general ed Flashcards
(262 cards)
1
Q
Phonemic Awareness / Sound Awareness
A
the ability to hear, identify, and re-create individual sounds in spoken words
A student can hear that /b/ makes first sound in the word “blue”
2
Q
Onset and Rime Production
A
the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime
In the word cat, the onset is /c/ and the rime is /at/
3
Q
Phoneme Substitution
A
the ability to substitute one phoneme for a different one
replace the first sound in ‘bug’ with ‘r’ . Rug
4
Q
Phoneme Isolation
A
the ability to can hear and recognize the individual sound in words
What is the first sound you hear in dog? /d/
5
Q
Open-Ended Question
A
questions that require more than a simple “yes” or “no” response and promote whole class and small group discussion
A question posed as a statement, such as “Tell me about the relationship between the main characters in the novel” is an open-ended question.
6
Q
Rhyme Awareness / Rhyming
A
the ability first to hear words that rhyme and then to be able to produce a rhyme(s)
“Blue” and “Flew” rhyme
7
Q
Phoneme Manipulation
A
the ability to perform phoneme deletion, addition, and substitution.
8
Q
Phoneme Blending
A
the ability to blend two sounds to make a word
Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.
9
Q
Phonological Awareness
A
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
10
Q
Phoneme
A
the smallest individual sounds in a word
The word “bit” has three phonemes – b – i – t.
11
Q
Word Awareness
A
knowing that individual words make up a sentence
“A brown cat jumped over the car.” has 7 words
12
Q
Modeling
A
an instructional strategy in which the teacher demonstrates a concept or skill and students learn by observing
When a teacher encounters a difficult word in a text, she thinks aloud to model how she can use the context clues to discover the meaning.
13
Q
Phoneme Segmentation
A
the ability to break down a word into separate sounds, as they say and count each sound
How many sounds are there in the word bug? /b/ /u/ /g/? There are three.
14
Q
Oral Language
A
The system that relates sounds to meanings through communicating by word of mouth.
15
Q
Syllable Awareness / Syllabication / Syllable Segmentation
A
the ability to hear individual parts/syllables of words
“Education” has four syllables “ed-u-ca-tion”
16
Q
Phoneme Deletion
A
the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.
“What is bat without the /b/?” “at”
17
Q
Sentence Stems
A
Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.
“According to the author…” “We see in Chapter 2 that…” or “While X does this, Y…”
18
Q
Phoneme Addition
A
the ability to make a new word(s) by adding a phoneme to an existing word
What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.
19
Q
Letter Recognition
A
the ability to name the letters in the alphabet and identify the characteristics of each letter
Letter recognition requires direct instruction that connects the letter shape to the letter name
20
Q
Alphabetic Knowledge
A
The ability to recognize, name, and write letters.
21
Q
Alphabetic Principle
A
The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English.
22
Q
Directionality
A
the direction in which a language is read
The directionality of written English is from left to right.
23
Q
Word Analysis
A
breaking down words into morphemes, or the smallest units of meaning
Word analysis can be useful as a decoding tool and can help to determine word meaning.
24
Q
Grapheme
A
A symbol, letter, or the combination of letters that represents a single sound.
“ph” makes a “f” sound
25
Print Concepts
The general rules governing text
text is read from left to right and top to bottom
26
R-Controlled Vowel
a vowel followed by the letter r where the "r" that doesn't make its normal short or long sound
In the word, "tiger," the letter e is an r-controlled vowel, as its pronunciation changes because it is followed by an r.
27
Vowel Digraph
two vowels that make a single vowel sound when together in a word, also known as "vowel teams"
the "ai" in paint; the "ee" in need; the "oa" in boat
28
Consonant Digraph
two consonants that make a single consonant sound when together in a word
In the word "wish," the letters s and h form the consonant digraph, sh.
29
Consonant Digraph
two consonants that make a single consonant sound when together in a word
In the word "wish," the letters s and h form the consonant digraph, sh.
