5002 - Reading and Language Arts

Verb Voices

*Active Voice* - Expresses a dynamic action. (ie: "They played tennis.") . *Passive Voice* - Used to indicate that subject is acted upon. (ie: Tennis was played at the club."); rarely used and most frequently seen in math/science where subject has limited agency in the matter at hand (ie: The math problem is easily solved.)

What Poor Readers Do (Before-1, During-7, After-1)

*Before reading:* • do not prepare for reading by perusing titles, charts, pictures, or setting goals *During reading:* • don't understand that letters represent sounds in words • difficulty decoding and reading text accurately • read very slowly • little comprehension of what they read when they struggle with most words • unfamiliar with vocabulary • lack or unable to use background knowledge of what they read • often unaware of different way texts are organized *After reading:* • don't usually reflect on/ review what they read

What Good Readers Do (Before-1, During-10, After-2)

*Before reading:* • set goals for reading by looking at organization of text *During Reading:* • read words quickly and correctly • understand/use context clues to determine meanings of new words • use background knowledge to help with new/confusing terms • may not read every word but rather focus on parts of text that are closely related to their reading goal(s) • reread passage/chapter if it is new or confusing before progressing • infer information based on background knowledge • create mental images of character, setting, or event • monitor own understanding of what they read • make predictions on what will happen next • begin making summary of text as they read it *After reading:* • review what they read (in mind/ on paper) • summarize/paraphrase key points

(3+ 4 Ex) Exit Slips

- An informal type of assessment that requires students to write a response to a teacher prompt or question on a card or slip of paper at the end of class. - Would need to be very simple (possibly even a picture) for students in kindergarten and the beginning of first grade. - Can be used by the teacher as a guide for planning instruction and/or reteaching. Examples: - What is one thing that you learned today? - What is some new information that you still need to study? - What area do you think we need to discuss more thoroughly? - What have you been thinking as we read through the chapter - just a word or phrase?

(2) Running Record

- An on-going method to assess students' reading through listening to them read while checking on their accuracy, error rate, and self-correction rate. - Helpful to teachers in determining the progress of individual students over a period of time; can guide the teacher in determining future instruction and appropriate reading materials.

(8) Reasons To Write

- Express themselves - Describe experiences, people, objects - Summarize important information - Reflect upon ideas - Persuade others of something - Solve problems - Appreciate/ thank/ invite - Entertain (poems, short stories)

(1+ 3 Ex) Formative Assessment

- Screenings, tests, and questions that are considered part of the instructional process since they are given throughout the learning of new instructional objectives. Examples: - asking questions and/or having students develop questions - observations in the form of close monitoring and feedback while students are working - self and peer assessment

(2) Summative Assessment

- Tests that are given at certain points in time in order to determine what students know and don't know. - Typically standardized ones and include State assessments, district benchmarks, semester or six weeks tests, and end of unit or chapter tests.

(2) Period

- The most common terminal punctuation mark - Used to end declarative and imperative sentences.

Concepts of Print

- The understanding of how print works in books. - Knowing the front and back covers of books. - Knowing how a book opens. - Knowing that print is read from left to right and top to bottom. - Helps to point to words as they're being read.

(4) Frequent Experiences with Print

- Through reading and writing - Help develop understanding of conventions, purpose, and functions of print - Realize that printed words convey a message - Understand physical structures of language

Audience

1 - (Speaking) style of presentation matches the needs of the viewers/listeners. 2 - (Writing) people reading the material; example - people reading humor blog will prefer informal style, but people reading article will want well-organized structure and paragraphs that expand on key issues)

(2) Shared Reading

1 - A modeling strategy in which the teacher reads a story and the children join in. 2 - Teacher explicitly models the strategies and skills of proficient readers'

(2) Rubric

1 - A scoring guide based on several criteria rather than a single numerical score. 2 - Criteria: Focus, Organization, Development, Conventions, Voice

(4) WIDA L4 - Expanding

1 - Ability to use/understand variety of complex sentences in oral discourse 2 - Student can read in the second language with demonstrated fluency, and with instructional support 3 - Student may still struggle with comprehending text that describes complex or abstract concepts. 4 - Uses some specialized and technical vocabulary

(5) SLA - Advanced Fluency

1 - Achieved cognitive language proficiency 2 - Demonstrate near-native ability; essentially fluent 3 - Use complex, multi-phrase and clause sentences to convey ideas 4 - Accents are still detectable 5 - Occasional misuse of idiomatic expressions

Correlative Conjunction

1 - Always come in pairs and connect words of equal importance. 2 - When using, be sure that structure of the word, phrase, or clause that follows the first part of the conjunction mirrors the structure of the word, phrase, or clause that follows the second part. Examples: Whether/Or; Either/Or; Neither/Nor; Both/And; Not Only/But Also; Correct: "I will neither *mow the grass* nor *pull the weeds* today." Incorrect: "I will neither *mow the grass* nor *undertake the pulling of the weeds* today."

(2) Social Interaction

1 - An important element of emergent literacy 2 - How students interact with and are supported by adults and peers

(2) Relative Pronouns

1 - Begin dependent clauses 2 - May appear in subject or object case, depending on the clause. person - (subject) who - (object) whom; (subject) whoever - (object) whomever thing - (subject) which, that - (object) which, that possessive - (subject) whose - (object) whose condition - when, where, why, how Examples: - Charlie, *who* made the clocks, works in the basement. - My father, *whom* I car for, is sick. - I live in Texas, *which* is a large state. - I don't know *whose* car that is.

Vowel-Consonant-e

1 - Contain long vowels spelled with a single letter, followed by a single consonant, and a silent e 2 - Usually found at the end of a word Examples: w-ake, wh-ale, wh-ile, y-oke, y-ore, r-ude, h-are; n-ame, m-ice, c-ake

(2) Editing

1 - Continues to make changes to a draft, however the changes made during this process are corrections in grammar, mechanics, and spelling. 2 - Sometimes done by writer, but can also be done by a peer

(3) Key Factors Influencing Emergent Reading Development:

1 - Frequent experiences with print 2 - Prior Knowledge 3 - Motivation

(3) Closed Syllables

1 - Has one short vowel 2 - Closed in on the right side by one or more consonants. 3 - Most common spelling unit in English and accounts for 505 out of all the total syllables in text Examples: "Cat" - Vowel 'a' is closed in by Consonant 't'. "Hot", "Help", "Dog"

(2) Abstract Nouns

1 - Have no physical existence. 2 - Refer to ideas, emotions and concepts you cannot see, touch, hear, smell, or taste. Examples: love, time, fear, freedom, intelligence, sadness

(2) Vowel team syllables

1 - May be two, three, or four letters; thus, the term vowel digraph is not used 2 - Two vowels next to each other that combine to form a new sound. Examples: "th-ie-f" "b-oi-l" "h-ay" "s-ui-t" "str-aw" "s-ou-th" "t-au-ght" "b-oa-t"

(3) Open Syllables

1 - Only one long vowel 2 - The vowel is the last letter of the syllable/word 3 - No consonant to close it Examples: "He", "Why", "Me", "I", "She", "He", "Be", "No" or "va" in "va/cant"; "a" in "a/gent"; "bru" in "bru/tal".

(7) Syllabication Patterns (Types of Syllables)

1 - Open 2 - Closed 3 - Vowel-Consonant-e 4 - Vowel team syllables 5 - Vowel-r syllables ("r-controlled") 6 - Consonant-le (C-le) 7 - R-controlled Syllable

(2) Direct Instruction

1 - Passing of information from the teacher to the student. 2 - The use of straightforward, explicit teaching techniques, usually to teach a specific skill.

(7) Pronoun Categories

1 - Personal 2 - Possessive 3 - Reflexive/Intensive 4 - Relative 5 - Interrogative 6 - Demonstrative 7 - Indefinite

Limiting Adjectives

1 - Point to a specific noun or limit a noun. They include articles, numeral adjectives, and proper adjectives. 2 - Answer the questions: "What kind?; Which one? How many? How much? Whose?" Examples: A, And, The

Impact of Fluency on Comprehension

1 - Rate: allows reader to focus on constructing meaning without being distracted by slow word pronunciations. 2 - Accuracy: Without it, student is unlikely to understand what author/text is communicating. 3 - Prosody: Without it, student will read in a stilted, monotone voice, which means student has no understanding of the words being read.

What are the four cornerstones of a Language Arts curriculum?

1 - Reading 2 - Writing 3 - Speaking 4 - Listening

(4) SLA - Early Production

1 - Receptive and Active Vocab: 1,000 words 2 - Produce single-word and 2-to-3 word phrases 3 - Can respond to questions/statements 4 - Engage in musical games/word plays that help them memorize language chunks for later use.

Concrete Nouns

1 - Refer to people or things that exist physically and that at least one of the senses can detect. 2 - You can touch, smell, see, or hear them. Examples: cat, desk, baby, bike, paper clip, bread, person

Pronouns

1 - Replace nouns in a sentence or paragraph, allowing writer to achieve smooth flow throughout text by avoiding unnecessary repetition 2 - List of them is finite in comparison to infinite amount of nouns

(3) Prepositions

1 - Set up relationships in time ("*after* the party") or space ("*under* the cushions") within a sentence. 2 - Will always function as part of a prepositional phrase. 3 - If word that usually acts as one is standing alone in sentence, the word is likely functioning as an adverb (Example: "She hit *underneath*.")

(4) Types of Text Structures

1 - Story narrative 2 - Exposition 3 - Compare-contrast 4 - Time sequence

(2) WIDA L2 - Emerging

1 - Student begins to speak a few words and simple phrases/sentences in oral discourse. 2 - Student can communicate basic information in a limited manner (with instructional support), but exhibits a number of predictable errors that often impede meaning. 3- Ability to use high frequency vocabulary

(3) WIDA L1 - Entering

1 - Student mainly responds nonverbally to instruction, but uses most common vocabulary. 2- Uses/understands single words and/or chunks in oral discourse, but rarely uses English to communicate 3- Uses/understands simple/memorized written English with visual support (constructs meaning primarily from illustrations, graphs, and charts).

(3) WIDA L5 - Bridging

1 - Student requires only minimal language support and can use/understand variety of linguistically complex sentences in oral discourse 2 - Student can function at the same level as peers with a first language of English. 3 - Ability to use specialized/technical vocab at grade level

(3) WIDA L3 - Developing

1 - Student understands a series of related sentences in oral discourse 2 - Student can communicate spontaneously in simple sentences, but errors at times impede meaning. 3 - Student's vocab and comprehension of language structure remain limited; uses some general and specialized vocab.

(3) Adverbs

1 - Take on a modifying or describing role 2 - Describe the verb, adjective, other adverbs, and entire sentences 3 - Typically answer the questions: Where?, When?, Why?, How?, How often?, To what extent?, Under what conditions? Examples: (Verb) He *quickly* ran to the house next door. (Adjective) Her *very* effective speech earned her a new job. (Adverb) Several puppies arrived *rather* happily after they had eaten dog treats. (Sentences) *Instead*, the owner kept his shop.

(4) Capitalization

1 - The first word of a sentence 2- Abbreviations 3- The proper names of a day and month, place (city, state, country, park), organization, person, and religious deities 4- Titles of books, newspapers, magazines

(5) SLA - Preproduction

1 - The silent period 2 - Receptive vocabulary: Close to 500 words 3 - Refrain from speaking, but will listen and may copy words down. 4 - Can respond to visual cues (pictures, gestures). 5 - Sometimes repeat what they hear (parroting)

(2) Reader Response

1 - Theory that readers are just as important as the authors 2 - School of literary criticism that ignores both the author and the text's contents, confining analysis to the reader's experience

(2) Proper Nouns

1 - Used to name a specific person, place, or thing. 2 - These begin with a capital letter. Examples: Julie, David, Los Angeles, Mars

(5) SLA - Speech Emergence

1 - Vocab: 3,000 words. 2 - Able to chunk simple words/phrases into sentences (may or may not be grammatically correct). 3 - Respond better to modeling of correct responses; do not give direct corrections. 4 - More likely to participate in conversations (gaining confidence in their language skills) 5 - Understand simple readings when reinforced with pictures; can complete some content work with support

(6) SLA - Intermediate Fluency

1 - Vocab: 6,000 words. 2 - Speak in more complex sentences 3 - Catch and correct many of their own errors 4 - Willing to ask questions for clarification 5 - Sound fluent, but still have large gaps in vocab, and in grammatical, and syntactical understanding of the language. 6 - Comfortable speaking in group conversation that avoids heavy academic language.

(5) Sight Word Vocabulary

1 - Words that do not follow the rules of spelling or the six syllable types. 2- These words have to be memorized and recognized automatically in order to read sentences with fluency, because decoding them is not possible. 3 - Taught in conjunction with phonics 4- Instruction begins with most common words 5- Dolch List or Fry's Numerical List Examples: "You", "The", "Two", "Does", "Said", "What", "There"

Adjectives

1 - modify or describe, but add to the meaning of nouns 2 - any word used to describe a noun or pronoun Examples: "*Five thoughtful* students came to work at the farm." "*Her* dog barks until midnight."

(2) Making Generalizations

1- "We read that this... and..... happened several times in the the reading. Therefore, that must mean that...." 2- This is a self-evaluation strategy, but it also can be used in content areas for expository text.

Story Elements

1- *Characters* (main, minor, protagonist, antagonist, dynamic, static) 2- *Setting* (where the story takes place) 3- *Plot* (exposition, rising action, problem/climax, falling action, resolution)

(2) Question Mark

1- A common terminal punctuation mark 2 - Used to end interrogative sentences

Analogy

1- A comparison of two things that are considered different from each other, but they do have some features in common. 2- Two kinds: Similes and Metaphors

(2) Venn Diagram

1- A graphic organizer with two or more overlapping circles used to illustrate/examine similarities and differences such as the characters in stories or when writing a compare/contrast essay such as in social studies. 2- Used to enhance understanding through comparison by having students record differences and similarities between two topics or texts.

(3) Phrase

1- A group of words that communicates a partial idea and lacks either a subject or a predicate 2- Several of them may be strung together, one after another, to add detail and interest to a sentence. 3- Categorized based on the main word (prepositional, noun, verb, verbal, appositive, participial) Example: "The animals crossed *the large bridge to eat the fish on the wharf*."

(4) Independent Reading Level

1- A measure of reading where students in grades 1-8 read a text with little or no support from adults; in or out of school; for enjoyment or for homework 2- Length of time varies based on level of students' reading abilities 3- Provide wide range of texts, based on reading levels, along with varying interests/genres 4- Must read with 90-95% accuracy to be at this level; have difficulty with no more than 1/20 words

(2) Appositive Phrase

1- A particular type of noun phrase that renames the word or group of words that precedes it 2- Usually follow the noun they describe and are set apart by commas Example: "My dad, *a clock maker*, loved antiques."

Graphs

1- A quick way for readers to view, analyze, and interpret many pieces of information and data at once. 2 - The most effective visual representation when covering many years of information.

