading that is done in unison with the direction of the leader |
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| visual framework for organizing conceptual information in the process of defining a word or concept. |
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| a teaching strategy in which the teacher reads a few lines or a sentence and the student reads the same text the same way the teacher did |
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| ability to read text quickly, accurately, and with proper expression. |
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| breaking down of bodies of writings into parts, and then reading this parts |
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| reading with expression, proper intonation, and phrasing |
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| an oral reading in which students read character's parts in a play or in scripts that they write |
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| portrays the relations that compose a concept, a strategy for graphically representing concepts |
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| structural analysis skills |
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Definition
| teaching students to read words formed with prefixes, suffixes or other meaningful word parts. |
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| careful and purposeful rereading of a text |
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| indirect or brief references to well-known characters or events |
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| metacognitive comprehension |
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| thinking about thinking-clarify their purpose for reading the text-preview the text |
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| connecting and merging ideas from different parts of the text or across different text. Does not have to be the most important ideas. |
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| phonological, syntactic, semantic, and pragmatic |
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| phonological system of language |
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| syntactic system of language |
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| the structure of language, word order, grammar, and sentence structure |
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| semantic system of language |
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| pragmatic system of language |
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| "word code" ability to use language in appropriate situations, friends, formal etc. |
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| is the study of words and their origins and what they mean |
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