30
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
31
Morpheme
A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.
write, cat, laugh, box
32
Fry Word List
the 100 most frequently occurring words in the English language; often used for sight word instruction
33
Continuous Consonant Sound
letters with sounds that can be lengthened or stretched
/s/ is an example of a continuous sound, as it can be held out indefinitely!
34
Spelling-Based Phonics Approach
an approach to phonics instruction that involves spelling rules and phonemes
In a spelling-based phonics approach, students learn the sounds of each letter and put the sounds together to create a word.
35
Synthetic Phonics Approach
an accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words.
A teacher first teaches the sounds of each letter and then focuses on how to blend the sounds together to pronounce whole words
36
Decodable Word
words that follow common letter/sound correspondence rules and can be "sounded out"
For a third grader, words like "family" and "afternoon" are decodable.
37
Bound Morpheme
type of morpheme that can appear only as part of a larger word
Prefixes such as pre-, dis-, in-, un-, and suffixes such as -ful, -ment, -ly, -ise are bound morphemes.
38
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
39
Vowel-Consonant-E Syllable
The vowel-consonant-e syllable has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word
name, mice, cake, compete
40
Schwa
the vowel sound in an unstressed syllable, sounds like "uh"
the first a in again
41
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
The word "bicycles" is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.
42
Analogy-Based Phonics Approach
an approach to phonics instruction in which students use knowledge of word patterns to decode new words
In an analogy-based phonics approach, to decode the unknown word "zap," students would think of the word "map."
43
Embedded Phonics Approach
an approach to phonics instruction that involves implicitly teaching through reading or in context
A student learns to decode the word "snake" when reading a short story about a boy who goes hiking.
44
Inflectional Affix
an affix that changes the form of the root or base word
The inflectional affix, "ed" changes a verb to the past tense.
45
Derivational Affix
an affix that changes the root or base word into a new word
When the derivational affix, "ful" is added to the noun, beauty, the word "beautiful" forms, meaning full of beauty.
46
Diphthong
one vowel sound made by the combination of two vowel sounds
the "ou" in south; the "au" in taught; the "oy" in oyster
47
R-Controlled Syllable
Syllable that contains a vowel followed by the letter r; the r controls the vowel and changes the way the vowel is pronounced
car, guitar, mother, and manor
48
Root
Base words to which prefixes, suffixes, and syllables can be added
49
Open Syllable
Syllable that ends in a vowel; the vowel has its long sound
vacant, brutal, agent
50
Dolch Word List
the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English
Some words on the list include: am, are, at, be, but, came, did, have, he, into, like, now, on, our, out, please
51
Free Morpheme / Unbound Morpheme
type of morpheme that can stand alone or can appear with other morphemes in a lexeme
Simple words (i.e. words made up of one free morpheme, such as the, run, on, etc.) and compound words (i.e. words made up of two free morphemes, such as keyboard, greenhouse, etc.) are free morphemes.
52
Stop Consonant Sound
letters with sounds that cannot be stretched without changing the sound
/t/ is an example of a stop sound, as it cannot be stretched out.
53
Spelling-Based Phonics Approach
an approach to phonics instruction that involves spelling rules and phonemes
In a spelling-based phonics approach, students learn the sounds of each letter and put the sounds together to create a word.
54
Final Stable Syllable
A consonant + -le syllable occurs at the end of a word. If the consonant + -le syllable is found next to an open syllable, then the vowel in the open syllable stays long. If the consonant + -le is next to a closed syllable, the vowel in the closed syllable stays short.
bugle, candle, bubble, circle, and trample
55
Vowel-Consonant-E Syllable
The vowel-consonant-e syllable has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word
name, mice, cake, compete
56
Consonant Digraph
two consonants that make a single consonant sound when together in a word
In the word "wish," the letters s and h form the consonant digraph, sh.
57
Consonant Blend
two or more consonants that blend together when decoded, but each retains its own sound
In the word "blue," the letters b and l form the consonant blend, bl.
