core la
fluency
(n.) spoken or written with ease, particularly as related to a language; (adj.) easy and graceful; flowing
Gist
(n.) the essential part, main point, or essence extracting and inferring info
Literary Elements/Stereotype
A character who possesses expected traits of a group rather than being an individual
writing to learn/fact/value lists
2 lists side by side; left is know facts, right side is what they think is facts
Evaluating and Responding to Text
Making assumptions and assertions about the content and merit of text that is supported and expressed
Genre
A category or type of literature (or of art, music, etc.) characterized by a particular form, style, or content. Type of text. Fiction and nonfiction
Causation
A cause and effect relationship in which one variable controls the changes in another variable. Is an expository text struction
LE/Sarcasm
A caustic and heavy use of apparent praise for actual dispraise
LE/First person
A character is telling the story
basal reader
A collection of stories that matches the instructional level of children, usually see as the reading textbook in schools.
Multimedia Portfolio
A collection of student work that may include computer presentation, pictures, audio and videotapes, artwork , pictures, etc.
Journals/Class
A common log in which to record observations bout a class pet, activity, field trip, etc.
Literary Elements/Simile
A comparison between two essentially different items expressly indicated by a term such as "like" or "as."
Literary Elements/Metaphor
A comparison in which one kinds of thing, quality, or action is applied to another without express indication of a relationship between them
shared writing
A cooperative effort between students and the teacher to compose a written piece by providing thoughts, ideas, and content
Literary elements/Personification
A figure of speech in which "the characteristics of a human being are attributed to an nimal, a thing, or an idea
LE/Irony
A figure of speech in which the literal meaning of the words is the opposite of their intended mening
Description
A form of discourse, the purpose of which is to picture a scene or setting. Though often used apart for its own sake, it more frequently is subordinated to one of the other types of writing; especially to narration, with which it most frequently goes hand in hand.
story map
A graphic organizer that maps out the events of a story.
reading log
A journal where a person can record his/her reading activity. including reflection
Integrated/Interdisciplinary Curriculum
A knowledge view and curriculum approach that consciously applies methodology and laguage from ore than one discipline to examine central theme, issue, problem, topic, or experience
Epic
A long narrative poem, written in heightened language, which recounts the deeds of a heroic character who embodies the values of a particular society homer's Iliad
Exposition
A narrative device, often used at the beginning of a work that provides necessary background information about the characters and their circumstances.nature of an object, idea or theme.
LE/Symbol
A person, object, situation, or action which operates on two levels, the literal and the symbolic
Journals/Poetry
A place to copy favoriate poems, write original poems, or keep track of images to us then writing poetry
Journals/Writer's Notebook
A place to record favoriate phrases and words discovered in reading and or everyday life. Useful as a reference notebook when writing original pieces in writing workshop
Journals/Learning log
A place to record what and how the student has understood about a concept or unit of study. May also include description of the learning process. May be used in any subect
topic sentence
A sentence that expresses the main idea of the paragraph in which it occurs.
Literary Elements/Suspense
A state of tension, a sense of uncertainty, an emotional pull which keeps the reader reading
Bloom's Taxonomy
A system for classifying knowledge learning outcomes in terms of the complexity of mental activity required. Benjamin Bloom. direct student thinking to appropriate levels
Profundity scale
A theoretical construct to guide students' thinking. The scale was devised to aid readers in determining and evaluating the profundity of authors' themes. The scale consists of five levels or planes: physical, mental, moral, psychological, and d philosophical.
thematic units
A unit of study that has lessons focused on a specific theme, sometimes covering all core subject areas. It is often used as an alternative approach to teaching history or social studies chronologically.
Literary Elements/Motif
A usually recurring salient thematic thread (as in the arts) that connects elements in episodic plots
Context Clues
A vocabulary strategy in which the reader looks at the words around an unfamiliar word to find clues to its meaning. word order and the combination of the words
Literary Elements/Cliffhanger
Abrupt ending at an exciting and often dangerous time in the plot
story mapping
Making graphic representations of stories that show clearly the specific relationships of story elements.
reading strategies
Activating prior knowledge; predicting or asking questions; visualizing; drawing influences; determining important ideas; synthesizing information; repairing understanding; confirming; using parts of a book; reflecting
prereading strategies
Activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.