Summary / Summarizing

1- A short overview of the main points of written or viewed text. 2- Skill can be improved by answering guided comprehension questions based on the text; Carefully selected guided questions provided by the teacher would most help a student understand and summarize the main ideas in an informational text

Paradox

1- A statement that may seem contradictory or absurd but can be true. 2- Often helps reader think about text in a new way. Example: "I can resist anything but temptation." "I only message those who do not message." "War is peace." "Your enemy's friend is your enemy."

(3) Legends

1- A story handed down through generations and which is believed to contain historical information. 2- A tale or group of tales about a specific person or place that is told for a specific purpose. 3- Can be based on facts, but not typically true. Examples: King Arthur, King Midas, Robin Hood

Grapheme

1- A symbol, letter, or the combination of letters that represents a single sound. 2 - It is not possible to assign just one sound to "S" - "S" can sound like /z/, /s/, or /x/, or it may also be part of the digraph "sh."

(2) The "Ticket" Method

1- A teacher gives each student three tickets to use in exchange for a turn to talk during a class discussion 2- Primary benefit is a positive way to balance participation between the dominant students and those that are less inclined to participate, by giving others a chance to speak.

(2) Haiku Poem

1- A three-line Japanese form that describes something in nature.; 2- Has a defined number of syllables per line; Must have five syllables in the first line, seven syllables in the second line, and five syllables in the third line.

(4) I Chart

1- A type of graphic organizer especially used for inquiry and research beginning in upper elementary grades. 2- 3 phases to this method of organizing information: "Planning," "Interacting," and "Integrating/Evaluating." 3- Has many columns for additional questions and rows for additional sources. 4- This kind of chart can enhance students' abilities to glean information in the content-area using known reading strategies.

(2) Popcorn Reading

1- A type of round robin reading that involves having a student read orally for a period of time and then saying the word "popcorn" aloud before calling on another student to read 2- Reader only has to read as much as he/she can handle

(3) Hyperlink

1- A word, phrase, or image that can be clicked on, on a website, and then jumps/links to another file, web page, or object. 2- Connects students to more information and can enable searches throughout a large document, making it easy to locate information and broaden knowledge. 3- A feature within an online text that is designed to help students learn more information about a particular word or example within the text

(2) Structural Analysis

1- Ability to analyze words according to their individual parts or syllables (prefixes, suffixes, and roots) 2- Used to determine not only pronunciation, but also meaning.

A Student with Fluency....

1- Adheres to punctuation and reads a selection with good phrasing. 2- Maintains a conversational pace while reading a selection. 3- Responds to text structure by reading with appropriate expression and intonation.

(3) Spatial Order

1- An organizational tool that helps describe details in writing, arranging them in a logical order. 2- Helps reader visualize various elements of the story 3- Transitional words used to develop relationships between story elements (Between, Opposite, At that point, In contrast, Before, Nearby)

Critical Reader

1- Applies background knowledge of text and becomes part of writer's audience. 2- Asks questions: "What is the message of the author?"; "What is the argument that the author is presenting?" 3- Involves analyzing/evaluating text rather than taking every word as factual (looks for inconsistencies, limitations, mistakes)

EOD: (4) Invented Spelling

1- Begins to form words but with own spelling 2- Sometimes phonetic spelling 3- Sometimes a single letter may stand for syllables or whole words 4- Improves overtime

(3) Verbal Phrase

1- Begins with a word that would normally act as a verb but is instead filling another role within the sentence. 2- Can act as nouns, adjectives, or adverbs. 3- Types: Gerund, Participial, Infinitve

(2) Gerund Phrase

1- Begins with noun form of verb ending in -ing, plus any modifiers or complements 2- Entire phrase is used as a noun Example: "*Writing numerous Christmas cards* occupies her aunt's time each year."

Speech Anaysis

1- Being able to evaluate/measure the content of one's own spoken messages along with the content and messages of others. 2- Critiquing, questioning and analyzing the speech of others helps to improve our own public speaking abilities. (using videos, not each other)

(4+3 Steps) Drafting

1- Bringing together similar ideas and organizing them into paragraphs; 2- Sometimes done with a writing rubric 3- Needs to be repeatedly modeled by teacher 4- Decision should be made on how to organize the paper. Steps: 1. Writing Introductions 2. Writing the body 3. Writing Conclusions

(5) Organizational Structures of Text

1- Cause and Effect 2- Problem and Solution 3- Sequence of Events (or steps-in-a-process) 4- Compare and Contrast 5- Description

(4) Research on Literacy Development

1- Children learn to read earlier in literate, print-filled environments and when they are read to and when they see others who are reading and writing. 2- Through various functions of literacy, children begin to see that there is a purpose for writing, and reading. 3- Reading/ writing/ and speaking skills develop simultaneously and interrelatedly; develop as children have more experiences with reading, writing and oral language. 4- Learn more effectively through active engagement as they attempt to build meaning in how language works.

(13) Inquiry and Research Strategies

1- Choose a topic 2- Locate and access basic information on topic 3 - Determine which information is most relevant to the topic by analyzing, interpreting, and evaluating that information for its usefulness and reliability before synthesizing it. 4- Determine/Create subtopics through preliminary research; focuses the paper and makes it more efficient and effective 5- Generating open-ended questions 6-Taking notes 7-Developing outlines 8-Utilizing critical thinking skills 9- Outlining 10- Drawing conclusions 11- Previewing 12- Determining purposes for reading 13- Locating, organizing, evaluating, and communicating information

Literature Circles

1- Collaborative reading strategy that involves delegating specific roles to students during group discussion, such as director, researcher, and vocabulary enricher 2- Although assigning roles is not required, many educators prefer to do so when implementing this strategy to facilitate discussions and engage students.

R-controlled Syllable

1- Contains a vowel followed by the letter "r". 2- "r" controls the vowel and changes the way the vowel is pronounced. Examples: "c/ar", "guit/ar", "moth/er", "man/or"

Independent Clause

1- Contains one subject and one predicate (one verb/action, and a complete thought) 2- Can be a stand-alone sentence.

Fishbowl Strategy

1- Cooperative learning strategy in which students are assigned to be either observers or facilitators in a discussion on a particular topic 2- Facilitators or experts are given the opportunity to speak and lead a discussion, while the other students listen and observe from the outer circle.

(9) Language-Rich Environment

1- Daily reading aloud to students 2- Abundance of available books on various reading/interest levels 3- Word walls filled with new vocabulary including content area words 4- Wall charts/posters with reminders of newly learned concepts 5- Labels attached to many everyday items 6- Inspirational quotes 7- Support for outstanding use of language during writing times 8- Word Games 9- Providing time for interpersonal communication on a daily basis

Imagery

1- Descriptive language to represent objects, actions, and ideas. 2- Thought to create a visual representation of ideas in our mind (mental pictures). 3- When used well, reader can see, hear, taste, smell, and feel the text. Examples: "My Many Colored Days", by Dr. Seuss

(5) Fix-Up Strategies For Comprehension

1- Determining where the difficulty lies 2- Paraphrasing difficult passage in their own words 3- Skimming back through text to see if some parts need to be re-read 4- Skimming forward into the text to search for information that might be helpful 5- Asking for help

(2) Web-Based Discussion Board

1- Digital tool that best helps students to collaborate as individual groups during the planning stage of preparing for an oral presentation. 2- Helps students plan the presentation while working together because different users can be logged in at the same time and work collaboratively.

(8) Supporting Emergent Readers

1- Direct Instruction 2- Social Interaction (Support by adults/peers) 3-Shared Reading 4-Repeated Readings 5-Reader Response 6-Word Walls 7-Text Innovation (Rewrites) 8-Shared Writing

(8) Clock Readings

1- Divide the students into pairs. 2- Provide each pair with copies of the text. 3- Set the timer to a desired length of time. 4- Student A reads first, reading as much of the assigned reading as possible until the time ends. 5- Student B marks the word that Student A stopped reading when the time ended. 6- Rotate readers within the pair and repeat the process. 7- Best provides for increase of phonetic fluency rate. 8- Provides motivation and specific guidelines.

(4) Stages of Literacy Development

1- Early/Developing Stage (K-1) 2- Emergent Reading Stage (1-2) 3- Transitional Reading Stage (1-2) 4- Fluent Reading Stage

(4) Text Forms

1- Editorial 2- Advertisements 3- Novel 4- Poem

(3) Exclamation Points

1- End exclamatory sentences 2- Should be used sparingly or not at all in academic writing, unless it is within a quotation that a writer incorporates into the text. 3- Used with the emphathic usage of "what" or "how" without asking a question.

Peer Assessment

1- Evaluation of a student's work by one or more other students in the same grade who are working on the same topic. 2- Typically used with pre-determined standards from a rubric 3- Can be used in pairs or in small groups

(5) Characteristics of Active Listening

1- Focusing 2- Using positive nonverbal cues 3- Allowing the speaker to finish uninterrupted 4- Not judging 5- Paraphrasing

(3) Informal Reading Inventory

1- Form of assessment that is individually administered and used to determine student's instructional reading needs 2- Enables teachers to develop a student learning plan 3- Assesses needs in areas of word recognition, word meaning, reading strategies, fluency and comprehension.

(3) Consonant-le (C-le)

1- Found only at the end of multisyllabic words 2 - A consonant, followed by the letters "l" and a silent "e". 3 - Pronounced by blending the first consonant with the l. 4 - If next to open syllable, vowel stays long. 5 - If next to closed syllable, vowel stays short. Examples: tem/ple; ti/tle; bub/ble; cir/cle; han/dle; bu/gle; tram/ple;

Indirectly Teaching Vocabulary

1- Give opportunities for oral language (hearing/conversing with others) 2- Provide time for reading aloud to students (stop intermittently to explain unfamiliar words and then have conversation about story) 3- Allow opportunities for students to read on their own

(6) Organizational Text Features to Locate Information in a Print/Digital Informational Text

1- Glossary 2- Index 3- Headings 4- Sidebars 5- Hyperlinks 6- Table of Contents

(3) Heterogeneous Learning Groups

1- Groups of diverse students so that all learning levels are represented 2- May consist of students of varying interests, special needs, educational levels, etc. 3- Allows students to learn from the differences of others while sharing their unique abilities and interests

Homogeneous Learning Groups

1- Groups of students based on common strengths and weaknesses. 2- Typically function at similar academic, social, and emotional levels.

(3) Interjections

1- Have no grammatical attachment to the sentence itself other than to add expressions of emotion 2- May be punctuated with commas or exclamation points and may fall anywhere within the sentence itself. 3- Should be avoided in academic writing, but are great for adding emotion and excitement to creative writing, journals, and diaries. Examples: "*Ouch!* He stepped on my toe. She shopped at the stores after Christmas, and hooray, found many items on sale. I have seen his love for his father in many expressions of concern -- *Wow!*"

(7) Assessing Vocabulary Development

1- Have students write definition of word 2- Provide multiple choice/ fill-in-the-blank assessments 3- Have students read paragraph with new words and paraphrase the meaning of what they read 4- Provide two-column quizzes: new vocab words column + synonym/definition column; students draw line from word to definition to match them 5- Make list of words with common affixes/suffixes and have students divide them into parts and write their meanings 6- Have students write a sentence with correct use of vocabulary 7- Ask students to make short speech using new vocab words

(2) Story Recall Timelines

1- Have the class read a story independently. 2- Create a timeline on the board and have students come up to the board and create a chronological order of the story.

Accepting

1- Having respect for the person who is speaking 2- The listener does not express agreement/ disagreement with the speaker 3- Allows the speaker to be completely open about expressing ideas about his/her speech

SWBST Chart

1- Helps answer the "Somebody Wanted.... But..... So........ Then........" about a story. 2- The graphic organizer that would best support students in summarizing a story they have read 3- . Being able to complete this acronym will lead the reader to a summary.

(3) Text Innovation (Rewrites)

1- Helps struggling readers with existing text materials that may be too challenging 2- Teachers rewrite a text so that the reading level is low enough for struggling readers 3- Student rewrites the story in their own words and using their own phrases.

(2) Titles

1- In short works (short stories, chapters, and poems) - In quotation marks 2- In longer works (novels, anthologies) - Italicized

(2) Sensory Details

1- Include sight, sound, touch, smell, and taste 2- Using these kinds of details make writing more interesting and allow readers to personally experience the written topic.

(2) Dialects

1- Include vocabulary that is specific to a region 2- Can vary extensively even within the same language. Example: Soda/ Pop

(3) Context Clues (Contextual Analysis)

1- Individual words or phrases in a text that often help determine the meaning of a difficult, new, or unusual word. 2- Include; Synonyms, antonyms, definitions, explanations, comparisons, and contrasts. 3- Usually come before unknown word, but can also appear after the word.

(2) Quantitative Measures

1- Information that is in numerical form; Can be analyzed statistically; can include number of words in a paragraph, or overall length of text 2- Readability scores determined by computer algorithms that evaluate text elements such as word frequency, sentence length, and syntax. Examples: Scores on achievement tests

Qualitative Measures

1- Information that is not in numeral form; requires informed judgments through considering structure of text, clarity, background knowledge, demands, and various levels of meaning of the text. 2- Include analysis of text elements such as levels of meaning, structure (low or high complexity; visual aids and pictures), language clarity/ conventions (literal/ figurative/ familiar vs. unfamiliar), and knowledge demands (i.e.: assumptions about what a reader already knows)

(4) Letter-Sound Teaching Order

1- Letters with names that bear a strong relationship to their sound are introduced before letters that do not; Example: The sound of the letter 's' can be heard at the end of its name. 2- Short-vowel sound/spellings are introduced before long-vowel sound/spellings. 3- Letters that are similar in appearance (ie: b and d) or sound (/m/ and /n/) are taught separately 4- Start by decoding 2-3 phoneme words with letters representing their most common sounds and move on to decoding longer words and more complex sound/spelling patterns.

(8) Oral Language Skills

1- Listens when someone speaks 2- Joins in conversations with others and takes turns in those conversations 3- Uses social standards (ie: Excuse me, Please, Thank you, etc.), but may need reminders at times. 4- Uses appropriate vocabulary 5- Asks questions about what has been heard 6- Understands and shows respectful behavior to the speaker 7- Speaks loudly and clearly enough to be understood 8- Shows eye contact with audience

(9) Oral Presentation Elements

1- Logical structure 2- Supporting evidence 3- Word choice 4- Collaboration 5- Eye contact 6- Articulation 7- Volume 8- Audience 9- Displays

(2) 5 Finger Rule

1- Method used to help students determine for themselves if a book is too easy for them to read, just the right level, a little too hard but one that they may want to try, or too difficult. 2- Open book to middle section, make a fist with one hand, and hold up a finger for each unknown word on a page. 1 finger -> too easy 2/3 fingers -> just right 4 fingers -> challenging, but might want to try anyway 5 fingers -> too difficult

(3) Teacher Strategies for Promoting Fluency

1- Modeling decoding strategies during teacher read-alouds of a text; Read-alouds allow a teacher to model prosodic reading and decoding strategies. 2- Encouraging repeated readings of a text; Repeated reading promotes word recognition and increases automaticity. 3- Providing time for both oral and silent reading of a text; A balance of silent and oral reading promotes accuracy and confidence in reading skills.