58
Tense
words that indicate if a statement is referring to past time, present time, or future time
Past- She spoke. Present- She speaks. Future- She will speak.
59
Inflectional Affix
an affix that changes the form of the root or base word
The inflectional affix, "ed" changes a verb to the past tense.
60
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
61
Analogy-Based Phonics Approach
an approach to phonics instruction in which students use knowledge of word patterns to decode new words
In an analogy-based phonics approach, to decode the unknown word "zap," students would think of the word "map."
62
Synthetic Phonics Approach
an accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words.
A teacher first teaches the sounds of each letter and then focuses on how to blend the sounds together to pronounce whole words
63
Long Vowel
When a vowel sounds like its name, this is called a long vowel sound.
Long A sound is AY as in cake. Long E sound is EE an in sheet ... etc.
64
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
65
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
The word "bicycles" is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.
66
Word Families
a group of words with a shared ending letter group/sound
back, black, stack, shack, quack, lack, tack
67
Vowel Digraph
two vowels that make a single vowel sound when together in a word, also known as "vowel teams"
the "ai" in paint; the "ee" in need; the "oa" in boat
68
Sight Word
word that cannot be decoded because it doesn't follow standard phonics rules and must be recognized by sight
of, was, the, would
69
Reading Fluency
The ability to read with appropriate speed, accuracy, and prosody
70
Phrase-Cued Reading
adding slashes into a text to mark the ends of phrases or natural pauses
When a teacher creates a text for phrase-cue reading, she puts in single slashes (/) to represent a phrase break, and double slashes (//) to represent the end of sentences.
71
Automaticity
the ability to read words effortlessly
72
Speed (when reading)
the pace at which the reader reads the text
73
Speaking Vocabulary
all the words known and used by a person in speech
Students typically have a clear understanding of a word in order to use it in their speaking vocabulary.
74
Listening Vocabulary
words a listener can recognize when heard
People typically have a larger listening vocabulary than writing vocabulary, as the meaning of words can be determined from the context.
75
Accuracy (when reading)
the reader’s ability to correctly pronounce words
76
Rereading Familiar Text
Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.
77
Timed Reading
A strategy in which a teacher listens to a student read a passage from a grade level novel for a set period of time
78
Writing Vocabulary
all the words known and used by a person in writing
A students writing vocabulary is typically more formal than their speaking vocabulary.
79
Teacher-Modeled Reading
A strategy in which a teacher reads aloud to students emphasizing his/her own fluency and prosody.
80
Literature Circles
A strategy in which a teacher organizes students into small groups to discuss a common text
81
Independent Reading
reading done by students independent of the teacher. This reading can be either assigned or student selected. Typically silent.
82
Choral Reading / Echo Reading
A strategy in which students first listens to the teacher read a short passage aloud, and then the class and the teacher all read it aloud at the same time
83
Prosody
the reader's ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud
84
Supervised Oral Reading
A strategy in which a student reads aloud to a teacher or tutor.
85
Reading Vocabulary
words a reader can recognize while reading a text
People typically have a larger reading vocabulary than speaking vocabulary, as the meaning of words can be determined from the context.
86
Partner / Small Group Reading
A strategy in which students read semi-independently in pairs or small groups.
87
Audio/Video-Assisted Reading
A strategy in which a teacher plays an audio recording of a book or show an animated illustration of a book while students read along
88
Shared Reading
A reading strategy that allows a teacher to model strong reading skills, such as fluency or decoding, while students have a clear view of the text
89
Readers’ Theater
A strategy in which a teacher directs students in a dramatic enactment of a play or book
90
Words per Minute (WPM)
the number of words a student reads correctly in a 60-second time span
91
Denotative Meaning
a literal, dictionary meaning of a word
92
Context Clues / Contextual Analysis
using the words before and after an unknown word to determine its meaning
It was a beautiful day that made it idyllic for swimming.