APA
American Psychological Association's standards for documentation and format of written texts
Literary Elements/Imagery
An appeal to the senses touch, taste, sight, sound, smell. It paints a picture in the mind
Literary Elements/Flashback
An event that took place in the past, before the current time of the story
Archetypal Human Experience
An experience that fits "the original pattern or model of which all things of the same type are representations or copies." A human experience shared by all regardless of gender, culture, ethnicity, class, etc., e.g., quest for happiness, birth, and death.
inquiry teaching
An investigative process of learning in which students are asked to pose questions, analyze data, and develop conclusions or generalizations.
Author's Purpose, Craft, Perspective
An understanding of author's intention, style and presentation, and impact on audience
Evaluation of Writing and response to writing
Assumptions and assertions bout the content nd merit of written text (by self and peers) that is supported and expressed
Perspectives
Author's, character's, reader's points of view
Teching and learning/substantive conversation standards
engaged in extended conversational exchanges
Literary Elements/Episodic
Book is made up of a series of chapters or stories, each of which has its own plot, builds to an end, and has its own climx
predictable books
Books that use repetitive lines and familiar patterns that make it possible for listeners or readers to know or guess what is coming next such as "Brown bear brown bear"
textless books
Books with sequences of pictures but no print that children "read" by explaining what is happening; helps children practice vocabulary and exercise growing appreciation for narrative
Literary Elements/Integral Setting
Essential to the plot; influences action, character or theme
Literary Elements/Dynamic character
One who experiences a basic change in character through the events of the story. This change is internal and my be sudden, but the events of the past should make it seem inevitable
Literary Elements/Character
Character can be revealed through the character's actions, speech, and appearance. It also can be revealed by the comments of other characters and of the author.
Literary Elements/Character foil
Character whose traits are in direct contrast to those of the principal character
trade books
Children's literature sources that teachers sometimes use in instructional settings instead of textbooks. commercial books
BT/Evaluation
Comparison and discrimination between and mong; assessing value of theories, presentations, making choices based on reasoned argument; verifying value of evidence; recognizing subjectivity. Assess, decide, rnk, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Characteristics of Texts
Components of texts that make them similar to other texts in a particular genre, for example, title page, table of contents, glossary, boldface headings, and index for informational texts
Literary Elements/Round character
One who is fully-developed, with many traits-bad and good-shown in the story
dialogic reading
During story reading, the teacher/parent asks questions, adds information, and prompts student to increase sophistication of responses by expanding on his/her utterances.
writing to learn activities/clustering
right-brained outlining; free associate to a word in a circle on page
I Search
selection of research topic of personal interest; information obtained through interviews
Modeling
Demonstrating application of a skill to develop a sense of language and comprehension skills. Children need to compare their reading and writing with model they have heard of seen. The teacher might serve as n example in oral and silent reading, writing, or any other activity. For example, in modeled writing, the teacher writes in front of the students as she talks loud bout the process.
cognitive process
Emphasizes ways to enhance student's intrinsic nature and make sense of the world around them. Ex. Critical thinking, creative thinking, questioning, inductive and deductive reasoning, problem solving, planning, memory, recall.
Literary Elements/Chronological
Events are told in the order they happen
Common Heritage
Events, objects, and practices of significance to all people in a particular culture as a result of their common history.
LE/Hyperbole
Exaggeration
Propaganda
False or misleading information that is spread to further a cause
Culminating Performance
Final product/outcome, usually referring to an end-of-semester, end-of-course, or end-of-high-school assessment task.
thesis
Focus statement of an essay; premise statement upon which the point of view or discussion in the essay is based. major argument to be proved
Graphic Organizer
a tool that helps to organize ideas and can be used to visually illustrate ideas web, story map, digram
sustained silent reding (ssr)
a type of silent reading
Conventions
In writing, this is the trait to measure standard writing and the editing processes of spelling, punctuation, grammar, capitalization, and paraphrasing.