(4) Quotation Marks

1- Most commonly used for academic writing and citation 2- Enclose titles of short literary works. 3 - Used to enclose direct quotations within the text of a document where the quotation is integrated into the text. 4 - Used to set off dialogue

Citations

1- Name original sources of new information 2- A way to let readers know that what you are writing comes from another source and that you are giving credit to that source 3- Should include author, title, date published, and publisher. 4- Forms: MLA, APA, Chicago, etc.

Primary Sources in Research

1- Original/ "first hand" eye witness accounts of an event, experience, place, or time period 2 - Direct or firsthand accounts in the form of text, image, record, sound, or item. Example: A student writing about a recent ball game that he attended.

Spatial Sequence

1- Pattern of expository writing geometrical or geographical arrangement of ideas. 2- Up, down, left, right, top, bottom, under, over etc. 3- Might give reader small view of situation or person and as it develops the reader learns more and more

Chronological Sequence

1- Pattern of expository writing cues 2- first, second, then, next, finally, specific dates or times

(3) Oral Language Assessment

1- Performed with either formal or informal assessments. 2- The goal is to listen, analyze, and record brief episodes of students' oral language - conversation, re-telling a story, etc. 3- Provide information about students' needs, strengths, and interests, and what will be the next steps to support their growth.

(2) Article

1- Piece of writing included with others in various publications or on the web. 2- Types include: how-to-make/ how-to-do/ show an activity; news (about current event; feature (more in-depth and creative/entertaining about a human interest story); event (about upcoming happening); editorial (about opinion of an issue)

(6) Supporting Second-Language Learners

1- Place values on the literacy skills they already possess, including those in their native language 2- Utilize and enrich first-language knowledge ; Focusing on cognates and relationships in meaning between two languages has a significant impact on ELL who already know certain sight words in their native language. Students are able to identify sight words readily because of the similar spellings and letter patterns (such as between the English word "family" and the Spanish word "familia"). 3- Ensure that ESL instruction is at a developmentally appropriate level 4- Provide explicit vocabulary instruction 5 -Provide ample exposure to rich language input 6- Maintain open communication, provide positive feedback, and encourage peer relationships 7 - Need meaning-focused practice and appropriate form-focused instruction when learning English as a second language.

(4) Guided Reading

1- Practice that involves small groups of students who have common literacy needs 2- Teacher introduces what is to be read and then guides/supports students while prompting them to apply reading strategies 3- Usually an on-going discussion about what is being read 4- Goal is to help students become independent readers

Stages of Spelling Development

1- Pre-Communicative 2- Pre-Phonemic 3- Phonemic 4- Letter-Name Spelling 5- Transitional 6- Conventional 7- Derivational Spelling

(5) Critical Thinking Skills

1- Problem-solving 2- Evaluating 3- Analysis 4- Synthesis 5- Reflection

(8) Scaffolding Literacy Development

1- Provide appealing texts 2- Explicitly model "thinking out loud" 3- Help students ask questions about topic/ discuss what they already know 4- Provide prompts/ audiovisuals/ vocabulary/ or a study guide 5- Pair more advanced students with less advanced, as appropriate 6- Monitor students and guide them in practicing new skills 7- Gradually allow students to assume more responsibility for completing tasks 8- Guide students in the use of the new skill(s) in other learning tasks

(5) Motivating Students To Read:

1- Provide daily time for able readers to read their own selections of text, and teacher or peer recommended texts on the appropriate levels 2- Urge students to read to learn about a topic of interest 3- Form small groups to share and/or discuss what they have read or what has been read to them 4- Provide for book talks from the teacher or students to share an interesting text/ book 5- Make a connection to the real world or interests of the students.

(10) Strategies to Develop Writing Conventions:

1- Provide for *informal and formal assessment* of students' writing levels and skills since they vary greatly in their development. 2- Provide *phonological/alphabetic games and activities* to help encourage conventional spelling. 3- Continue increasing/reviewing words on *Word Wall to include irregular words* such as "of, the, you, they, one, two, what, with, and would"; *parts of speech* can be put in different sections (nouns, verbs, adjectives, and adverbs); section for *contractions* 4- Develop *sentence-building activities* with word cards, plastic/magnetic words, or on a marker board; promote word recognition and proper syntax. 5- Provide ongoing *practice in identifying errors* in punctuation, spelling and grammar including subject-verb agreement, verb tenses, and pronoun agreement; *daily warm-up activity*: put short writing sample on overhead or slide and students make appropriate corrections. 6- Provide *direct instruction* along with *appropriate materials and activities* in *English writing conventions* which include grammar, spelling, capitalization, and punctuation; example - capitalization of proper nouns/beginning of sentences, spelling of irregular words from Word Wall, verb usage, etc. 7 - Provide students with *different kinds of reading materials* (fiction: poetry, novels, mystery; non-fiction: biographies, magazines, newspapers, textbooks); provide modes for their writing. 8 - *Build on word families* to expand students' spelling abilities; begin with small words such as: "at, it, ick, et, and, ot" 9 - Refer to *grade level state standards* for specific expectations. 10 - Provide many *hands-on activities* (plastic letters/numbers, counting blocks/tiles, plastic shapes, lacing beads, magnetic shapes/builders, or writing templates) to develop fine motor skills

(2) Reader's Theater

1- Readers reading a script adapted from grade-level literature/books/stories, while the audience pictures the action from hearing the script being read aloud. 2- Often done without prompts or costumes, and serves as a motivational method to get students involved in reading with expression.

Peer Conference

1- Refers to reveiewing of writing of other students 2- Teaching students proofreading techniques that can be done in a positive manner (compliment, suggest, and correct) 3- Provide rubric/writing wheel as a guide with specific questions Examples: "Have they spelled all words correctly?" "Have they used capital letters correctly?" "Did they include a topic sentence and closing sentence?" "Did their subjects and verbs agree?"

Semantics

1- Relates to the meaning and interpretation of words, signs/symbols, phrases, or sentences in a language. 2- Understanding that words have multiple meanings depending on how they are used in a sentence. Examples: Crash- Stock Market/Accident Run- physically running, going somewhere, finished as "run its course", or a snag in a pair of pantihose

Teaching Strategies to Enhance Students' Written Communication Skills

1- Scaffold previously taught writing/spelling conventions by adding additional conventions for upper elementary grades as appropriate (ex: Quotation marks, acknowledging sources/bibliographies, and clarifying use of paraphrasing s. plagiarism) 2- Provide time every day for students to write in response to listening, reading, or speaking. (LD - Allow them to dictate writing to teacher; Young students - may write by forming shapes and pictures) 3- Post writing process/steps on the wall/bulletin board and review/model it regularly; show good examples of each step and also bad examples that can be corrected (corrections can be done as a class from a slide and then individually by students) 4- Allow students to write to each other, friends, or families at specific times; have class mailbox for this purpose. 5- Utilize available technology to demonstrate how word processing and publishing programs are used for publication, as well as communication (letters, email, etc.); teach/model benefits of technology as appropriate for the age/grade of students 6- Model and provide student practice (depending on student level) of various examples of writing for different purposes and to different people/audiences; children are more motivated to write when they see teacher model writing and when there are discussion on types of writing and relationship between writing to reading and spelling. 7- Become familiar with grade level State standards to plan and evaluate instruction. 8- Provide for on-going assessment in written communication. 9- Providing on-going communication with parents so they understand value of helping their children with writing (Direct/ Indirect communication - newsletters, emails, conferences, calls, or a parent night); parents can look at mail, send notes, or play board games with children.

(2) Rubric: Writing Conventions

1- Scaffolded on prior instruction including use of spelling, capitalization, punctuation, and grammar. 2 - Sentence structure is clear and enhances the communication of ideas in the paper.

(3) Character Development

1- Section of a story used to introduce and provide details about characters. 2- Author describes their behaviors and thought processes 3- Can be either by directly building character or indirectly during which audience has to deduce the characteristics

(2) Exposition

1- Section of story when important background information is introduced. 2- Can include setting, events occurring before main plot, and character introduction.

(3) Plot Development

1- Series of events that make up a story, including the order in which they occur and also how they relate to each other. 2- Attempts to bring the reader into the lives of the characters. 3- Writer is determining where he/she is going with the story and what will be the ending.

(9) Print-Rich Learning Enviornment

1- Signs 2- Labels 3- Word Displays 4- Charts 5- Poems 6- Books 7- Food Labels 8- Resources for Writing 9- Computers

Listening Comprehension

1- Simply understanding what someone says, the purpose behind the message, and the context in which it is said; not just hearing. 2- Listening for main idea, making predictions of what will be said using schemata, drawing inferences about what is being said, and summarizing the key points of what was said in your own words.

(4) Apostrophes

1- Sometimes referred to as 'single quotation marks'. 2- Show possession: "Boy's watch" 3- Replace missing letters, numerals, and signs: "Do not = don't; 1989 = '89" 4 - Form plurals of letters, numerals, and signs: "A's"

(9) Characteristics of Fluent Readers

1- Sound out words easily at grade-level or have above reading rates 2- Utilize prior knowledge to understand new information 3- Have extensive sight vocabularies 4- Can correct errors in reading words through a variety of strategies 5- Can sound out words (decode) and comprehend at the same time 6 - Can read smoothly and with prosody 7 - Quickly adjust the rate they are reading based on the purpose for what they are reading 8 - Can draw inferences from the text they are reading 9 - Determine what is important in what they're reading

(4) Grammar Conventions

1- Spelling 2- Capitalization 3- Punctuation 4- Paragraph Development

(3) Literacy Skills Most Directly Affected by Phonological Awareness

1- Spelling: Hearing and identifying different sounds is helpful in encoding. 2- Syllabification: Awareness of the internal structure of language helps in understanding syllables. 3- Decoding: Phonological awareness builds accuracy and strength in decoding.

Nursery Rhyme

1- Stories put in the form of repetitive rhymes which teach children how language works and also build memory. 2- Fun to say/sing, even though some of the language used in them is no longer commonly used 3- Verses traditionally told or sung to small children, characterized by a lively and slightly unpredictable meter, regular rhyme schemes, playful and nonsense situations, and nonsense words. Examples: Hickory, Dickory Dock Mary, Mary, Quite Contrary

Inferences

1- Strategy for teaching reading comprehension 2- Determining what an author is suggesting by using clues in the text 3- Ability to understand what its not being directly stated by an author

(9) Characteristics of Non-Fluent Readers

1- Struggle with sounding out words and have below grade-level reading rates (slow, halting, and inconsistent) 2- Often have less background knowledge about many topics and have difficulty in connecting prior knowledge and new information 3- Have limited sight vocabularies 4- Have only a few fix-it strategies for correcting errors in reading words 5- Spend extensive time and energy trying to sound out words rather than comprehend 6- Often have to stop to try to identify words and also lack prosody 7- Are challenged in adjusting the rate of reading through lack of understanding of their purposes for reading 8- Have difficulty in making inferences in what they are reading 9 - Are challenged by identifying key information in what they are reading

(2) Repeated Readings

1- Students repeatedly read the same short passages aloud until they read at an appropriate pace with few or no errors 2 - Leads to automatic recognition of sight words and increased accuracy and fluency 3 - Can correct common fluency issue of reading through punctuation.

(4) Stage Production

1- Supports students' comprehension of the story 2- Provides a visual context for potentially unfamiliar words and phrases. 3- Combines reading a text with reading stage directions 4- Supports the visualization of fantasy elements.

Directly Teaching Vocabulary

1- Teach new words before having students read text 2- Provide ways to actively engage students with new vocab (ie: graphic organizer/concept map) 3- Having them add new vocab to student dictionary/journal and paraphrase definition or draw picture to help them remember 4- Have students repeatedly use new words 5-

(2) Norm-Referenced Assessment

1- Tests that compare an individual's performance/ achievement to a group called the "norm group" (other students of the same age or grade level). 2- It is important to know who is in the norm group in order to determine the meaning of the test results.

(2) Functional Text

1- Text that serves a specific purpose and contains useful/beneficial information 2- Four categories: Reading to follow directions; gain information; use references; and fill out forms. Examples: Recipes, How-To-Manuals, Dictionaries, Resumes, TV Schedules

(2) Print Awarness

1- The ability to be aware of the forms and functions of printed language 2 - Promoted through reading large print/big books while drawing attention to letters and punctuation marks in text; labeling objects about the classroom; reinforce print directionality (left to right/ top to bottom, etc.)

(2) Oral Presentation

1- The ability to report on a topic or text, tell a story, or relate an experience with appropriate facts including relevant details, and while speaking in complete sentences and looking at the audience. 2- Effective introductions include a succinct discussion of the main ideas of the speech (the thesis and a brief statement of the ideas that will be discussed in the speech following the introduction)

(2) Sentence Structure

1- The arrangement/uses of the parts of a sentence (phrases and clauses) in order to introduce variety into writing. 2- Variety makes writing more interesting, but allows writers to emphasize that which deserves emphasis.

Connotative Meaning

1- The associations or emotions related to a word - sometimes culturally based. 2- Can be either positive, negative, or neutral. Examples: Slim - Thin Cheap-Frugal-Economical Confident-Secure-Proud Words with Negative Connotation: Chick - Babe Egotistical Crippled (no longer used) Juvenile Politician Pushy

(2) Teacher-Moderated Forum

1- The best option for conversation as well as for daily updating for student and teacher interaction 2- The digital tool that would best help a small group of students engage in an online discussion

Theme

1- The central topic or core of a written or spoken text. 2- May be stated directly or indirectly. Examples: Gone With the Wind -> War Romeo & Juliet -> Love and Friendship Children's Lit -> Courage, Cooperation, Honesty, Kindness

Phonetics

1- The science of speech sounds 2- Focused on how speech is physically created 3- Three branches: articulatory, acoustic, auditory

(3) Pragmatic Language Use

1- The social language skills we use in our daily conversations with others 2- Skills that guide what we say, how we say it, our body language, and whether it is appropriate in a given situation. 3- Includes: Taking turns, making eye contact, asking appropriate questions, making conversations, and paying attention when others are speaking.

(3) Rubric: Organization

1- The structure of the paper. 2- Does it have a clear beginning, middle and ending? 3- How are these points related to one another?

(3) Shared Writing

1- The teacher and students compose text together. 2 -Both contribute their thoughts and ideas to the process 3- Teacher acts as scribe, writing the text as it is composed.

(2) Decoding

1- The understanding of how to read each letter or letter pattern in a word to determine the word's meaning 2- Knowing letter sound relationships and being able to pronounce written words 3- Doing this with unfamiliar words depends on the ability to associate sounds with written letters.

(3) Colloquial Language

1- The use of informal words, phrases, or sometimes slang in a text. 2- Often used in ordinary, everyday conversation. 3- Using a dialect within the work adds a level of authenticity and meaning to the story. The reader can hear the character as the book is being read. Example: "Go nuts"; "Absence makes the heart grow fonder"; "You can't have your cake and eat it, too."