93
Digital Resources
resources that provide content beyond what is available in print
In an ELA classroom, students may be able to use digital resources to hear a word said aloud, see more examples of words being used, and/or see visual representations of a word.
94
Root
Base words to which prefixes, suffixes, and syllables can be added
95
Frayer Model
a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary
Students place the following information on a chart divided into four sections - the definition of a concept, its essential characteristics, examples and non-examples.
96
Structural / Morphemic Analysis
using meaningful word parts (morphemes) to study a word and determine its meaning
97
Dictionary (Digital)
an online dictionary
dictionary.com
98
Tier 2 Words
Academic words that students will encounter frequently and that are used in multiple content areas. Many of these are process words that commonly appear in assessment.
99
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
100
Utility (in vocabulary)
the frequency with which a word will be encountered
Vocabulary words with high utlity, are more likely to be remembered by students.
101
Vocabulary / Vocabulary Development
the ability to effectively know and use words in their listening, speaking, reading, and writing
102
Thesaurus (Digital)
an online thesaurus
thesarus.com
103
Word Wall
An on-going bulletin board with common terms used frequently in the classroom. Vocabulary words are added as they are introduced
104
Connotation
the implied meaning of a word; the feeling a word conveys
Describing a person as "shrewd" may make them feel negatively, even though the definition (sharp-witted, intelligent) is positive.
105
Academic Vocabulary
specialized vocabulary commonly found in an academic setting
Many academic vocabulary words, like "analyze," "describe," and "reflect", are important and relevant across all content areas.
106
Dictionary (Print)
use when you need to define a word
Oxford English Dictionary
107
Prefix
A letter or letters at the beginning of a root word that changes its meaning
re, de, un
108
Tier 1 Words
Common words that are already familiar to students when they enter school. These words do not need to be taught in a classroom setting.
109
Tier 3 Words
Academic words that are specific to a particular content area or discipline. These are words that would appear, for example, in a subject-specific textbook or in the glossary of an informational text.
110
Thesaurus (Print)
use when you need to locate a more suitable synonym for a word
The Oxford-American Writer’s Thesaurus
111
Affix
A letter or letters that change a root word's meaning
prefixes or suffixes
112
Glossary
a list of important words to know along with their meanings
113
Chronological Order
An organizational approach that follows an orderly progression of events based in time.
114
Literal Comprehension
Understanding of the facts in the written text such as stated main idea or specific details.
What were the names of the main character's parents in the story we just read?
115
Evaluative Comprehension
The ability to analyze text by questioning whether it is fact or opinion, determining if there is faulty reasoning, and explaining how the characters are developed.
Explain why you think this story is factual or an opinion.
116
Evaluate (Bloom's Taxonomy)
Level 5. Justify a stance
Defend, support, critique
117
Sentence Stems
Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.
"According to the author..." "We see in Chapter 2 that..." or "While X does this, Y..."
118
Schema (when reading)
Background knowledge a reader brings to a text.
Someone who plays baseball can use his experience to understand a biography of Babe Ruth.
119
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
120
Metacognition
the ability to think about one’s own thought process
121
K-W-L Chart
A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)
122
Compare and Contrast
An organizational approach where the author provides similarities and differences about two ideas
123
Cause and Effect
a writing method in which the author explains reasons why something happened or the effects of something that has happened
A politician's speech in which all of the bad actions of an opponent are listed to argue that the politician should be elected instead.
124
Subheading
a title for a smaller portion of text
125
Active Listening
method of communication that focuses on mutual understanding to prevent confusion that includes attending, listening, and responding
focused attention
126
Problem and Solution
An organizational approach where the author presents a problem and possible solution
127
Analyze (Bloom's Taxonomy)
Level 4. Connect different ideas
Differentiate, compare, contrast
128
Literary Device
used by authors to communicate specific idea to the reader
metaphor
129
Transition Words
Phrases and words used to link sentences, paragraphs, and ideas together.
