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English #1
Beginning Reading to Grade 5
| Question | Answer |
|---|---|
| Book Knowledge | Includes an understanding of the following: title, author, illustrator, front cover/back cover/spine of book, handling books, and caring for books. |
| Alphabet Knowledge | The ability to discriminate letters from numbers; pointing to letters; naming letters; knowing the corresponding sound of each letter |
| Concepts of Print | This is a form of communication which conveys a message and follows rules (such as reading from left to right and top to bottom). Also understanding that letters grouped together form words and sentences. |
| Oral Language Skills and Vocabulary | Includes both receptive and expressive vocabulary skills (understanding and use of words); ability to express thoughts, feelings, ants and needs; size of vocabulary and sentence length. |
| Early Writing | Progresses through these stages: scribbling, linear drawing, letter-like forms, letter and early word symbol relationships, invented spelling and standard spelling. |
| Phonological (Phonemic) Awareness | This includes rhyming, alliteration (beginning sounds awareness), segmenting and blending. |
| Story Concepts and Comprehension | Ultimate goal of reading. To retain information, children must understand the following: stories are organized into beginning-middle-end; stories have settings, characters and main idea; through stories we make predictions a reconize solutions. |
| Big Books | Large books that emphasize predictability, repetition, and rhyme used in whole class activities |
| Cognitive Development | Acquisition of knowledge |
| Creative Drama | Acting out non-scripted stories with spontaneity |
| Developmentally Appropriate Practice | Teaching framework or approach in which the teacher considers the child's competencies and abilities and adjusts instruction accordingly |
| Direct Experience | Active participation in an event |
| Direct Instruction | Teacher controlled learning environment through structured lessons, goal setting, choice or activities, and feedback |
| Dramatic Play | Emulating real experiences, such as playing the mother or father in a housekeeping center or on a shopping trip |
| Drite | Combination of writing and drawing |
| Emergent Literacy | Developing awareness of the inter-relatedness of oral and written lanaguage |
| Environmental Print | Words that children frequently encounter (men, women, exit, stop, etc.) |
| Experience Charts | Written accounts about common experiences, dictated by the student(s) and recorded by the teacher |
| Guided Reading Procedures | Methods designed to help readers improve their organizational skills, comprehension, and realization |
| Invented Spelling | Unconventional spellings developed by children attempting to associate sounds with letters |
| Predictable Books | Books that use repetition, rhythmic language patterns, and familiar concepts |
| Preoperational Stage | Piaget's 2nd stage of cognitive development (ages 2 to 7) |
| Regressions | Eye movements back to a previously read word or phrase for the purpose of rereading |
| Scaffolding | Offering support through modeling or feedback, and then gradually withdrawing support as student gains competence |
| Shared-Book Experience | Reading and rereading books in a group activity for understanding and enjoyment |
| Sight Words | Words that are recognized immediately without having to analyze their meaning |
| Vicarious Experences | Indirect experiences such as those read in a book or seen on television |
| Writing Workshop | Framework for teaching writing that includes a mini-lesson designed to improve writing skills, a writing and conference time when students are authentically engaged in composing while the teacher meets individually with each student |
| Zone of Proximal Development | Span between a child's actual skill level and potential level when assistance is given |
| Frequent Review | Studying new material that you've heard on the same day |
| Humor or Exaggeration | Helps lengthen retention or memory (If I park in the 3rd row at Wal-Mart, I say, "Let it be" all the way to the door.) |
| Rehearse Aloud | Verbally rehearse the information with someone or a video camera |
| Physical Learning | Throw a ball, type, or rewriting notes to learn |
| Color Coding | Organizes information for easy storage and retrieval |
| Behaviorism | Teacher centered theories |
| Constructivism, sociolinguistics, information processing | Child centered theories |
| Accommodation | More difficult construction process |
| Self-Efficiacy | Confidence that a goal will be attained |
| Metacognition | Thinking about your own thinking |
| Four Cueing Systems | Phonological, Syntactic, Semantic, Pragmatic |
| Graphemes | Letters or letter combinations |
| Balanced Elementary Literacy Program | Reading, Literature, Spelling, Writing, Oral Language, Vocabulary, and Comprehension |
| Basal Readers | Reading textbooks with accompanying workbooks and reading selections |
| BICS | Basic Interpersonal Communicative Skills |