(5) Text/Graphic/Concept Organizers

1- The variety of ways that text can be visually represented to show the relationship between facts, terms, and/or ideas within a learning activity. 2- Often benefits inquiry and research. 3- Include charts, graphs, tables, bullets, captions, diagrams, concept maps, mind maps, story maps 4. Content may include sequence, timelines, character traits, fact and opinion, main idea and details, and differences and likenesses. 5. Essential for providing scaffolding for instruction through activating pertinent prior knowledge. Examples: Venn Diagram, KWL Chart, etc.

(3) Writing Conventions

1- The very basic skills necessary for students' writing to be clear and understandable and include grammar, spelling, capitalization, and punctuation 2- To be able to recognize the differences and likenesses between written and spoken English 3- Scaffold on earlier skill development in phonological knowledge and alphabetic awareness

Writer/Author's Purpose

1- To explain (give information, instructions, directions; non-fiction) 2- To entertain (stories, poems, dramas, songs) 3- To describe 4- To persuade (advertisements, campaign speeches, letters/notes)

(4) Creative Nonfiction

1- True stories that are told well 2- Mix of flavors, ideas, and techniques 3- Composed of real stories, but also uses fiction-literary devices, such as setting, voice/tone, and character development. 4- Sometimes also called: literary journalism, narrative nonfiction, or fourth genre.

(4) Reliable Sources

1- Trustworthy materials that come from experts in the field of study 2- Have credibility because they include extensive bibliographies listing the sources used to support the information provided 3- Can be cross-referenced to verify information 4- Spelling and grammar should be accurate Examples: Published books, articles in credible magazines, research studies by institutions

(2) Memorandum (Memo)

1- Typically written in form of essay with introduction, details in short paragraphs, and a closing. 2- Brief and informal written message or report of information about events or topics.

Empathizing

1- Understanding and sympathizing with the feelings of another, such as of the speaker to an audience or an author of a written text. 2- Trying to see the speaker's point of view 3- Also known as active listening

Inferential Comprehension

1- Understanding parts of what is being read without it being stated explicitly. 2- Determining cause and effect, fact or opinion, drawing conclusions, and making predictions.

(2) Literal Comprehension

1- Understanding the facts from what has been read such as main idea, specific details, and point of view. 2- Includes terms such as: Count, List, Name, and Record

(2) Semicolon

1- Used to join clauses 2- Used to show a general relationship between two independent clauses (IC; IC). Example - "The disgruntled customer tapped angrily on the counter; she had to wait nearly ten minutes to speak to the manager."

(3) Colon

1- Used to join clauses 2- Used to show relationship between two clauses, and to highlight information contained in the second clause (usually a list, definition, or clarification) 3- First clause must be independent, but second clause doesn't have to be. Example - "The buffet offers three choices: ham, turkey, or roast beef."

(8) Comma Usage Rules

1- Used to separate two independent clauses along with a coordinating conjunction. *(George ordered the steak, but Bruce preferred the ham.)* 2- Used to separate coordinate adjectives. *(The shiny, regal horse ran majestically through the wide, open field.)* 3- Used to separate items in a series. *(The list of groceries included cream, coffee, donuts, and tea.)* 4- Used to separate introductory words and phrases from the rest of the sentence. *(Slowly, Nathan became aware of his surroundings after the concussion.)* 5- Used to set off non-essential information and appositives. *(Estelle, our new chairperson, will be attending.)* 6- Used to set off introductory words from quoted words if the introductory words are not an independent clause. *(Elizabeth said, "I want to go home right now.")* 7 - Used to set off the day and month of a date within a text. *(My birthday makes me feel old because I was born on February 16, 1958, in Minnesota.)* 8 - Used to set up numbers in a text of more than four digits. *(We expect 25,000 visitors to the new museum)*

Orthographic Word Processing System

1- Uses visualization (has a visual awareness) of the letter pattern in the words. 2- The reader is able to visualize and remember the letter patterns in the words and transfer this knowledge to reading and writing new words such as "hide," "take," and "robe."

(2) Mapping

1- Using graphic organizers/ mind maps to organize/ acquire information from written text. 2- Teaching in regard to text organizers might include the use and understanding of: tables, charts, and signs, and use of technology to acquire and understand information.

Multifaceted Process of Reading Instruction

1- Word Recognition 2- Comprehension 3- Fluency 4- Motivation

(3) Publishing

1- Writing final product ensuring its neatness and understanding. 2 - Teacher provides instruction, modeling, and practice in use of word processing publishing programs. 3 - Students may have their work displayed on a bulletin board, read aloud in class, or printed in a literary magazine or school anthology.

(7) Graphic Novel

1- Written in the form of a comic strip, but usually remains book-length; not always funny, but can be filled with drama, adventure, politics, or comedy. 2- The images act much like a storyboard, dividing the story into frames, which supports readers in identifying various story elements. 3- Use speech bubbles to convey dialogue, so readers are able to visually differentiate between dialogue and narration. 4- Illustrations help the reader identify the mood and tone of the text. 5- Students read the ones that correlate with the themes of traditional texts in order to support comprehension. 6- Used to learn how to identify plot structure, symbolism, and characterization by seeing them visually. 7- Used as models to guide them in re‑creating prose into visual dialogue for creative writing projects.

(6) Examples of High-Frequency Words for Older Students

1- enough 2- through 3- their 4- where 5- brought 6- though.

(3) Genre Choice Wheel

1- including Realistic Fiction, Autobiography, Historical Fiction, etc. 2- Have the students spin the wheel to choose the type of reading that will be done independently. 3- The students create a graphic organizer to be completed upon reading each genre selection.

(8) Examples of High-Frequency Words for Younger Students

1- you 2- said 3- know 4- there 5- what 6- who 7- two 8- too

(6) Stages of Early Orthographic Development

1-Drawing 2-Scribble-writing 3-Letter-like forms 4-Random Letters 5-Invented Spelling 6-Conventional spelling

Active Listening - (2) Not Judging

1-Students listen and respond with respect for the speaker's views and feelings 2- They agree or disagree using methods that maintain respect within the whole group

(2*) Recapitulation

1. A brief restatement of the main points or thesis. 2. The most common form of effective conclusions. Example: Closing argument in a court trial.

(4) Gestures

1. A great way to keep a natural atmosphere when speaking in public. 2. Use them just as you would when speaking to a friend. 3. They shouldn't be exaggerated, but they should be utilized for added emphasis. 4. Avoid keeping your hands in your pockets or left behind your back, ringing your hands, fidgeting nervously or keeping your arms crossed.

(3) Dependent Clause

1. A group of words with a subject/verb combination that cannot stand alone as a sentence but depends on an independent clause for its meaning 2. Also called a subordinate clause 3. Starts with either a subordinating conjunction, relative pronoun, or relative adjective Example: "*Because* the dog ate her homework."

(3) Drama

1. A kind of composition that involves conflict or contrast of characters either with themselves, others, or forces of nature. 2- Usually intended to be acted out on the stage or screen, or in a theater. 3. Involves various elements, such as speech, gesture, dance, music, sound, and spectacle.

Affix

1. A morphime that attaches to a base word

(4) Climax

1. A number of phrases or sentences arranged in ascending order of rhetorical forcefulness. 2. Usually considered most exciting part of story/ occurs right after rising action. 3. Considered the turning point of story with all of the major action that occurs 4. Stories can have several of these in the form of sub-plots

(3***) Persuasive Writing

1. A piece of writing, a poem, a play, or a speech in which evidence, reasoning and logic is used to try to convince a specific audience to believe, do, or not do something; or to change the minds of the audience members. 2. Seeks to evaluate and present a subjective argument to explain a situation or answer a problem/ argue for or against a matter. 3. Often used for speeches and advertisements. > Credibility of the writer > Reasoning/logic > Emotional appeal

(3) Accuracy

1. A student's ability to recognize or decode words correctly 2. Vital to meaningful reading comprehension 3. Depends on reader having a significant inventory of known sight words and ability to decode words effortlessly

(1) Bloom's Taxonomy

1. A system of reading comprehension skills such as generating and answering literal, inferential, and interpretative questions to demonstrate understanding of what is read in complex text.

(5) Subject-Verb Agreement

1. A verb should always agree in number with its subject. 2. If two singular subjects are connected by "and", the verb must be plural. 3. If two singular subjects are connected by "or" or "nor", a singular verb is required. 4. If one singular subject and one plural subject are connected by or or nor, the verb agrees with the subject nearest to the verb. 5. If the subject is a collective noun, its sense of number in the sentence determines the verb; singular if the noun represents a group or unit, and plural if the noun represents individuals.

(3) Text Organization

1. Able to differentiate between types of text structure. 2. Using knowledge of text to build expectations and to construct a framework of ideas to build meaning from. 3. Poor readers cannot differentiate; miss many important details by concentrating on irrelevant details.

(3) Stress

1. Accent 2. A greater amount of force given to one syllable in speaking than that given to another. 3. All English words carry at least one (except articles and some prepositions such as 'by', 'from', and 'at').

(1) Future Tense

1. Action or a condition of future time. Simple - Randy will play the piano. Continuous - Randy will be playing the piano. Perfect - Randy will have played the piano. Perfect Continuous - Randy will have been playing the piano.

(1) Past Perfect Tense

1. Action or a condition that occurred as a precedent to some other action or condition. (Randy had played clarinet before the piano.)

(1) Present Perfect Tense (Perfect Continuous)

1. Action or a condition that started in the past and is continued to or completed in the present. (Randy has been playing the piano.)

(1) Past Tense

1. Action that occurred in a past time. Simple - Randy played the piano. Continuous - Randy was playing the piano. Perfect - Randy had played the piano. Perfect Continuous - Randy had been playing the piano.

(1) Future Perfect Tense

1. Action that started in the past or the present and will conclude at some time in the future. (Randy will have been an accomplished pianist for more than half of his life.)

(3) Folktales/Fairytales

1. Adventures of animals or humans and the supernatural. 2. Hero is usually on a quest aided by other-worldly helpers. 3. Story focuses on good and evil and reward and punishment. Examples: "The Three Bears", "Little Red Riding Hood", "Snow White", "Sleeping Beauty", "Puss in Boots", "Rapunzel", and "Rumpelstiltskin".

(5) Word Walls

1. An organized collection of words displayed on a classroomm wall to support students in correctly spelling high-frequency words. 2. Should include words students encounter in their daily reading and writing as well as words they frequently misspell. 3. Can be arranged alphabetically, by spelling patterns, or by themes. 4. Activities include clapping out letters in a word, solving mystery words, making word cards, and organize them (i.e., by parts of speech, by letters, or by subjects/themes). 5. A great teaching tool for words in isolation and with writing.

(3) Automaticity

1. Automatic reading/ word identification 2. Involves the development of strong orthographic representations 3. Allows fast and accurate identification of whole words made up of specific letter paterns

(4) Sentence Completeness

1. Avoid fragments and run-on sentences. 2. Recognizing sentence elements necessary to make a complete thought. 3. Properly using independent and dependent clauses. 4. Using proper punctuation.

(4) Encoding

1. Changing a message into symbols. 2. Encoding oral language into writing (spelling). 3. Encoding an idea into words. 4. Encoding a mathematical or physical idea into appropriate mathematical symbols.

(3) Decoding

1. Changing communication signals into messages. 2. Reading comprehension requires that the reader learn the code in which a message is written and be able to decode it to get the message. 3. Children develop the ability to decode and recognize words automatically, even if they do not know the meaning of all of the words.

(3) Phonemic Spelling

1. Children are beginning to understand spelling. 2. They usually write the first letter correctly, with the rest of the word comprising consonants or long vowels. 3. Spell the way they hear the word pronounced. Example: "Come" - "Kum; "Made" - "Mad"

(4) Letter-Name Spelling

1. Children spell some words consistently and correctly. 2. They are developing a sight vocabulary and a stable understanding of letters as representations of sound. 3. Long vowels are usually used accurately but silent vowels are omitted. 4. They spell unknown words by attempting to match the name of the letter to the sound.

(4) Transitional Spelling

1. Children typically enter this phase in late elementary school. 2. They master short vowel sounds and know some spelling rules. 3. They are developing a sense of correct and incorrect spelling. 4. Use some conventional spelling but still misspell many irregular words.

(3) Listener's Purpose

1. Comes into play when considering that while someone may completely understand a message, they must also know what to do with it. 2. Listening to literature read aloud - for the purpose of enjoyment; making it fun and providing many possibilities and alternatives to capture the wide array of interests in each classroom. 3. Listening in conversations and discussions - involves feedback and active involvement; expect students to respond directly to the previous student's comments before moving ahead with their new comments, rather than preparing for their next response instead of listening to what others are saying.

(2) Story Reading

1. Commonly practiced strategy to promote growth in literacy acquisition. 2. Children have varying degrees of access to it based on cultural and social groups.

(3) Academic Style

1. Complex sentences 2. Advanced vocabulary 3. Structured paragraphing.

(2) Two Aspects of Listening

1. Comprehension 2. Purpose

(7) Teaching Grammar

1. Connect grammar with students' own writing while emphasizing grammar as a significant aspect of effective writing. 2. Emphasize importance of editing and proofreading as an essential part of classroom activities. 3. Provide opportunities to practice editing and proofreading cooperatively. 4. Give instruction in the form of fifteen to twenty minute mini-lessons. 5. Emphasize the sound of punctuation by connecting it to pitch, stress, and pause. 6. Involve students in all facets of language learning including reading, writing, listening, speaking, and thinking. 7. Good use of language comes from exploring all forms of it on a regular basis.

Simple Sentence

1. Contains one independent clause and no dependent clause, but may contain phrases, complements, and modifiers. Examples - "Jesus wept."; "Bill drove.", "The cat ran under the porch."

(2) Oxymoron

1. Contradiction in terms deliberately employed for effect. 2. Usually seen in a qualifying adjective whose meaning is contrary to that of the noun it modifies. 3. Places two conflicting ideas in conjunction Examples: "Wise folly" or "Jumbo shrimp". "I can resist anything, except temptation"

(3) Informal Style

1. Conversational tone 2. Simple words 3. Simple sentence structures

(1) Designing

1. Creating and initiating the onsite management of the art of acting.

(1) Present Tense

1. Currently happening or is always true. Simple - Randy plays the piano. Continuous - Randy is playing the piano. Perfect - Randy has payed the piano. Perfect Continuous - Randy has been playing the piano.

(1) Scriptwriting

1. Demands that a leader be able to produce original material and stage an entire production through the writing and designing of a story that has performance value.

(1) Acting

1. Demonstrating the ability to effectively communicate using speech, movement, rhythm, and sensory awareness.

(2) Biographies

1. Describe the lives of individuals. 2. Usually based on extensive research.

(4) Picture Books

1. Designed primarily for preschool children. 2. Tell their story with the illustrations as well as with text. 3. Text is often limited, but can be essential. 4. Often a child's first introduction to books and print.