Literary Elements/Rising Action Complications
Incidents which either help or hinder the protgonist in finding a solution
Literal/Explicit
MEAP multiple choce questions which focus on ideas directly stated in the text, but not necessarily word for word.Information to respond to these questions will not usually be found in one sentence, but in two to four sentences of contiguous text
Inferential/Implicit Questions
MEAP multiple choice questions which are bsed on the theme, key concepts, and major ideas of the reading passage. These uestions often require students to interpret information from across parts of a text and to connect knowledge from the text with their own general background knowledge
Critical Analysis/Evaluative Questions
MEP multiple choice questions which are inferential in nature and focus on important ideas in the selection. Students are required to stand part from the text and analyze and evaluate the quality, effectiveness, relevance, and consistency of the message, rhetorical features, motivation of the author/character, and the author's purpose and credibility
Literary Elements/Implicit theme
Is not directly stated, but is one which the reader can infer
Literary Elements/Backdrop Setting
Is relatively unimportant to the plot
Literary Elements/Explicit theme
Is stated openly and in universal terms
Literary Elements/Primary theme
Is the most important theme in the story
structure analysis
It consists of the identification of morphemes, the smallest units of meaning in a word.
graphophomemic knowledge
It refers to knowledge about specific relationships between graphemes and phonemes; that is, between letters and sounds
reading comprehension
It refers to the reconstruction of the meaning of a written text.
imaginative process
It refers to the use of creative drawing, painting, collage, photography, and other art forms to help explore the possibility of understanding the world through its images and symbols.
LE/Figurative Language
Language enriched by word images and figures of speech
Dolch Word List
List of basic sight words most frequently used in the English language.
MLA
Modern Language Association; Guidelines for documenting and citing sources during a research project.
Etymology
ORIGIN AND HISTORY OF A WORD
On-demand assessment
On the spot evaluations such as draft writing or extemporaneous oral presentations
Literary elements/Flat character
One ho is not fully developed; we know only one side of the character
Literary Elements/Static character
One who does not experience a basic character change during the course of the story
Morphology
The study of how words are structured and how they are put together from smaller parts (morphemes). A morpheme is the smallest linguistic unit that has a meaning or grammatical function. (stem, prefix, suffix)
LE/Omnicient
Reader is told everything about the story, including the thoughts and feelings of all the characters, and even information in the author's mind which no character knows.
LE/Dramatic or objective
Reader is told only wht happens and what is said; reader does not know ny thoughts or feelings of the characters
LE/Limited omniscient
Reader is told the thoughts and feelings of only one character
text elements
Parts of a text that provide information, in addition to words, to guide a reader in understanding a text (for example, headings, captions, print styles) Settings, characters, problems, solutions, themes.
Critical Standards
Personal, shared, and academic criteria for judging the quality of oral, written, and visual texts. It is the label for Content Standard 12.
Background/Prior Knowledge
Reader's prior knoledge bout a topic. Readers create meaning when prior knowledge is integrated with new knowledge. When students can draw upon their experiences and background knowledge, their understanding is enhanced, and reading comprehension is greatly improved.three forms: text-to-self connections, text-to-text connections, and text-to-world connections
Literary Elements/Open ending
Readers must draw their own conclusions; they do not know what ill happen
Literary Elements/Interpersonal Conflict
Pits the protagonist against someone else
Literary Elements/Foreshadowing
Planting of hints about what will happen later in the story
Literary Elements/Rising and falling action
Plot has definite conflict, tension and suspense which rises to a climx; climax is followed by the denouement in which the outcome is resolved
Literal Elements/Rising Action
Plot has definite conflict, tension, and suspence which rises to a climax, plot ends at that point without fully resolving the outcome
Literary Elements/Gradual development
Plot has incidents and conflict, but tension and suspense are minimal, and plot does not rise to a definite climax
Literary Elements/Person Against Society
Protagonist is in conflict with the values of his or her society
Literary Elements/Person Against Nature
Protagonist is threatened by an element of nature
Literary Elements/Person Against Fate
Protagonist must contend against a fact or life or death over which people have little control
Journals/Dialogue
Provides a place for written conversation between students or between student and teacher. Entries are usually brief, personal and informal; may center on a specific subject or concept, or may be purely conversational
prosody
REFERS TO PITCH, LOUDNESS, TEMPO, AND RHTHYM OF LANGUAGE. melody of language
pragmatics
RULES FOR EFFECTIVE COMMUNICATION IN DIFFERENT CONTEXTS.