First, next, last, on the other hand
130
Heading
a title of a section
131
Anticipation Guide
a series of statements used to preview and activate prior knowledge before reading a text
132
Create (Bloom's Taxonomy)
Level 6. Produce original thoughts or work
Design, author, formulate
133
Table of Contents
a text feature found on a page before the start of a written work that lists chapter names or section titles along with their corresponding page numbers
134
Graphic Features
charts, graphs, photos, and graphic organizers
chart
135
Inferential Comprehension
Understanding parts of the written text without it being stated explicitly such as determining cause and effect, drawing conclusions, and making predictions.
What was the cause of the children in the story being locked out of their house?
136
Organizational Structure
Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence
Students often find problem/solution text structure as more interesting.
137
Caption
short explanations below photos
138
Draw Conclusion
To make final comments/summation over what has been read or written.
139
Venn Diagram
A graphic organizer with two or more overlapping circles used to illustrate/examine similarities and differences between two subjects.
140
Glossary
a list of important words to know along with their meaning
141
Think-Pair-Share
Active learning activity in which the teacher provides a prompt, the students consider it individually (THINK), then pair up and brainstorm responses or solutions (PAIR), and then the students then share their results with the class (SHARE).
142
Main Idea
the central point of the passage
143
QAR
A reading strategy to complete after completing a text to promote comprehention
144
Index
a catalogue list at the end of the text containing all of the topics discussed
145
Summarizing
Writing or speaking a brief description of more extensive information by covering only the main/most important points, without details.
146
Paraphrase
Putting something that was read, heard, or viewed into your own words.
The principal told me we might be getting raises this year.
147
Bloom's Taxonomy
a hierarchy of levels of knowledge; each level has associated verbs teachers can use to start questions
"identify" is at a lower level than "argue" because it requires a lower level of thinking
148
Reading Comprehension
the ability to read a text and understand its meaning
Jessie read the book and was able to explain to me why the character lied in Chapter 3.
149
Diagnostic Assessment / Pre-Assessment
Assessment administered before instruction to determine students' strengths and weaknesses
150
Early Reader (Stage of Reading Development)
Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print
151
Reading Intervention
a strategy applied to assist a struggling reader
Reading Interventions can help children overcome reading difficulties and become proficient readers.
152
Phonological Awareness
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
153
Norm-Referenced Tests
Tests that compare an individual's performance/achievement to a group called the "norm group."
An IQ test
154
Background Knowledge
(schema or prior knowledge) information or experience that the student has prior to learning
When students can connect their background knowledge to the texts they read, it aids their comprehension.
155
Portfolio
A collection of student's work and achievements that is used to assess past accomplishments and future potential; can include finished work in a variety of media and can contain materials from several courses over time
156
Genre
Various forms of texts including short stories, essays, folktales, fairy tales, poetry, historical fiction, biographies and autobiographies, memoirs, comedies and tragedies.
Night by Elie Wiesel is an example of a memoir.
157
Retell
a comprehension strategy in which students retell or tell differently what they have read or listened to
When students retell a story, they are demonstrating their comprehension of the most important parts.
158
504 Plan
the accommodations provided to a student who has an impairment that significantly impacts their life
159
Ongoing Assessment
an assessment that guides the pace and content of instruction
Ongoing assessments are used to determine student knowledge and dictate whether the class is prepared to move on to a new skill.
160
Scaffolding
a method of teaching that involves gradually removing aids when teaching new concepts
When teaching how identify adjectives, a teacher starts with explicit teaching. Then, she leads the class in guided instruction, and repeats or rephrases the necessary information. Next, she prompts the students with questions like "what kind?" and "which one?" Eventually, students identify adjectives independently.
161
Early Fluent / Fluent / Proficient Reader (Stage of Reading Development)
readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words
162
Universal Screener
An assessment administered to all students to gather data and form groups, such as intervention groups
163
Frustrational Reading Level
A reading level that is difficult for the student and would require extensive teacher support for student comprehension
164
Summative Assessments
Assessment of learning. Given at specific points in time in order to determine what students know and don't know. Summative assessments are generally formal.