(1) Semantic Cueing

1. Determining the meaning of a word, phrase, or sentence and determining what the passage is about.

(2) Lexical Knowledge

1. Dictionary. 2. Knowledge of word meanings.

(3*) Narrative Writing

1. Discourse that is arranged chronologically. (ex: Something happened, and then something else happened, and then something else happened). 2. Tells a story and used to entertain, to gain, or to hold a reader's interest, or to convey an important lesson or concept 3. Uses story elements to create coherent structure Examples: News reports, records of trips or experiences, books, dramatic plays, song, speech.

(4) Organization of Text

1. Discovery 2. Organization 3. Writing 4. Editing

Using Illustrations in a Text

1. Don't only rely on wordless stories (books that tell narrative through pictures alone). 2. Use Big Books for read-alouds so children become used to using illustrations as an important component for constructing meaning. 3. Model how to reference an illustration for help in identifying a word in the text that the child does not recognize.

(1) Comparative Adjectives

1. End in -er.

(1) Superlative Adjectives

1. End in -est.

(3) Good Paragraphing

1. Entails dividing up ideas into bite-sized chunks. 2. Typically includes a topic sentence that explains the content of the paragraph. 3. Also includes an explanation of that topic sentence.

(4) Functions of Print

1. Entertainment 2. Information 3. Carries a Story 4. Conveys a message that bridges gap between oral and written language.

(3) Syntactic Cueing

1. Evaluating a word for its part of speech and its place in the sentence. 2. Determining if the word is a noun, verb, adjective, etc. If it is an adjective, determine which word it modifies. If it is a pronoun, decide which noun it replaces. 3. Directly affects reading comprehension.

(2) Informational Texts

1. Explain concepts or phenomena; types of text usually based on research. 2. Guides the reader to specific text features; can include: Table of Contents, Glossaries, Indexes, Key/Guide Words, Illustrations, Diagrams, Captions, Words with Varied Print (Italics/Bold/Color), Sidebars, Labels, Headings

(1) Irony

1. Expression of something other than, and particularly the opposite of, the literal meaning, such as words of praise when blame is intended. 2. Three types: Verbal, Situational, and Dramatic

(3) Reading Journals

1. Facilitate the tracking of reading activities by elementary children. 2. Simply listing the books/authors they read, their responses to them, ad a little about each book (a synopsis) can help students monitor their progress. 3. Provides an opportunity to write about reading, developing comprehension and thinking skills, as well as encouraging writing.

(2) Fables

1. Fictional story that often refers to animals, legendary creatures, or inanimate objects that are given human characteristics. 2. Animals usually reveal human foibles or teach a lesson/moral. Example: "Aesop's" (The Fox and the Crow, The Wolf in Sheep's Clothing, The Ant and the Grasshopper, The Ugly Duckling, Little Red Riding Hood, The Tortoise and the Hare)

(3) Active Listening

1. Focus on extracting the meaning, message, and speaker's purpose, rather than just "listening" and waiting for things to make sense for us. 2. Listening to authentically "hear" a perspective, feeling, or point of view 3. Focused and empathetic.

Suffix

1. Follows the root word to which it attaches and appears at the end of the word. Examples: -s, -es, -ed, -ly, -tion.

(3) Phonological Awareness

1. Foundational skill for learning to read and literacy development. 2. Learning how to sound out words by combining letter-sounds and recognizing individual sounds in words. 3. Development begins during the pre-K years.

(3) Schemata

1. Generic information/ background knowledge stored in reader's mind. 2. People construct meaning from reading text by looking back on their own experiences. 3. People construct meaning that reflects on author's intent and their own response to that intent.

(1) Sentence Transforming

1. Give students an opportunity to change sentences from one form to another, i.e., from passive to active, inverting the sentence order, changing forms of the words used.

(6) Patterns of Organization

1. Good Paragraphing 2. Transitions Between Paragraphs, Ideas, and Sentences 3. Topic Sentences 4. Concluding Sentences 5. Appropriate Vocabulary 6. Sufficient Context

(1) Stanza Form

1. Group of a certain number of verses (lines) with a rhyme scheme. 2. If written, a white space between verse; if spoken, a pause between verses.

(3) Descriptive Writing

1. Has the purpose of making an experience available through one of the five senses -- seeing, smelling, hearing, feeling (as with the fingers), and tasting. 2. Typically used to make sure the point is established emotionally; how language moves people. 3. Used to create detailed descriptions of people, places, and things; helps writer develop text so that reader has better idea of mood, atmosphere, or description to more clearly understand events of the text Example: Poetry

(2) Language & Conventions of Print

1. How to hold a book. 2. How text is structured - Where to start reading, top of page, left to right, one line to the next, turning to the next page, etc.

(3) Phonological Awareness & Letter Recognition

1. Important role in facilitating/preconditions of reading/literacy acquisition. 2. Integral component of early reading programs. 3. Develop interdependently with literacy activities (story reading/ writing, etc.)

(3) Semantic Knowledge

1. Incorporates background knowledge of a topic, combined with text information to guide comprehension. 2. New information is compared to old information and integrated into the reader's schema. 3. Poor readers have issues using background knowledge, inferences & cause & effect thinking.

(2) Scansion

1. Indicating where stresses occur. 2. Also called 'Scanning'.

(7) Types of Nonfiction

1. Informational Texts 2. Newspaper Articles 3. Essays 4. Biographies 5. Memoirs 6. Letters 7. Journals

(4) Movement

1. Instead of staying glued to one spot or pacing back and forth, stay within 4 to 8 feet of the front row of your audience. 2. Take maybe a step or half step to the side every once in awhile. 3. If you are using a lectern feel free to move to the front or side of it to engage your audience more. 4. Avoid distancing yourself from the audience. You want them to feel involved and connected.

(3) Daily Language Practice

1. Introduce or clarify common errors using daily language activities. 2. Use actual student examples whenever possible. 3. Correct and discuss the problems with grammar and usage.

(2) Historical Fiction

1. Introduces young children to history in a beneficial way. 2. Presented in a historically accurate setting, about the character's experiences, hardships and how he overcame them.

(3) Encouraging Effective Communication

1. Inviting descriptive language and modeling descriptive phrases. 2. Pictures are worth a thousand words, especially for English Language Learners. 3. Limiting language that English Language Learners need to use in their response allows them to become more active participants within the classroom, builds their self-confidence, and demonstrates to peers the wealth of knowledge they have to share.

(7) Writing Conclusions

1. It is easier to write after decisions regarding introduction have been made. 2. Inspire the reader with a favorable opinion of the writer 3. Amplify the force of the points made in the body of the paper 4. Reinforce the points made in the body 5. Arouse appropriate emotions in the reader 6. Restate in a summary way what has been said in the paper 7. Can be short or long depending on its purpose in the paper. 8. Most commonly used/effective form is recapitulation.

(3) Common Prewriting Strategies

1. Keep an idea book so you can jot down ideas that come to mind. 2. Write in a daily journal. 3. Free writing.

(6) Six Levels of Bloom's Taxonomy

1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

(4) Effective Spelling Strategies

1. Knowledge of patterns, sounds, letter-sound association, syllables 2. Memorizing sight words 3. Writing those words correctly many times 4. Writing the words in personal writing

(2) Orthographic Knowledge

1. Knowledge of spelling patterns and pronunciations. 2. Poor readers have a more difficult time developing this, to help them identify, or decoding unfamiliar words.

(2) Word Knowledge

1. Known information about words and letters. 2. Lexical knowledge vs. Orthographic knowledge.

(4) Four components of successful comprehension instruction

1. Large amounts of time for actual text reading 2. Teacher-directed instruction in comprehension strategies 3. Opportunities for peer and collaborative learning (students engage in conversation about what they are reading; Discussing the text requires readers to meet the challenge of clearly explaining their thinking to others) 4. Occasions for students to talk to a teacher and one another about their responses to reading

(1) Memoirs

1. Like an autobiography, but tends to be based on a specific idea, concept, issue, or event in life. Example: Presidents of the U.S. write memoirs about their time in office.

(1) Bathos

1. Ludicrous attempt to evoke pity, sympathy, or sorrow.

Complex Sentence

1. Made up of only one independent clause and one or more dependent clauses. Example: "While I waited for lunch, I realized that I left my car keys at home." "The cat, who is scared of the dog, ran under the porch."

Predicate

1. Made up of the verb and any other adverbs, adjectives, pronouns or clauses that describe the action of the sentence.

Compound Sentence

1. Made up of two or more independent clauses that are joined by a conjunction, a correlative/ coordinating conjunction, or a semicolon; but no dependent clauses. Example - "I want to eat at an Italian restaurant, but you want to eat at a Greek restaurant." "The cat ran under the porch, and the dog ran after him."

Sentence

1. Made up of two parts: the subject and the predicate.

(3) Brainstorming/ Planning

1. Making a list of all ideas connected with the topic of writing. 2. Works best when minds work freely. 3. List is analyzed to see if a pattern or a way to group the ideas emerges.

(5) Singular Reflexive Pronouns

1. Myself 2. Yourself 3. Herself 4. Himself 5. Itself

(4) Types of Writing/Texts

1. Narrative 2. Descriptive 3. Expository 4. Persuasive

(2) Declamation

1. Notable for rhetorical effect or display. 2. Sounded more like an announcement than a conversation. Example: Radio presentation style of the FDR "fireside chats".

(1) Rhyme

1. Occurs at the end of a word. 2. Same ending sounds.

(3) Assonance

1. Occurs in the middle of a word. 2. When the vowel sound in a word matches the sound in a nearby word, but the surrounding consonant sounds are different (partial rhyme). 3. Serves to give a sense of continuity or fluidity to the verse. Example: Rhyme - Tune/June Assonant - Tune/Food

(1) Preadolescent Literature

1. Often focus on establishing relationships with members of the opposite sex. (ex: Sweet Valley High) and learning to cope with changing bodies, personalities, or life situations ("Are You There God? It's Me Margaret.")

(2) Concluding Sentences

1. Often unnecessary, however, when done right they provide a nice farewell or closing to a piece of writing. 2. Should not always be used in paragraphs to avoid overexposure.

(3) Three Cueing Methods of Reading Fluency & Comprehension:

1. Orthographic Awareness 2. Semantic Cueing 3. Syntactic Cueing + Sight word and High Frequency word skills

(3) Plural Reflexive Pronouns

1. Ourselves 2. Yourselves 3. Themselves

(3) K-W-L Charts

1. Outline what children know, what they want to know, and what they've learned after reading; useful for reading comprehension. 2. Students are asked to activate prior knowledge of a topic and further develop their knowledge of a topic using this organizer. 3. Can be introduced as early as 2nd grade.

(3) Point of View

1. Perspective from which the story is told 2. Helps to explain much of language and the presentation of ideas in nonfiction texts. 3. There are three points of view and each creates a different style of language (1st, 2nd, and 3rd). 4. Subjective vs. Objective

(2) Colons

1. Placed at the beginning of a list of items. 2. Not used if the list is preceded by a verb.

(7) Steps of the Writing Process

1. Planning 2. Prewriting 3. Drafting 4. Revision 5. Editing 6. Proofreading 7. Publishing

(1) Free verse

1. Poetry written in a flexible form.

(4) Figurative Language / Figures of Speech

1. Poets use them to sharpen the effect and meaning of their work and to help readers see things in ways they have never seen them before. 2. Allows for the statement of truths that more literal language cannot convey. 3. Will help the reader to see more clearly and to focus upon particulars. 4. Add many dimensions of richness to the reading and understanding of a poem; also provide many opportunities for analysis.

(5) Five Stages of Writing:

1. Pre-Conventional, Awareness, Exploration, Role-Play Writer 2. Early Emergent/ Emergent Writer 3. Early Transition/ Transitional/ Early/ Developing Writer 4. Conventional/ Beginning Writer 5. Proficient/ Expanding Writer

(5) Stages of Second-Language Acquisition

1. Preproduction Stage (0-6 mos) 2. Early Production Stage (6 mos-1 yr) 3. Speech Emergence Stage (1-3 yrs) 4. Intermediate Fluency Stage (3-5 yrs) 5. Advanced Fluency Stage (5-7 yrs)

(6) Verb Tenses

1. Present 2. Past 3. Future 4. Present Perfect 5. Past Perfect 6. Future Perfect

(2) Journals

1. Present personal ideas. 2. Give students the opportunity to see people's thought processes about various events or issues.

(1) Objective Pronouns

1. Pronoun used as a direct object, indirect object, or object of a preposition.

(1) Nominative Pronouns

1. Pronouns used as a subject of predicate nominative.

(3) Labeling

1. Provide students with another everyday visual of additional words that are commonly encountered in the classroom. 2. Can be done in multiple language to promote diversity in the classroom. 3. Images as well as words can be included.

(4) Teachers can improve children's comprehension skills by ______________________.

1. Providing them with opportunities and guidance in text selections. 2. Encouraging the reading of texts, which leads to greater fluency and comprehension. 3. Allowing time for students to read with other students, pairing students of different abilities. 4. Employing guided practice strategies in which they provide feedback to students, gradually giving them more responsibility for evaluation their own performances.

(2) Transitions Between Paragraphs, Ideas, and Sentences

1. Providing transitional phrases that gives signposts to readers about what is coming next. 2. Words like however, furthermore, although, and likewise are good ways of communicating intentions.

(1) Tall Tales

1. Purposely exaggerated accounts of individuals with superhuman strength. Example: "Paul Bunyan, John Henry, and Pecos Bill".

(1) Lower-Order Cognitive Questions

1. Questions that ask the student merely to recall literally the material previously read or taught by the teacher.

(2) Higher-Order Cognitive Questions

1. Questions that ask the student to mentally manipulate bits of information previously learned in order to support an answer with logically reasoned evidence. 2. Also called open-ended, interpretive, evaluative, and inferential questions.

(4) Prosody

1. Range of vocal expressions/cues a reader uses when reading. 2. Includes rhythm, intonation, and stress patterns - which words are accented, etc. 3. Spoken words should reflect natural speech patterns. 4. Translates reading into the same experience as listening in the reader's mind. 5. Encompasses pitch, stress, and timing when reading aloud; so a student with this skill is reading with inflection and phrasing

(1) Letters

1. Read and analyzed in the classroom to study the writer's style or the writer's true opinions and feelings about certain events.

(3) Students with limited fluency

1. Read less text than their peers and have less time to remember, review, or comprehend the text. 2. They expend more cognitive energy than their peers trying to identify individual words. 3. They may be less able to retain text in their memories and less likely to integrate those segments with other parts of the text.

(3) Balanced Literacy

1. Reader interacts with text and brings prior knowledge and experience to it. 2. Writing compliments reading. 3. Reading and Writing Workshops (using the same anchor readings/books).

(3) Pitch

1. Refers to the length, tension, and thickness of a person's vocal bands. 2. Reflect upon the emotional arousal level. 3. When a speaker changes the relative highness or lowness of a sound to communicate meaning and emotion to listeners

(4) Basic Word Types of Orthography:

1. Regular, for reading and spelling (e.g., cat, print). 2. Regular, for reading, but not for spelling (e.g., float, brain -- could be spelled flote or brane) 3. Rule based (e.g., canning--doubling rule; faking-- drop 'e' rule) 4. Irregular (e.g., beauty)

(2) Syntax and Contextual Information

1. Relying on background knowledge to choose a word that makes sense when we encounter unknown words in a sentence. 2. Using context clues.