| CALP | Cognitive Academic Language Proficiency |
| Letter Knowledge | Letter's name, how to write, direction, use, sound, consonant or vowel |
| LEA | Language experience approach |
| Stages of Children's Literacy | Emergent, beginning, fluent |
| Preschool | Emergent Literacy |
| Grade 1 | Beginning Literacy |
| Fluent Literacy | Can read more than one paragraph; generally occurs the middle of first grade |
| Assessment | Formative testing to gain feedback |
| Evaluation | Summative asessment is assigning a grade based on testing |
| Independent Reading | Reading on one's own |
| Instructional Reading | Reading with support |
| Frustration | Reading without success |
| Adjective | Modifies a noun |
| Noun | Person, place, thing, or idea |
| Adverb | Modifies a verb, another adverb, or an adjective |
| Verb | Action or Linking Verb |
| Linking Verbs | am, is, are, was, were, has been, had been, have been, will have been, shall have been, will be, shall be, and other verbs like appear and become |
| Pronoun | Replaces a noun |
| First Person Pronouns | I, me, and my |
| Second Person Pronouns | You and your |
| Third Person Pronouns | He, she, it, they |
| Conjunctions | FANBOYS (for, and, nor, but, or, yet, so) |
| Preposition | In, out, around, through, over, under, etc. |
| Interjection | Words that show expression. Yes! You passed the MEGA! |
| Antonym | Opposite meaning of a word |
| Synonym | Similar meaning of a word |
| Homonym | Same spelling of word but different meaning; I planted a spruce tree. I need to spruce up my sewing room. |
| Homophones | Words that sound the same but are spelled differently: to, too, two |
| Homographs or Heteronyms | Words that are spelled the same, but are pronounced differently and have different meanings: Bow before the audience. Wear a bow in your hair. |
| Syntax | Set of rules in a language. It dictates how words from different parts of speech are put together in order to convey a complete thought. |
| Consonant Digraphs | Two consonants stand together to make a common sound. The most common consonant digraphs are sh, ch, th, and wh. These "h brothers" are generally taught before ph. |
| Consonant Blends | Two or more consonants are blended together, but each sound may be heard in the blend. |
| Dipthongs | When vowels come together, they may either be two distinct syllables, or may merge into one syllable. When they merge, they form what are known as diphthongs. If they stay separate they are simply two monophthongs. |
| Autonomy | Individual’s capacity for self-determination or self-governance |
| Four stages of learning anything | Unconscious incompetence, conscious incompetence, conscious competence, unconscious competence |
| Five stages of reading | Word Attack Skills, comprehension, evaluation, application and retention, and fluency |
| Reading material is generally categorized into ______ and ________. | Fiction and nonfiction |
| Fiction | Comedy, drama, history, romance, religious, fantasy, humor, mystery, and science fiction |
| Nonfiction | Biography and autobiography, narrative, and speech |
| Open Syllables | Occurs when a vowel is at the end of the syllable, resulting in the long vowel sound, e.g. pa/per, e/ven, o/pen, go & we. |
| Closed Syllables | Occurs when a syllable ends with a consonant, resulting in a short vowel sound, e.g., cat, sit, got & wet. |
| Dolch Sight Words | 220 of the most common words and 95 additional nouns in children's reading books, in alphabetical order; some of the words can't be sounded out. |
| Inference | Assumption or conclusion that is rationally and logically made, based on the given facts or circumstances. |
| Fry Sight Word List | 1000 widely accepted words that are the most used words in reading and writing. The list is divided into ten levels and then divided into groups of twenty-five words, based on frequency of use and difficulty. |
| Alliteration | A stylistic device in which a number of words, having the same first consonant sound, occur close together in a series. |
| Bed, Bath, & Beyond | Alliteration |
| Anagram | Formed by using exactly the same letters of the original word but with a different arrangement. debit card = bad credit |
| Palindromes | Words that read the same backward and forwards: Never odd or even |
| Spoonerisms | Words or phrases in which letters or syllables get swapped: Blow your nose; Knows your blow |
| Oxymoron | Two words that contradict themselves: jumbo shrimp, pretty ugly, definitely maybe |
| Panagram | Sentence that uses every letter of the alphabet: The quick brown fox jumps over a lazy dog. |
| Mnemonics | Phrases that help us remember information: HOMES is a memory device that helps us remember the Great Lakes (Huron, Ontario, Michigan, Erie, and Superior) |
| Tom Swifties | Puns: "I need a pencil sharpener," said Tom bluntly. |
| Malapropisms | A word is misused in a sentence: My sister has extra-century perception. |
| Etymology | The country or region of the world from which the word originated |
| Rebus | Picture puzzle |
Created by:
marybahner
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