State assessments, district benchmarks, semester or six weeks tests, and end of unit or chapter
165
Learning Objectives
the specific skill or knowledge that the student is expected to master in a lesson
The students will be able to appropriately use a question mark.
166
Independent Reading Level
A reading level in which a student can read and comprehend independently. They have difficulty with no more than one out of every twenty words.
167
Flexible Grouping
grouping students based on their learning needs or interests
After reviewing the student test results, a teacher can use flexible grouping to organize groups based on students' areas of weakness.
168
Informal Reading Inventory
A multi-step reading assessment used to gauge a student's oral and silent reading abilities
169
Formal Assessments
a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application. Often involve the use of a standardized rubric or scoring guide based on several criteria.
chapter tests, semester tests
170
Decoding
In reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning
171
Small Group Instruction
a few members of the class learning together, as opposed to whole-group instruction
The students rotated through learning stations while the teacher pulled a few students to her table at a time for small group instruction.
172
Instructional Reading Level
A reading level that is challenging for the student but manageable with teacher support. They have difficulty with no more than one out of every ten words.
173
Differentiation - Complexity
how difficult the vocabulary, sentence structure and organization is to understand within a text
When assessing the complexity of a task, a teacher should determine if the skill or content be broken down into more simple components.
174
Exit Slips
A short formative assessment given by a teacher after completing a lesson to determine the degree to which students have learned the material taught in the lesson.
175
Emergent Reader (Stage of Reading Development)
when children understand that written language has meaning and gives messages
176
Differentiated Instruction
teaching that offers multiple options for learning the material based on different student needs and learning styles
177
Electronic Book
Book published in digital format, also known as an E-book
Students may read electronic books through various programs, such as Reading A-Z, on devices such as tablets and laptops.
178
Independent Reading
reading done by students independent of the teacher. This reading can be either assigned or student selected. Typically silent.
179
Differentiation - Pacing
how much content is presented and how fast the content is presented
Teachers may need to adjust pacing to allow students time to comprehend difficult text.
180
Progress Monitoring
periodic assessments to monitor student growth and evaluate the effectiveness of instruction
The teacher prepared a progress monitoring assessment to see how much each student had improved and learn if his new instructional approach was effective.
181
Informal Assessments
More flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested
observations during a lesson
182
Guided Reading
Reading done by students with teacher support. This reading will be done within the framework of a lesson and often in a small group setting with the teacher.
183
Alphabetic Knowledge
The ability to recognize, name, and write letters.
184
Interest Survey
questions that ask students the types of books they enjoy reading
given by the teacher at the beginning of the year to determine what books to assign to meet the interests of the class
185
Curriculum-Based Assessments
testing the curriculum being taught
186
Performance-Based Assessment
A kind of assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something
designing and performing experiments, building models, writing poems or shorts stories, and developing portfolios
187
Alphabetic Principle
The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English.
188
Formative Assessments
Assessment for learning. Usually mid-instruction assessment with the purpose of assessing student progress and informing the teacher so instruction can be altered as needed.
graphic organizers, games
189
Criterion-Referenced Tests
Tests in which a standard has been set for the test taker to achieve in order to pass the test.
A multiple choice or short answer test on the content of a unit of study in which a 70% is needed to pass.
190
Hyperbole
To exaggerate or overstate something that is being described.
Some of my clothes seem as old as the hills.
191
Tone
The attitude of the author in writing, and which might be comical, serious, frightening, joyful. Sometimes called diction.
192
Idiom
a phrase or expression that does not mean the same as the literal words
"Break a leg" "back to the drawing board" "spill the beans"
193
Draw Conclusion
To make final comments/summation over what has been read or written.