(3) Alliteration

1. Repetition of consonant sounds in two or more neighboring words or syllables. 2. Accentuates the beauty of language in a given context, or unites words or concepts through a kind of repetition. 3. Typically occurs at beginning of word, but not always. Example: "The City's voiCe itSelf is Soft like Solitude's" or ""Count the Clock that Tells the Time".

(2) Directing

1. Requires management skills to produce and perform an onstage activity. 2. Guiding and inspiring students as well as script and stage supervision.

(7) Phonological Awareness SKILLS

1. Rhyming 2. Syllabification 3. Blending 4. Onsets 5. Segmenting 6. Substitution 7. Deletion

(1) Verse Form

1. Rhythmic pattern of a single verse. Example: Any meter; Blank verse is iambic pentameter.

(2) Traditional Literature

1. Right wins out over wrong, hard work and perseverance are rewarded, and helpless victims find vindication. 2. Fanciful beings, humans with exaggerated powers, talking animals, and heroes that inspire us.

(3) Science Fiction

1. Robots, spacecraft, mystery, and civilizations from other ages often appear in these stories. 2. Most presume advances on other planets or in a future time. 3. Most children like these stories because of their interest in space and the "what if" aspect of the stories. Example: "A Wrinkle In Time"

(2) Semicolons

1. Separate independent clauses when the second clause is introduced by a transitional adverb (example: thus). 2. Separate items in a series that are long and complex or have internal punctuation.

(2) Commas

1. Separate two or more coordinate adjectives that modify the same word and three or more nouns, phrases, or clauses in a list. 2. Used to separate antithetical or complementary expressions from the rest of the sentence.

(2) Writing Stage

1. Settling on a thesis through trial and error. 2. Writing the introduction, body, and conclusion of the paper.

(3) The visible shape the poetry takes

1. Shaping the poem to reflect the theme. 2. Demonstration of ingenuity. 3. Rhythm, effect, and meaning often sacrificed by being forced into visual contours of the shape.

(3) Newspaper Articles

1. Short texts that rely completely on factual information. 2. Presented in a very straightforward, sometimes choppy manner. 3. Purpose of these texts is to present information to readers in a quick and efficient manner.

(5) Writing Introductions

1. Should be written last 2. Lets the reader know what the purpose of the writing is 3. It can be very brief or long 4. Must first know: what we will say, who the readership might be, the social/ political/ economic climate, preconceived notions of audience regarding subject, and length of the body. 5. Often ends with a thesis

Spelling Instruction

1. Should include learning the words that are misspelled in daily writing, generalizing spelling knowledge, and mastering objectives and progressive phases of development.

(3) Classroom Libraries

1. Should offer students a variety of reading materials, and a collection with various genres of children's literature. 2. Reading difficulty should vary to include multiple levels of reading; some should be easy to read, while others are more challenging and of increasing difficulty and complexity. 3. A variety of topics to interest all students, and a diversity of books and themes.

(9) Introducing a Topic

1. Show that the subject is important 2. Show that although the points being presented may seem improbable, they are true 3. Show that the subject has been neglected, misunderstood, or misrepresented in the past 4. Explain an unusual mode of development 5. Forestall any misconceptions of the purpose 6. Apologize for a deficiency 7. Arouse interest in the subject with an anecdotal lead-in 8. Ingratiate oneself with the readership 9. Establish one's own credibility

(13) Types of Figurative Language

1. Simile 2. Metaphor 3. Parallelism 4. Personification 5. Euphemism 6. Hyperbole 7. Climax 8. Bathos 9. Oxymoron 10. Irony 11. Alliteration 12. Onomatopoeia 13. Malapropism

(8) Types of Sentences

1. Simple 2. Compound 3. Complex 4. Compound-Complex 5. Declarative 6. Imperative 7. Exclamatory 8. Interrogative

(5) Literary Techniques

1. Slant Rhyme 2. Alliteration 3. Assonance 4. Onomatopoeia 5. Rhythm

(2) Phonemes (+ Example)

1. Smallest unit of language/ individual sounds within words that form language by determine difference in meaning between words. 2. Can be taught with eyes closed. 3. 44 of these in the English language. Example: /m/ and /s/ determine difference in between between "mat" and "sat".

(4) Four Characteristics of Writing:

1. Spelling 2. Penmanship 3. Print/Mechanics Concepts 4. Content

(4) Posture

1. Standing up straight versus shifting weight from hip to hip. 2. Point your feet directly at the audience and distribute your weight evenly. 3. Keep shoulders oriented toward the audience. 4. If you have to use a visual aid turn 45 degrees and continue speaking in the direction of the audience.

(1) Myths

1. Stories about events from the earliest times, such as the origin of the world, or that answer questions about natural phenomena 2- Are often considered true in various societies.

(3) Modern Realistic Fiction

1. Stories about real problems that real children face. 2. Finding that their hopes and fears are shared by others helps children find insight into their own problems. 3. Readers also tend to experience a broadening of interests as the result of this kind of reading.

(4) Modern Fantasy

1. Stories start out based on reality, which makes it easier for the reader to suspend disbelief and enter into words of unreality. 2. Helps elementary-grade children develop their imagination. 3. Typically appeal to ideals of justice and issues related to good and evil. 4. Because children tend to identify with the characters, they are more likely to retain the message.

(2*) Displays

1. Student work hung up throughout the room. 2. Placed at the children's eye level for the other students to read, recognize, and enjoy. *Encourage children to dictate a title for their own artwork and "stories".

(6) Training Students to Revise and Edit

1. Students analyze sentences for variety while working in pairs. 2. Students work in pairs or groups to ask questions about unclear areas in the writing or to help other students add details, more information, and so on. 3. Students perform final edit. 4. Provide guide sheets or forms for students to use for peer responses. 5. Give a time limit / number of written pieces to be completed in a specific amount of time. 6. Have students read peer's papers and ask at least three who, when, where, what, why, how questions. The students answer the questions and use them as a place to begin discussing the piece.

(3) Prewriting

1. Students gather ideas before writing. 2. Includes clustering, listing, brainstorming, mapping, free writing, and charting. 3. Providing many ways for a student to develop ideas on a topic will increase his or her chances for success.

(3) Traits of Writing

1. Style 2. Tone 3. Point-of-View

(6) Common errors of younger children/ poor readers:

1. Substituting words in the same syntactic class. 2. Fail to use context clues to identify words. 3. Fail to use background knowledge to help comprehend words. 4. Process sentences word by word instead of "chunking" phrases or clauses. 5. Have problems answering "wh-" questions (who, what, where, when why?) 6. Results in slow pace that focuses on decoding over comprehension

(1) Personal Essays

1. Take an opinion (whether it is about a concept, a work of literature, a person, or an event) and describe how the opinion was arrived at or why the opinion is a good one.

(2) Orthographic Awareness

1. The ability to perceive and recall letter strings and word forms as well as the retrieval of letters and words. (Sight word vocabulary for both reading and spelling depends on this skill.) 2. Weakness results in slow reading rates and problems with spelling, which affects reading comprehension and writing fluency.

(3) Fluency

1. The ability to read with ease and automatic word identification. 2. Composed of three factors: Rate, Accuracy, and Prosody. 3. Taught with phonics, sight word, and word analysis strategies.

Prefix

1. The affx that is placed at the start of a root word but can't make a word on it's own. Examples: Re-, Pre-, Un-

(2) Style

1. The artful adaptation of language to meet various purposes. 2. Modifying word choice, sentence structure, and organization in order to convey different ideas.

(4) Tone

1. The attitude an author takes toward his or her subject. 2. Exemplified in the language of the text. 3. Conveyed through style, word choice, presented details, and order of which the details are presented. 4. Revealing through language different opinions and attitudes about the subject. Examples: The writer's use of words such as "vast," "barren," and "solitary" suggests a lonely, desolate environment.

(3) Thesis

1. The beginning 1 or 2 sentences in which the writer presents the topic/ point/ purpose of the essay/paper. 2. May open the body of the discussion or it may conclude the discussion. 3. Should be deliberate if it is to serve the purpose of leading the reader into the discussion.

(3) Editing Stage

1. The most important stage. 2. Decisions must be made regarding whether the reasoning is cohesive. 3. Rearranging ideas, filling in holes, etc.

(3) Revision

1. The most importing step for the writer in the writing process. 2. Students examine/review their draft work and make major necessary changes/ corrections in wording, details, ideas, sentence usage, organization, coherence, supporting evidence, and audience. 3. Identify sections that need elaboration, correction, and/or reorginization

(3) Structure of Poetry

1. The pattern of the sound and rhythm 2. The visible shape it takes 3. Rhyme and free verse

Root Word

1. The primary base of a word.

(2) Word Recognition

1. The process of automatically determining the pronunciation and some degree of the meaning of an unknown word. 2. Fluent readers recognize most written words easily and correctly, without consciously decoding or breaking them down.

(4) Word Analysis

1. The process readers use to figure out unfamiliar words based on written patterns. 2. Also called "Phonics" or "Decoding". 3. Knowledge of the meanings and spellings of root words, and affixes (prefixes and suffixes) 4. Instruction can be very effective in helping beginning readers learn to read with understanding.

(3) Rhythm

1. The recurrence of stresses at equal intervals. 2. Meter. 3. Should be analyzed in terms of its overall relationship to the message and impression of the poem.

(2) Syntax

1. The rules or patterned relationships that correctly create phrases and sentences from words. 2. Word placement (way words and phrases are arranged in well-formed sentences.

(2) Poetry

1. The sharing of an experience, a feeling, or an emotion. 2. Interpretations of life; bring understanding to life's big questions. 3. Form of literature that often uses rhythmic qualities of language and can be written or spoken.

(2) Rate

1. The speed and fluidity with which a student can read. 2. Determined by number of words read correctly per minute or the length of time it takes student to read a selected passage. 3. Purpose for reading, genre, difficulty of material, and prior knowledge of subject all affect how quickly a text is read.

(4) Proofreading

1. The stage where grammatical, mechanical, punctuation and technical errors are addressed. 2. Don't teach grammar in isolation, but in the context of the writing process. 3. Have students read writing and check for specific errors such as whether or not every sentence starts with a capital letter and has the correct punctuation at the end. 4. Provide them with a proofreading checklist to guide them as they edit their work.

(4) Phonics

1. The study of letter-sound correspondences. 2. Method of teaching reading and spelling based on phonetic interpretation of ordinary spelling. 3. Must be taught with the eyes open. 4. Letters and their sounds are first taught in isolation, then blended into words, and finally applied to decodable text.

(1) Slack Syllable

1. The unstressed or unaccented syllable.

(11) National Reading Panel's Conclusions for Vocabulary Instruction

1. There is a need for direct instruction of vocabulary items required for a specific text. 2. Repeated exposure to vocabulary items is important. Students should be given items that will be likely to appear in many contexts. 3. Learning and rich contacts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the world will be better equipped to deal with this matter in content areas. 4. Vocabulary tasks should be reconstructed as necessary. It is important to be certain that students fully understand what is asked of them in the context of reading only on the words to be learned. 5. Vocabulary learning is effective when it entails active engagement in learning tasks. 6. Computer technology can be used effectively to help teach vocabulary. 7. Vocabulary can be acquired through incidental learning. Much of a student he will have to be learned in the course of doing things rather than through explicit vocabulary learning. Repetition, richness of context, and motivation may also add to the efficacy of incidental learning of vocabulary. 8. Dependence on a single vocabulary instruction method will not result in optimal learning. Variety of methods can be used effectively with emphasis on multimedia, richness of context, and repeated exposure to vocabulary words. 9. The National Reading panel found that one critical feature of effective classrooms involve utilizing lessons and activities through which students apply their vocabulary knowledge and strategies to reading and writing. Included in the activities were allowed teachers and students to talk about words, their features, and strategies for understanding unfamiliar words. 10. There are many methods for directly and explicitly teaching words. The panel identified 21 methods that have been found effective in research projects. Many emphasize the underlying concept of a word and its connections to other words semantic mapping and diagrams. 11. Effective classrooms provide multiple ways for students to learn and interact with words. The panel also found that computer-assisted activities can have a positive role in the development of vocabulary.

(5) Characteristics/Habits of Good Readers

1. Think about info they will read prior to reading. 2. Form questions they predict will be answered. 3. Confirm predictions from textual information. 4. Attempt to pronounce unfamiliar words using analogies to familiar words. 5. Establish purpose for reading beforehand, anticipate text structure, choose reading strategy, and make predictions.

(2) Derivational Spelling

1. This stage is usually reached between high school and adulthood. 2. This is the stage when spelling rules are being mastered.

(2) Reader's Purpose

1. To convey visual images (letters and words) into a message. 2. To be able to extract meaning of the text.

(3) Expository Writing

1. To inform/ give information/ explain something using factual material. 2. Writer does not care if you do what he says to do or follow the directions; only that you have the information in case you decide to use it. 3. Seeks to answer a question as to how or why something works or why it is important. Examples: Biographies, Magazine/Newspaper Articles.

(13) Forms of Children's Literature (Narrative Types)

1. Traditional Literature 2. Folktales/Fairytales 3. Picture Books 4. Fables 5. Myths 6. Legends 7. Tell Tales 8. Modern Fantasy 9. Science Fiction 10. Modern Realistic Fiction 11. Historical Fiction 12. Biography 13. Informational Books

Active Listening - (5) Making Sense of Oral Language

1. Transitions between ideas 2. Nonverbal cues 3. Note Taking 4. Oral retell 5. Speech Analysis

(2) Sentence Combining

1. Try to use the students' own writing as much as possible. 2. The theory behind combining ideas and the correct punctuation should be emphasized.

(3) Adolescent Literature

1. Typically interested in fantasy and science fiction genres, mysteries, and adult literature. 2. Issues surrounding homelessness, neglect, teen pregnancy, drugs, and violence. 3. Civil rights movement, feminism, protests of the Vietnam War Era. Examples: Emily/Charlotte Bronte, Willa Cather, William Shakespeare, Jack London, Mark Twain, Piers Anthony, S.E. Hinton, Madeleine L'Engle, Stephen King, and J.R.R. Tolkien.

(3) Word Consciousness

1. Understand the story through pictures. 2. Understand connection between spoken words and printed words. 3. Letter/word discrimination begins in the early years.

(2) Subjunctive Mood

1. Used for conditional clauses or wish statements that pose untrue conditions. 2. Verbs are plural with both singular and plural subjects. (Examples: If I were a bird, I would fly. // I wish I were as rich as Donald Trump.)

(1) Indicative Mood

1. Used to make unconditional statements. (Examples: I am a person.)

(2) Formal Language

1. Uses fewer or no contractions, less slang, longer sentences, and more organization in longer segments. 2. A meeting of executive or government officials, sermons, speeches delivered to executives, college professors, or government officials.

(2) Keyword Method

1. Uses words and illustrations that highlight salient features of meaning. 2. The visualization or drawing of a picture either by the student or the teacher.