Gradual Release of Responsibility
Related to scaffolding where the teacher supports the students learning. CCSS stresses the importance of allowing the students to give it a try on their own. Also known as I do we do you do
alliteration
Repetition of consonant sounds
LE/Consonance
Repetition of consonants sounds anywhere in the words: "The sight of the apple and the maple trees pleased the people."
LE/Alliteration
Repetition of initial consonants: "the soft surge of the sea."
LE/Assonance
Repetition of vowel sounds in a phrase: The owl swept out of the woods and circled the house."
BT/Analysis
Seeing patterns; organization of parts; recognition of hidden meanings; identification of components. Anlyze, separate, order, explain, connect, classify, arrnge, divide, compare, select, infer
Journals/Personal
Similar to a diary; may contain personal thoughts, also stories or partial stories
Jargon
Special words or expressions that are used by a particular profession or group and are difficult for others to understand
Literary Elements/Conflict
Struggle between the protagonist and an opposing force
Readers' Theater
Teaching strategy used to motivate students to engage in repeated reading to develop fluency. The story is delivered through the expressive voice while reading props costumes or actions are discouraged because they detract from the learning objective of reading fluently with expression
Journals/Reflection
Students reflect on what they've learned and what they're still wondering about
Literary Elements/Plot
The sequence of events which involves the characters in conflict
Guided Reading
TEACHER EXPLAINS THE PURPOSE FOR READING A PARTICULAR TEXT AS WELL AS STRUCTURE FOR HOW TO RESPOND TO WHAT IS READ. STUDENTS ARE ALSO ENCOURAGED TO ENGAGE IN INDEPENDENT READING. , A teacher provides support for small, flexible groups of beginning readers. As students read a text or book that is unfamiliar to them, the teacher works with them to teach them how to use a variety of reading strategies. Which of the following reading approaches is described?
Expository Text
TEXT THAT PROVIDES FACTUAL INFO AND EXPLANATION. examples: compare/contrast, cause/effect, enumeration, classification, chronology, problem solving
socratic seminar
Teacher-led discussion strategy in which the teacher engages students in dialogues by responding to questions with questions, instead of just providing answers. Although it engages higher-order thinking, it can be a time consuming technique.
TPRI
Texas Primary Reading Inventory; allows a teacher to quickly gather information about the development of the student's reading concepts;engages the student with inviting tasks and entertaining stories, while giving the teacher an opportunity to gather more data to help match reading instruction with specific student needs
Contemporary Texts/Literature
Texts that are clearly not classical but are more significant in literary history than those termed currently popular
Classical Texts/Literature
Texts that have remained important since considerably earlier time because of their literary merit
Phonemic awareness
The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. (auditory discrimention)
alphabetic recognition
The ability to recognize the printed letters of the alphabet based on each letter's unique shape.
blending
The ability to take separate sounds and blend them into a single word or syllable.
auditory discrimination
The ability to tell the difference between one sound and another sound. Is very important in the development of phonemic awareness.
vocab/word study
The act of deliberately investigating words (e.g., vocabulary-building exercises, word-identification practice, and spelling). idioms, prefixes, antonyms, synonyms
semantics
The analysis of the meaning of language, especially of individual words.