194
Order of Importance
An organizational approach where ideas are arranged with the most important claim at the top or bottom
195
Signal Words
words or phrases that show the connection between ideas
To teach text structures, a teacher can have students find signal words within the texts and examine topic sentences that clue the reader to a specific structure.
196
Onomatopoeia
Using words that make the sound of what the text is describing.
The buzzing bee flew into the room.
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Analogy
comparisons between two things, often to drive home a point.
“That's as useful as rearranging deck chairs on the Titanic”
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Main Idea
the central point of the passage
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Author's Point of View
An attitude or perspective toward the topic of what is being written or spoken by the author or narrator.
In an argument against bullying, the author's point of view was that 'bullying was caused by previous social issues.'
200
Metaphor
Making a comparison of two or more things without using the words "like" or "as."
Life is a bowl of cherries.
201
Plot
The events included in a story (may or may not be sequential).
202
Irony
an incongruity between what the reader expects the author to mean and what they actually mean
203
Character's Point of View
An attitude or perspective toward the topic of what is being written or spoken by the character within the story.
204
Compare and Contrast
An organizational approach where the author provides similarities and differences about two ideas
205
Theme
The big idea or major message in a story which is often universal in that it goes beyond cultural boundaries.
Harry Potter books have several themes including good vs. evil and making good choices.
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Organizational Structure
Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence
Students often find problem/solution text structure as more interesting.
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Setting
The time and place that a story takes place in a novel.
208
Characters
The persons, animals, or other figures who are in stories.
209
Cause and Effect
a writing method in which the author explains reasons why something happened or the effects of something that has happened
A politician's speech in which all of the bad actions of an opponent are listed to argue that the politician should be elected instead.
210
Sequential Order
An organizational approach following an orderly progression of events, ideas, or steps
211
Inference (when reading)
A conclusion or opinion based on information that is given, and that is sometimes called an educated guess.
Sam's parents inferred that he had gotten in trouble at school when they received a call from the principal.
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Moral
Lesson or message to be learned. Common in fables or children's stories.
213
Problem and Solution
An organizational approach where the author presents a problem and possible solution
214
Primary Purpose / Author's Purpose
why the author wrote a text
Charlie wrote an OpEd for the paper to convince people to stop littering.
215
Symbolism
When an item stands for an idea or larger meaning. Usually used throughout a piece of literature.
dove = peace, red rose = love and romance
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Literary Analysis
The careful examination of a text or one element of a text, including theme, plot, characters, or setting, in order to determine why and how the particular text was written.
217
Chronological Order
An organizational approach that follows an orderly progression of events based in time.
218
Figurative Language
A word or phrase that does not have its normal everyday, literal meaning
hyperbole: I'm so hungry I could eat a horse!
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Personification
Giving human traits to inanimate, non-living objects.
The stars seemed to dance in the glow of the moon.
220
Textual Evidence
Proof or support of the meaning of what is being read or has been read. This evidence can be a direct quote, transition words in time and space, a statement of purpose, and/or making an argument.
Students had to write down proof of their answer to the questions on the test over the story they just read.
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Alliteration
A sentence or phrase in which most of the beginning letters or sounds begin with the same consonant sound.
Peter Piper picked a peck of pickled peppers.
222
Oxymoron
Using contradictory terms in conjunction with each other.
Walking dead or disgustingly delicious
223
Simile
Making a comparison of two or more things including the use of the words "like" or "as."
My brother was as strong as an ox.
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Spatial Order
An organizational approach where ideas are arranged related to physical space
225
Claim and Refutation
An organizational approach where the author argues against a statement, fact, or claim.
226
Transition Words
Phrases and words used to link sentences, paragraphs, and ideas together.
First, next, last, on the other hand
227
Writing Process - Editing
Reviewing the draft for corrections in grammar, mechanics, and spelling
228
Metacognition
the ability to think about one’s own thought process
229
Journaling
a literacy development strategy in which students write personal reflections
Journaling is an opportunity for students to respond to literature and practice their writing skills.