(2) Pattern of the sound and rhythm

1. Verse Form 2. Stanza Form

(2) Informational Books

1. Ways for children to learn more about something they are interested in or something that they know little about. 2. Shows pictures and facts that will capture the imaginations of young children.

(1) Slant Rhyme

1. When a rhyme is not exact; often, the final consonant sounds are the same but the vowels are different.

(2) Discovery Stage

1. When ideas, materials, and supporting details are deliberately collected. 2. May come from writer's personal experience and observations, research of written sources, interviews, television presentations, or the internet.

(2) Organization Stage

1. When the purpose, thesis, and supporting points are determined. 2. Most writers will put forth more than one possible thesis.

(3) Early involvement in reading activities can lead to....

1. Word Consciousness 2. Language & Conventions of Print 3. Functions of Print

(4) Sources of Background Info Used to Comprehend Meaning Behind Text

1. Word Knowledge 2. Syntax & Contextual Information 3. Semantic Knowledge 4. Text Organization

(2) Fiction

1. Works that are made up by the author, or are not true; imaginary. 2. Include plot, characters, settings, and themes.

(6) Focused Free Writing

1. Writing on a specific topic to prepare for an essay. 2. Brainstorming 3. Ask questions: Who, What, Where, When, and How? Help the writer approach a topic from several perspectives. 4. Create a visual map on paper to gather ideas; cluster circles and lines to show connections between ideas. If students cannot see relationships between their ideas, have the pair up, exchange papers, and have their partners look for some related ideas. 5. Observe details of sight, hearing, taste, touch, and smell. 6. Visualize by making mental images of something and write down the details in a list.

(2) Biography

1. Writings about inventors, explorers, scientists, political and religious leaders, social reformers, artists, sports figures, doctors, teachers, writers, and war heroes. 2. Helps children see that one person can make a difference; opens new vistas for children to consider when they choose a future occupation.

(2) Nonfiction

1. Written accounts of real people, places, objects, or events; generally true (or an opinion). 2. Includes interpretations, opinions, theories, and research.

Sonnet Poem

14 line poem that is usually in iambic pentameter

(6) Word Types

> VC (vowel-consonant) - "It", "At", "Up" > CV (consonant-vowel) - "Me", "Go", "No" > VCC (vowel-consonant-consonant) - "Ant", "Ask", "Its" > CVC (consonant-vowel-consonant) - "Hat", "Fan", "Dog" > CVCC (consonant-vowel-consonant-consonant) - "Sand", "Bank", "Tent" > CVCV (consonant-vowel-consonant-vowel) - "Baby", "Lady", "Pony"

Opinion

A belief and can not be supported by proof or evidence

Abstract

A brief summary of written or spoken information, often used to help reader understand the purpose of the information.

Hyperbole

A deliberate exaggeration for effect, emphasis, or humor. Example - "I am so hungry I could eat the refrigerator"; "The bag weighs a ton"

Suspense

A feeling of uncertainty and curiosity about what will happen next in a story; key element in fiction and drama; "hook" writer uses to keep audience interested

Metonymy

A figure of speech in which something is referred to or named by the name of something closely related with that thing or concept. Example: "Lend me your ears" "They have lots of mouths to feed"

Simile

A figure of speech that directly compares two different things, often using the terms "like" or "as" to foster the comparison. Example: "My love is like a red, red rose."

Playwright

A form of literature that usually consists of a dialogue between characters and is intended as a stage performance rather than a movie; can refer to both written work and theatrical performance.

Self-Monitoring

A form of metacognition; takes place as students realize/ know when they understand what they are reading and when they do not; students then use "fix up" strategies to identify and resolve any problems with comprehension.

Limerick Poem

A highly musical verse that expresses the observations and feelings of a single speaker

Performance-Based Assessment

A kind of assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something. A few examples include: designing and performing experiments, building models, writing poems or shorts stories, and developing portfolios.

Mood

A literary element that evokes certain feelings or vibes in readers through words and descriptions Examples: Anger, Excitement, Happiness, Silliness, Peacefulness

Problem

A matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome; Typically a part of the plot in stories

Instructional Reading Level (challenging but manageable)

A measure of reading where a student reader in grades 1-8 has difficulty with 1/10 words.

Idiom

A phrase or sentence that does not mean what the words sound like, but that does have a specific meaning; Common expression in which the literal meaning is different from the figurative meaning Example: "It was raining cats and dogs" (meaning it was raining hard) "He was sick as a dog." (meaning he was very ill) "Break a leg"

Lyrical Poem

A poem that does not tell a story but expresses the personal feelings or thoughts of a speaker.

Ballad Poem

A poem that tells a story similar to a folk tale or legend and often has a repeated refrain.

Concrete Poem

A poem with a shape that suggests its subject

Prepositional Phrase

A preposition along with the object of the preposition

Allusion

A reference to another work of literature, person, or event; used to draw the comparison of something dreadful at hand (example: "You're about to open Pandora's box")

Sentence Fragment

A sentence missing a subject or verb or complete thought

Ambiguity

A sentence or story that is considered ambiguous has at least two different interpretations; often leads to confusion but can be clarified by the total context. Examples: "All the children saw her duck." ^ It is unclear whether the sentence is referring to a duck that is a fowl or to bending down to keep from being hit with something.

Tall Tale

A story that is related as true but with unbelievable elements; typically use exaggerations and/or incredible events Examples: Paul Bunyan, Johnny Appleseed

Allegory

A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one.

External Conflict

A struggle between a literary or dramatic character and an outside force such as nature or another character, which drives the dramatic action of the plot

Internal Conflict

A struggle between opposing needs, desires, or emotions within a single character

Crisis

A sudden, unpredictable, and potentially dangerous event in a story's plot

Think-Pair-Share

A technique in which students working in pairs learn from one another and get to try out their ideas in a nonthreatening context before presenting them to the class.

Symbolism

A technique used in writing, speaking, and in literature when an object or a color can be used to represent something else. Examples: Hearts -> Love Statue of Liberty -> Freedom Red -> Excitement, Energy, Fire Yellow -> Happiness, Optimism, Sunshine Purple -> Royalty, Transformation

Text Complexity

A three-part model for examining texts proposed by the Common Core that includes quantitative data, qualitative information, and reader and task considerations.

Guided Practice

A time for students to practice a strategy with the help of the teacher

Gerund

A verb ending in 'ing' to serve as a noun - 'Stabbing (used as a noun) is what I do said the thief.'

Participle

A verb form that can be used as an adjective

Infinitive

A verb form, usually preceded by "to," that is used as a noun, adjective, or adverb.

Vowel-r syllables ("r-controlled")

A vowel followed by "r" (er, ir, ur, ar, or). Examples: ard/or, mirr/or, f/ur/th/er, c/ar, h/ur/t, b/ir/d.

Object

A word or group of words that receives the action of a verb Examples: Me, Us, You, Him, Her, It, Them

Metaphor

A word or phrase that indirectly compares two people, places, animals, or things, but not using the terms "like" or "as". Examples: Chairs being said to have legs and arms; "The car was a furnace after sitting in the sun."

Coordinating Conjunction

A word that joins words or groups of words. Examples: "And", "Or", "For", "But", "Nor", "Yet", "So"

Personal Pronouns

Act as subjects or objects in a sentence. Examples: "*She* received a letter."; "I gave the letter to *her*."

Prefixes

Added to the beginning of a word or root Example: In the word, "percent", "per-" is the prefix.

Suffixes

Added to the end of a word or root; Inflectional vs. Derivational Example: In the word, "century", "-ury" is the suffix".

Affixes

Added to words or roots to change their meanings; include prefixes and suffixes Example: The word "cent" is the root. Can add an affix to change it's meaning (prefix or suffix). Prefix "per" + "cent" = "percent" Suffix "ury" + "cent" = "century"

(4) Pre-Conventional, Awareness, Exploration, Role-Play Writing Stage

Ages 2-5 1. Spelling: Scribbles and uses writing-like behavior; Scribbles to represent word; No phonetic association. 2. Penmanship: Develops pencil position and traces words and letters. 3. Print/Mechanics: Develops awareness of environmental print. 4. Content: Uses pictures and scribble writing

(4) Early Emergent/ Emergent Writing Stage

Ages 4-5 1. Spelling: Writes initial consonants; correlates some letter/sounds; each syllable has a letter. 2. Penmanship: Can write on line; incorrectly mixes upper- and lowercase letters. 3. Print/Mechanics: Makes some letters and words; Attempts to write name. 4. Content: Copies words and uses pattern sentences.

(4) Early Transition/ Transitional/ Early Developing Writing Stage

Ages 5-6 1. Spelling: Left/right correspondence; Invented spelling with initial/final consonants; Few vowels. 2. Penmanship: Correctly uses upper and lower-case letters. 3. Print/Mechanics: Directional writing and one-to-one writing/reading words; Writes word patterns. 4. Content: Uses invented spelling and simple sentences. *A student should be able to identify most consonant sounds and vowel sounds but often still uses invented spellings.

(4) Conventional/ Beginning Writing Stage

Ages 6-7 1. Spelling: Correct spelling for most words; Uses resources and decoding for spelling. 2. Penmanship: Sentence structure; Only focuses on one writing component at a time (i.e., spelling or punctuation). 3. Print/Mechanics: Chooses personally significant topics for writing assignments. 4. Content: Organizes paragraphs using complete sentences.

(4) Proficient/ Expanding Writing Stage

Ages 7-9 1. Spelling: Edits for mechanics during and after writing. 2. Penmanship: Varies writing components based on writing task. 3. Print/Mechanics: Uses organization and variety of word choices. 4. Content: Writes in a variety of formats: poetry, stories, reports.

Pronoun-Antecedent Agreement

Agreement in number and case between a pronoun and its antecedent. Example: "Mary and Susie saw their cousins over the holiday." ^ The pronoun "their" is plural. It agrees with the nouns "Mary and Susie."

Derivational Suffix

Alter a words meaning & its grammatical function (-ic, -ly, -ish, -ance, -al, -ive, -ness, etc.)

List of Linking or Helping Verbs

Am, Is, Are, Was, Were, Be, Being, Been

Editorial

An article giving opinions or perspectives

Independent Practice/ Application

An assigned task that is provided for students to do independently after they have practiced the targeted skills with the help of the teacher

Research Paper

An expository essay that contains references to outside materials that legitimize claims made in the essay.

Editorial Cartoon

An illustration that comments on current events or personalities. Also known as a political or social message.

Complication

An intensification of the conflict in a story or play; series of difficulties forming the central action in a narrative.

Round Robin Reading

An outdated reading strategy that attempts to teach students to read by having them follow other students in reading specific passages of text identified by the teacher. This technique is not recommended because it hampers reading fluency, its boring, and it causes students to lose interest in the story.

Picture Walk

Anticipating the story (narrative) using the pictures alone to construct meaning; used to predict what the story might be about prior to reading.

Parallelism

Arrangement of ideas into phrases, sentences, and paragraphs that balance one element with another of equal importance and similar wording.

Writing/Speaking/Listening for Entertainment

As in movies, television programs, computer games, and electronic games

Informative Writing/Speech

As in news programs, newspapers, magazines and documentaries

Educational/Instructional Writing/Speech

As teaching skills with computer programs (learning a new language or beginning reading) or with educational TV programs

Clarifying

Asking questions of a speaker (as appropriate) and paraphrasing what you think has been said. Examples: "Is that what you are saying about....?" "Am I understanding you correctly about....?

Probing

Asking questions of a speaker (as appropriate) in order to get more information and also to clarify any misunderstandings.

Interrogative Sentence

Asks a question; usually begins with one of these words: "who", "what", "where", "when", "why", "how", or "do" and ends with a question mark.

Tier 1 Vocabulary

Basic words that commonly appear in everyday spoken language; do not require explicit instruction and do not have multiple meanings

Interrogative Pronouns

Begin questions; request information about people, places, things, ideas, location, time, means, and purposes Examples: *who*: "Who lives there?" *whom*: "To whom shall I send the letter?" *what*: "What is your favorite color?" *where*: "Where do you go to school?" *when*: "When will we meet for dinner? *which*: "Which movie would you like to see?" *why*: "Why are you going to be late?" *how*: "How did the ancient Egyptians build the pyramids?"

Phoneme Recognition

Begins with the ability to recognize the first and last sounds in words. Example: "What is the first sound in dog?, What is the last sound in bug?"

(3) Literal Skills for beginning readers

Being able to decipher... 1. Words. 2. Punctuation 3. Grammar

Thematic Awareness

Being attentive of the overall subject/theme of what is being read, or the topic of writing.

Appropriate Vocabulary

Being sensitive to the audience and the purpose of what is being written.

Sidebars

Boxes of explanatory or additional information set aside from main text.

Countable Nouns

Can be counted; used in plural form Examples - dollars, cubes

Strategies For Teaching Decoding

Can be determined by examining patterns in word-identification errors.

Fact

Can be proved

Turn-and-talk

Can be used when the teacher would like the students to think more about a topic or experience. Rather than and individual child answering the teacher's question, children turn and talk to a partner to enhance their thinking and develop their oral language abilities. After talking with a partner, the children then can share what they talked about with the whole group.

High Frequency Irregular Words

Cannot be "sounded out" phonetically but are found frequently in students' reading; Research has found that it is more effective to teach these words prior to having students read them in a passage, and the words should be practiced daily. Recognition increased through repeated reading of and exposure to sight words Examples: come, of, was, give, know, two, what, and whose.

Kinesthetic

Carrying out a physical activity with fine and/or gross motor movements.

(13+4) Genre

Categories or groups of literary compositions such as: Fiction - 1- Poetry 2- Drama 3- Picture Book 4- Graphic Novel 5- Folktale 6- Myth 7- Fairy Tale 8- Tall Tale 9- Historical Fiction 10- Science Fiction 11- Fables 12- Short Stories 13- Novels Non-Fiction - 1- Biographies 2- History 3- Science 4- Geography

Voice Modulation

Changing voice tone during a speech to enhance meaning

Spelling-Pattern Word Wall

Chart/wall of words that have the same spelling pattern. Examples: Words that end in 'silent e'. Words that end in 'y', etc.

Pre-phonemic Spelling

Children have some letter awareness: know that letters stand for a message but they do not know the relationship between spelling and pronunciation Example - May spell a lengthy word with a few letters such as "play" - "pa" or "talk" - "tk".

Rubric: Focus

Clarity in the way a paper sustains a main idea or theme, or brings together key points.

Phoneme Blending (and Manipulation)

Combining phones to make a word; putting them together Example: /m/ /a/ /t/ = combines to form "mat"

High-Frequency Words

Common words and letter sound correspondences that frequently appear in printed English but are not readily decodable in the *early stages* of reading instruction.; The words most often used in the English language.

Text Leveling

Complexity of text as determined by quantitative measures, qualitative measures, and reader and task considerations

Verb Phrase

Composed of the main verb along with its helping verbs Example: "The chef *would have created* another souffle*, but the staff protested."