Language Pattern
The arrangement of identifiable repeated/corresponding elements in a text. Includes patterns of repetition or similarity. pitch indicates meaning in Chinese
LE/Third person
The author is telling about the characters
LE/Second person
The author speaks directly to the reader
LE/Tone
The author's attitude toward what he or she writes; the attitude that the reader gets from the author's words
Literary Elements/Protagonist
The central character (person, animal, or personified object) in the plot's conflict.
Idea and Theme Connections
The comparison, contrasting, and connection of content, characters, ideas, and themes across text
Invented Spelling
The spelling that novices create before learning conventional writing systems. It is sometimes referred to as temporary, developmental or transitional spelling. is decodable
Literary Elements/Time Lapse
The story skips a period of time that seems unusual compared to the rest of the plot
phonology
The study of how sounds are organized and used in a language. Phonology systems may differ from language to language. phonetics, morphology, syntax, prgmtics
writing to learn/collaborative writing
work with peers to draft writing together
Literary Elements/Antagonist
The force in conflict with the protagonist. It may be society, nature, or fate, as well as another person. It can also be the protagonist's own self, if he or she has an internal conflict
balanced approach to reading
The instructional usage of different strategies to teach reading, such as phonemic awareness, basal readers, and language experience.
cognition
The mental activities associated with thinking, knowing, remembering, and communicating.
LE/Point of View
The outlook from which the events in a story are relayed; refers to who is telling us the story
Literary Elements/Falling Action
The part after the climax. It gives any necessary explanation and ends with resolution
Literary Elements/Climax
The peak or turning point of the action
Literary Elements/Setting
The place and the time period in which the story takes place
Literary Elements/Internal conflict
The protagonist struggles within himself or herself
Narrative Text
The purpose of narrative text is to entertain, to tell a story, or to provide an aesthetic literary experience. Narrative text is based on life experiences and is person-oriented using dialogue and familiar language.
LE/Rhythm
The recurring flow of strong and wek beats in a phrase: "Chicka, chicka, boom, boom! Will there be enough room?"
LE/Meter
The regular rhythmic pattern of stressed and unstressed syllables found in a line of poetry. The less regular rhythm sometimes found in prose is often called cadence.
LE/Rhyme
The repetition of a stressed sound, usually the final syllable: "His aim was to blame the dame"
syntax
The rules for combining words into grammatically sensible sentences in a given language.
Literary Elements/Theme
The underlying meaning of the story, a universal truth, a significant statement the story is making about society, human nature, or the human condition
LE/Satire
The use of ridicule or scorn, often in a humorous or witty way, to expose vices and follies
LE/Onomatopoeia
The use of words that sound like their meaning: a skirt "swishes" a bat "cracks" a hasty eater "gulps" his food
Age-appropriate
Things suitable for the age and individual needs of a child Material on Vygotsky's Zone of Proximal Development
Literary Elements/Parallel plot
Two plots which have similar incidents are described simultaneously or one after the other; plots may (usually do) intersect at some point.
comprehension
Understanding and knowledge something, whether it is a concept, content information, behavior, etc. It is often used in relation to reading (reading comprehension) to indicate that a reader remembers and understands what was read. But, it is not limited exclusively to reading.
BT/Comprehension
Understanding information; grasping meaning; translating knowedge into new context, interpreting facts, compare/contrast, ordering, grouping, inferring causes, predicting consequences. Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
BT/Application
Use of information; using methods, concepts, theories in new situations; solving problems using required skills or knowledge. Question Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
BT /Synthesis
Use of old ideas to create new ones; generalization from given facts; relating knowledge from several areas predicting, drawing conclusions. Combine, integrate, modify, rearrnge, substitute, plan, create, design, invent, whet if?, compose, formulate, prepare, generalize, rewrite
Literary Elements/Closed Ending
Various parts of the plot are tied together the reader feels a sense of completion
sight words
WORDS RECOGNIZED INSTANTLY, WITHOUT ANALYSIS OF THE WORD'S COMPNENTS.