230
Rubric
A scoring guide based on several criteria rather than a single numerical score
231
Writing Process - Publishing
The final step in the writing process where the writer ensures the neatness and understanding of the final product
232
Sensory Details
Sight, sound, touch, smell, and taste descriptions
The aroma of roasted chicken burst out of the oven and drifted temptingly towards my nostrils.
233
Domain Address
the official name of a website
www.si.edu is the domain address for the Smithsonian Institute
234
Graphic Organizer
a visual display of the relationships between facts and ideas
Graphic organizers, such as story maps, timelines, venn diagrams and K-W-L charts, help students organize information.
235
Metacognition
the ability to think about one’s own thought process
236
Transition Words
Phrases and words used to link sentences, paragraphs, and ideas together.
First, next, last, on the other hand
237
Reliable Source / Credible Source
Information presented in a professional way, with a formal tone, includes source documentation, and author and/or publisher information.
a textbook
238
Reader's Response Journal
a journal in which students record their initial responses to their reading
Students read a portion of the text and then recorded their thoughts in a Reader's Response Journal before discussing with classmates.
239
Dialogue Tag
followed or preceded by a comma or punctuation mark, with quotation marks around the quotation
As Mark exited the highway, he thought, "I hope this is the right way."
240
Writing Process - Prewriting
The first step in the writing process when the writer decides on a central idea/topic for writing and formulates a thesis or main idea statement
241
URL Extension
the notation at the end of a web address that categorizes the website type
.edu (extension for websites certified to be managed by an educational institution)
242
Argumentative Writing
writing meant to persuade the reader to agree with the conclusions of the author
243
Writing Process - Editing
Reviewing the draft for corrections in grammar, mechanics, and spelling
244
Writing Process - Drafting
The second step in the writing process where the writer brings together similar ideas and organizes them into paragraphs
245
Informative / Explanatory Writing
a writing style which demonstrates comprehension of a topic or process
In a science class, students write about a procedure that they performed and the results that they achieved.
246
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
247
Writing Process - Revising
Reviewing the draft and making necessary corrections for sentence usage, organization, coherence, and audience
248
Blog
A website where writers post entries and readers can make comments
249
Writing Conference
an individual meeting with students to discuss their drafts to help them revise their work before submitting a final product, and to help the teacher assess student understanding and modify instruction as needed
250
Peer-Reviewed Journal
a high quality source of information which uses experts to screen each article submitted to the publication
The New England Journal of Medicine
251
Writing Process
The steps a writer goes through to compose a finished, polished text.
Prewriting, drafting, revising, editing, publishing
252
Reading Comprehension
the ability to read a text and understand its meaning
Jessie read the book and was able to explain to me why the character lied in Chapter 3.
253
Descriptive Writing
Used to create detailed descriptions of people, places, and things. Descriptive writing is also develops the mood and atmosphere of the text.
254
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
The word "bicycles" is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.
255
Homophones
words that are pronounced the same as another word but have a different meaning and may be spelled differently
carat, carrot, caret: to, too, two
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Mentor Text
Books or other pieces of literature that are revisited throughout the school year for different purposes in literacy instruction
Due to its unique narrative and abundance of figurative language, Owl Moon by Jane Yolen is a popular mentor text to use in a language arts classroom.
257
Invented Spelling
Child's attempt to spell based on best judgement
258
Etymology
the study of the origin and history of words
259
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
260
Diagnostic Assessment / Pre-Assessment
Assessment administered before instruction to determine students' strengths and weaknesses
261
Progress Monitoring
periodic assessments to monitor student growth and evaluate the effectiveness of instruction
The teacher prepared a progress monitoring assessment to see how much each student had improved and learn if his new instructional approach was effective.
262
Phonemic Awareness / Sound Awareness
the ability to hear, identify, and re-create individual sounds in spoken words
A student can hear that /b/ makes first sound in the word "blue"