Loaded Words
Words that are emotionally charged--either positively or negatively. Words that have strong emotions behind them strong words (+ or -) specifically used to sway reader
writing-to-learn activities/class minutes
a student is elected as the minute-taker to produce "minutes" that are posted
Journals
a daily, or periodic, account of events and the writer's thoughts and feelings about those events serve as a source of ideas for writing projects in writers' workshop
Reading-like behavior
a developmental like behavior seen in children who are not yet reading; imitating turning pages, etc.
Enumeration
a list of words, phrases or clauses, sometimes numbered or bulleted expository text structure
shared reading
a modeling strategy in which the teacher reads a story and the children join in.
Literary Elements/Pun
a play on words that are identical or similar in sound but have sharply diverse meanings or the use of a single word or phrase with two incongruous meanings, both relevant
Narration
a recital of events, especially in chronological order, as the story narrated in a poem or the exposition in a drama.
evaluative comprehension
ablility to use critical thinking skills, logical analysis, and aesthetic considerations to evaluate a text.
Directed Reading/Thinking Activity (DRTA)
activity used to guide students to activate prior knowledge, make informative guesses as to what the text might contain, and determine purpose for reading (Michign Reading association Reading Bookmarks
rubric
also known as a scoring guide. It is used as a set of guidelines for evaluating a student's work.
Literary Elements/Exposition
an explanation of the situation and the condition of the characters.
LE/Allusion
an indirect reference to something outside the current literary work; to something in literature, history, modern culture, or another area
Print concepts
basic features of written language such as identifying the front and back of a book, directionality, and spoken and written language matching.
writing to learn/KWL write
before beginning new write, students write what they alredy know, what they want to know and at the end of lesson wht they learned
inferential comprehension
being able to draw conclusion by reading "between the lines"
emergent literacy
children's active efforts to construct literacy knowledge through informal experiences
Teaching & Learning/Connections to the world beyond the classroom standards stndards
connect to public problems or personal experiences
word walls
consists of words posted on classroom walls as a means of immersing students in language, students add new words as they come in contact with them.
Cueing Systems
cues used by the reader to draw on or gain meaning from text. They include: structural analysis- word identification skill that focuses on word parts- prefixes, root words, suffixes, inflectional endings (e.g., -s, -es, -ed, -ing, -er, and -est), and derivational endings (e.g., -y, -ly, -ial, -ic). semantic- using background knowledege/ experience with word meanings. Syntactic- using word order and knowlege of language patterns. Graphophonic- using knowldege of letters and sounds.
Journals/Dual Entry
every page is divided in half down the center. On the left, the student writes his/her reactions and perceptions about a particular topic of study, life expernece, literary piece. Later, on the right side, the student reflects on his/her rections and perceptions (useful as a reference notebook when writing original pieces in writing workshop)
writing to learn/Dialectics
divide a page in half; left side used for notetaking during reding/lecture; right side is used for reactions and questions
segmentation
divisions of words into sounds
writing to learn/Dialogues
dramatic dialogues between oppossing characters, historical figures, points of view
Mini-lesson
explicit instruction about literacy procedures, concepts, strategies, and skills that are taught to individual students, small groups, or the whole class, depending on students' needs.
Writing to learn/Upgrades
formal writing assignments derived from startups
spelling demons
frequently misspelled words
prediction
guessing what will happen next in a story based on the clues given to use by the author
LEA language experience approach
guide children to dictate words/sentences while I write them on the board; I read words while pointing to them; ask students to copy sentences; next day, review sentences written and use them for additional lang dev
manipulatives (chips dice play money)
helps to move kids from concrete to abstract
text structure
how a text is organized such as chronological (time) order, cause and effect, or problem/solution
personal connections
ideas connected to personal experiences, text and the world
Literary Elements/Style
is the laguage used in a text, the wy the words are put together to create the story and to make the story aesthetically pleasing
writing process and strategies
knowledge and application of the writer's process (prewriting, drafting, revising, editing, publishing) and strategies to support meaningful writing
prior knowledge
knowledge you have before you read a text, which is used to make inferences about the text; enhances comprehension
critical listening
listening with the goal of evaluating or analyzing what one hears
writing to learn/end of class reflections
lst 5 minutes aside to write what learned this day
portfolio
meaningful collection of student work; one of the best ways for students to engage in assessing their progress over time
non-print text
means visual media other than printed material (movies, photos, symbols)
Bloom's Taxonomy/Knowledge
observation and recall info; dates, events places ; list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where etc.
writing to learn/Observation Reports
observing data and writing report
whole language
one of the models for reading and language arts instruction; associated with holistic teaching, a child-centered classroom, and cooperative learning groups; children encouraged to decode words from their context
voice
part of the author's style A writer's unique use of language that allows a reader to perceive a human personality in his or her writing.
Hyper studio
presentation software that uses a card stack format
teaching and learning/deep knowledge standards
produce relatively complex understanding
Journals/End of the day
quiet way to end the day. Students can be asked to write about the best part of the day, the most fun, something important that happened, etc.
Choral Reading
reading aloud in unison with a whole class or group of students. Choral reading helps build students' fluency, self-confidence, and motivation. Teacher models fluency and expression; also develops sight word vocabulary
text
refers to any communication product: oral , written, visual
literal comprehension
refers to the understanding of information that is explicitly stated in a written passage. (main idea, sequence of events, knowlege of vocabulary)
reflection
serious and careful consideration of ones work or concentrated thought regarding ones work
drop everything and read (DEAR)
silent reading by all including teacher
reading recovery skills
skills enumerated in the reading recovery intervention program for 1st graders
writing to learn/DRTA/predicting writes
stop in middle of red and ask students to write "what do you think will happen next?'
Decoding
strategies used to assist in the pronuncition of unknown words
self-monitoring
strategy that readers use to self-check meaning and visual information as they read passage. Does this make sense?
writing to learn/interactive writing
students and teachers share the role of scribe (unless student knows how to write the whole word)
Writing to learn/Startup Write
students regular write the first 5 minutes of day on a given topic
writing to learn/Metacognitive analysis
students write about their thinking process
writing to learn/completions
students write quick completions to teacher starters
Teaching and learning/higher order thinking standards
synthezing, generalizing, explaining and arriving at conclusions
Popular Text
text that is currently well liked
writing to learn/instructions/directions
the "how to" form of writing
social context
the combination of people, activities, interactions, setting, and expectations that influence behavior conditions of human society
writing to learn/first thoughts
when starting a new read, students write for 2-3 minutes on what they think they know about the topic
Zone of Proximal Development ZPD
the range between the level at which a child can solve a problem working alone with difficulty, and the level at which a child can solve a problem with the assistance of adults or children with more skill
Phonics
the sounds that letters make and the letters that are used to represent sounds
grapheme
the written representation of a phoneme. Can be a single letter or more than one letter. ex: mat or M,A,T
universal themes
themes found throughout literature of all time periods; in classic and contemporary lit
Metacognition
thinking about thinking reflecting on process of learning; application of strategies
Purposes for writing
to inform/explain (expository); to influence (persuasive); to entertain or express (creative)
skim
to visually view a given passage to gather main idea of text
top down/bottom up model
top - predicts meaning of word and then figures out mening/ bottom - identifies word first then meaning
rhyming
two line of the same length that rhyme and complete one thought (ex: "fair is foul, and foul is fair;/ Hover through the fog and filthy air")
Journals/Taped Oral Journal
uses a device to record thoughts and perceptions, rather than writing them. (can be helpful to those who have hard time writing. help them gain confidence)
retelling
valuable assessment for teachers The process of summarizing or describing a story that the student has read. Its purpose is to assess the student's comprehension of what has been read.
scan
visually search for specific term or definition
Mnemonic Device
ways of remembering info by using creative memory techniques Memory aids (PEMDAS, etc..)
Argumentation
writing that attempts to prove the validity of a point of view or an idea by presenting reasoned arguments; persuasive writing is a form of argumentation
writing to learn/List storming
written version of brain storming