Conclusion

Considered the "wrap-up" of a story; conflicts are resolved and characters may have changed; sometimes called "closure".

Noun Phrase

Consists of a noun and its modifiers Example: "*The big, red barn* rests beside *the vacant chicken house*."

Compound Nouns

Consists of two or more words used together as a single noun that can be separate words, one word, or a hyphenated word. Examples: Brother-in-Law; Rollercoaster; Birthday

Participial Phrase

Contains a participle and acts as an adjective. Examples: "They arrested the man *driving the car*." "*Enjoying the stars that filled the sky*, Dave lingered outside for quite a while."

Rhyming

Correspondence of sound between words or the endings of words, especially when these are used at the ends of lines of poetry.

Third Person Objective

Detached narrator relates the actions and dialogue of the story, but not the feelings of any characters. Point of view using "He", "She", "They", or "It".

Third Person Limited Omniscient

Detached narrator tells the story from one character's point of view including that character's internal thoughts and feelings. Point of view using "He", "She", "They", or "It".

Cause

Determine how a particular event happened.

Reader and Task Considerations

Determined by the professional judgement of educators who match texts to particular students, classes, and/or tasks based on their inherent needs.

Miscue Analysis

Determining the kinds of reading strategies a reader uses during the process of reading from a text based on the incorrect guesses they make (ie: beginning sounds, context clues, picture clues).

Contrast

Determining what is different about two or more things; how each thing differs from the other

Stage Directions

Develop the rising action in a play

Systematic Phonics Instruction

Direct teaching in a sequential program of letter-sound relationships including both vowels and consonants; explicit instruction in phonics (and in highlighting letter-sound correspondence) yields better results than indirect methods.

Word Wall

Display of high frequency words on a poster for children to refer to

Jigsaw Workshop

Educational approach designed to minimize prejudice by requiring all children to make independent contributions to a shared project

Brackets

Enclose added words to a quotation and to add insignificant information within parentheses

Parentheses

Enclose insignificant information

Sufficient Context

Ensuring that readers do not have to extensively question a text to figure out what is going on.

Articulation

Enunciation is clear; Slow down the rate of speaking when transitioning into more complex content

Self-Assessment

Evaluation of one's own work, typically based on pre-determined standards, often from a rubric; sometimes used as part of group learning activities.

Conjunctive Adverb

Example - However

Verbs

Express action or state of being; can also convey mood. Examples: *Action* - Run, Jump, Play *State of Being* - Is, Seems

EOD: Drawing

Expressed ideas through pictures: uses as a form of communication

Nonverbal Cues

Facial expression, tone, etc.

Regular Verbs and Their Endings

Follows the conventions of the four parts (simple, present, present participle, simple past, and past participle) and endings (walk, walked, walking, have walked) *Simple Present:* sit, set, lie, lay, rise, raise *Present Participle:* sitting, setting, lying, laying, rising, raising *Simple Past:* sat, set, lay, laid, rose, raised *Past Participle:* (have) sat, (have) set, (have) lain, (have) laid, (have) risen, (have) raised

Imperative Sentences

Gives a command or makes a request.

Benefits of Shared Reading

Gives students opportunity to learn: how to: 1- predict story development 2- actively participate in reading 3- increase vocab development 4- understand/ practice reading strategies 5- sequence story events 6- become excited and interested in new learning

Words Per Minute (WPM - Grades 1-5

Grade 1 - 60 WPM, Grade 2 - 70 WPM, Grade 3 - 80 WPM, Grade 4 - 90 WPM, Grade 5 - 100 WPM.

(4) Transitional Reading Stage of Literacy

Grades 1-2; 1- Building reading vocabulary by using context clues to understand word meaning 2- Transitioning from reading word by word into reading more by phrases and sentences (enhances comprehension) 3- Begin monitoring their own reading in order to determine if what they read really makes sense, through illustrations/graphics 4- Much reading at this stage is done silently

(6) Emergent Reading Stage of Literacy

Grades 1-2; Beginning to understand: 1- That words and pictures convey meaning 2- Trying to write a few letters even though the words are written backwards or in all upper case 3- Learning more about sound-letter relationships 4- Begin to recognize common words in their environment 5- At end of stage, children have typically added more words to their sigh vocabulary 6- Better understanding of comprehension strategies and word-attack skills

(6) Early/Developing Stage of Literacy

Grades K-1; Sometimes called the Pre-Reading Stage; Students can understand some basic reading strategies including: 1- Directionality, matching words, and locating known words 2- Rely less on pictures 3- Engage in discussions about what is read 4- Begin to pay attention to punctuation while reading 5- Have a knowledge of basic sight words that they know automatically 6- Begin to use some phonetic clues to sound out words

Collaboration

Group presentations are creative, cohesive, and logical.

Consonant Clusters

Groups of 2 or 3 consonants that are together in a word and have no vowel between any of the consonants and make a distinct sound. Examples: bl, st, sk, sp, pr, br, and str

List of Action or Helping Verbs

Have, Has, Had, Do, Does, Did

Multifaceted Learning Approach

Having many parts or layers 1- Teaching specific comprehension strategies 2- Promoting higher order thinking (analyzing, synthesizing, evaluating) 3- Providing time for text reflection (orally/ in writing) 4- Providing multi-sensory lessons as appropriate 5- Bring emotions into what is being read 6- Relating text to students' lives

Eye Contact

Helps the speaker to overcome speech anxiety by allowing him or her to connect with the attentive audience and by easing feelings of isolation.

(3) Literary Analysis

Higher level of critical thinking which comes after students are able to understand and describe text they are reading 1- Dissecting/taking apart what they read to look at individual parts (tone/mood) 2- Interpretation (not clearly stated, determine tone/mood) 3- Draw conclusions (based on story's elements, such as theme or overall character analysis)

Line Length

How long the lines in a poem are

Articulatory Phonetics

How sounds are produced

Auditory Phonetics

How sounds are recognized/identified

Acoustic Phonetics

How sounds are transmitted

Transitioning Between Ideas

How speaker changes character and voice in order to signal a transition of ideas.

Rubric: Development

How the writer ensures that he explains, clarifies, and or defines using supporting details

Compare

How two or more things are alike, and what about them is the same; determining similar characteristics between two items

Morphological Structure

How words are put together out of smaller pieces in order to develop meaning; concerned with the internal structure of words.

Logical Structure

Ideas follow a logical line of reasoning.

Why should the exclamation point only be used sparingly?

If used frequently, each one will be less impactful. If used sparingly, its use will draw the reader's attention and emphasize the information contained in the sentence.

Text Features

Imagery like photographs, drawings, maps, charts, graphs

Characterization Elements

Include how a character looks physically, how a character acts, and how other characters in the story react to this character.

Em Dash

Indicate abrupt break n a sentence and emphasize the words within them.

Ellipses

Indicate information removed from a quotation or a missing line of poetry, or to create a reflective pause

Possessive Pronouns

Indicate possession Examples: "*My* coat is red."; "*Our* car is blue." Your/Yours, His, Her/Hers, Its, Their/Theirs

En Dash

Indicate range of dates

Secondary Sources in Research

Inform about events, experiences, places, or time periods, but the information is provided by someone who was not directly involved and who used/interpreted primary sources to discuss the material/ determine the validity of the sources. Example: A student writes about the events he heard about, but did not see for himself, that happened the previous day at school.

Supporting Evidence

Information is supported and relevant.

Reflexive/Intensive Pronouns

Intensify a noun or reflect back upon a noun. Examples - "I *myself* made the dessert."; "I made the dessert *myself*".

Formal Language

Is typically used in business, government, and the academic world; written for an audience who is already familiar with the topic.

Subordinating Conjunctions

Join dependent clauses (typically adverbial clauses) to the independent clauses to which they are related. Examples: *Because* we love pizza, we treat ourselves during football season to several orders. *Time:* After, As, As long as, As soon as, Before, Since, Until, When, Whenever, While, Once *Manner:* As, As if, As though *Cause:* Because *Condition:* Although, As long as, Even if, Even though, If, Provided that, Though, Unless, While, Whereas, Where, Wherever *Purpose:* In order that, So that, That, So, That *Comparison:* As, Than, Whether

Linking Verbs

Join the subject to the subject compliment Example: The dog is cute.

Conjunctions

Join words into phrases, clauses, and sentences by use of three mechanisms (correlative, coordinating, and subordinating)

(9) How to Teach Phonological Awareness:

Language play and exposure to a variety of sounds and contexts of sounds; 1) Clapping to sounds of individual words 2) Practicing saying blended phonemes 3) Singing songs that involve phoneme replacement 4) Reading poems, songs and nursery rhymes out loud 5) Reading patterned/predictable texts out loud 6) Listening to environmental sounds or following verbal directions 7) Playing games with rhyming chants or finger plays 8) Reading alliterative texts out loud 9) Grouping objects by beginning sounds

(5) WIDA Taxonomy

Levels of Language Proficiency 1. L1 - Entering 2. L2 - Emerging 3. L3 - Developing 4. L4 - Expanding 5. L5 - Bridging

Validating

Listening openly and with empathy while affirming in an interesting way; usually involves eye contact.

Compound-Complex Sentence

Made up of two or more independent clauses and one or more dependent clauses. Example - "The bird was sitting in its nest and it was happily singing, but then it fell out." "The cat, who is scared of the dog, ran under the porch, and the dog ran after him."

Subjunctive Verbs

Make a statement of speculation or wish; mood is formed with other words like that, however the verb itself does not usually change. "The doctor recommends that you take the medication twice a day." "I wish I had a dog."

Inflectional Suffix

Make word plural or indicate tense (-s, -es, -ed, -ing, -er, etc)

Declarative Sentences

Makes a statement or expresses an opinion; makes a declaration.

Visualizing

Making mental pictures about what is happening, such as in a story from narrative text or steps in a process in expository text

Collective Noun

Names a group of people or things Examples: herd; colony

Fine Motor Skills

Necessary for correct pencil grip as well as writing skills; along with paper position and beginning strokes of forming letters.

Objective Point of View

Not based on author's opinion, but rather is based n facts.

Subjective Point of View

Not based on facts, but on author's opinions, beliefs, feelings and/or perspective

Irregular Verbs

Not following the convention of the four parts and endings (swim, swam, swimming, have swum)

Verbal Nouns

Nouns that are formed from a verb and partly share their construction Example: writing, diving, drawing

Weak Reference

Occurs when a pronoun refers to an antecedent that has not been expressed. Example: *Weak:* In my Chinese cooking class, I made one. *Clear:* In my Chinese cooking class, I made an egg roll.

Dramatic Irony

Occurs when an audience knows some key information that is not known by a character in a novel, play, r movie.

(3) Comprehension

Occurs when readers are able to... 1. Make predictions. 2. Select main ideas. 3. Establish significant and supporting details of the story.

Situational Irony

Occurs when the result of a situation/event is totally different from what one would expect.

Generating/Asking/Answering Questions

Of themselves or others about what is being read; students have a purpose for reading and are able to focus on what they are to learn; able to review content of reading and relate it to prior learning.

(9) Setting

One of the main parts of a story; includes elements of: 1- location (either specific or general) 2- time of year (which might include season, holidays, or specific anniversary) 3- time of day (which could be dawn/dusk, middle of the day/night, or exact); 4- elapsed time (which can be between events, moment by moment, or flashbacks); 5- mood and weather; 6- climate; 7- geography; 8- historical eras; 9- social or political environment. * Helps reader in discerning the possible genre of the work of fiction (offers definitive clues that narrows down the type of fiction presented to the science fiction or fantasy genres).

Word Choice

Only necessary and relevant words and sentences are included.

Note Taking

Outlining major points to keep track of an author's message.

Punctuation

Periods, commas, question marks, exclamation marks, and other markings that divide text or help a reader know when to change pace or read with infection.

Phoneme Deletion

Phonemes are removed from words to make new words. Example: Removing /m/ from mat leaves the word "at".

Syllables

Phonological units composed of onsets and rimes that can be blended, substituted, segmented, and deleted like phonemes.

Infinitive Phrase

Phrases that begin with an infinitive. (to + simple form of the verb) Example: "*To visit Europe* had always been her dream."

Elegy Poem

Poem with mournful lament for someone or for something, such as love or an idea

Narrative Poems

Poems that tell stories

Third Person Omniscient

Point of view in which a detached and all-knowing narrator is privy to the thoughts, feelings, and actions of any or all characters; told from all of their point of views. Point of view using "He", "She", "They", or "It".

Second Person

Point of view using "You" (least common)

First Person

Point of view using pronouns *I, my, mine, and we*; one character tells the story from his or her direct experience

Demonstrative Pronouns

Point out or draw attention to something or someone (subject/object); can also indicate proximity or distance. Examples: singular - this/that *subject*: "This is my apartment." *object*: "I gave that to him yesterday." *proximity*: "This is the computer you will use." *distance*: "That is the statue of Liberty." plural - these/those *subject*: "These are diamonds." *object*: "Give those to me." *proximity*: "These are the books we want." *distance*: "Those mountains are called the Rockies."

Key Details

Points of information in a text that strongly support the meaning, main idea, or tell the story

(9) Reading Comprehension Skills

Process through which students derive/construct meaning from the printed page; as opposed to word-calling Skills involved: 1- Oral language development 2- Word analysis skills 3- Prior knowledge 4- Language background/expriences 5- Previous reading experiences 6- Ability to read fluently 7- Vocabulary development 8- Ability to self-monitor 9- Understanding of text characteristics

Non-Systematic Phonics Instruction

Programs that usually do not sequentially teach letter-sound relationships - including consonants and vowels. Instead phonics instruction is done more informally, according to the teachers' perception of what is needed.

Sentence and Paragraph Modeling

Provide students with the opportunity to practice imitating the style and syntax of professional writers.

Coherence

Quality of a piece of writing in which all the parts contribute to the development of the central idea, theme, or organizing principle

Indirect Object

Receives the direct object; (To whom? To what?)

Scaffold

Refers to building on simpler skills to develop more difficult ones; students need to have skills in areas of phonemic awareness, phonics, word recognition, fluency, vocabulary development, and comprehension

Confirming

Repeating or paraphrasing what has been said by the speaker in order to ensure that you understand what the speaker is explaining; can also involve asking and answering questions.

Indefinite Pronouns

Replace nouns to avoid unnecessary repetition. Common Examples: *Singular* - Each, Either, Neither, One, Everyone, No One, Someone, Anyone, Everybody, Nobody, Somebody, Anybody, Everything, Nothing, Something, Anything, Another *Plural* - Both, Few, Several, Many ie: "Several came to the party to see both." *Singular/Plural* - Some, Any, None, All, Most, More ie: "Some of the pies were eaten."

Oral Retell

Retelling the stories

Cadence

Rhythmic flow of a sequence of sounds or words

Rising Action

Section of a story when the plot develops and usually includes a conflict, obstacle, problem, or complication; suspense builds up.

Slash

Separate lines of poetry within a text or to indicate interchangeable terminology

Phoneme Segmentation

Separating phonemes in words; taking them apart; refers to the ability to break a word into its separate sounds, saying each sound as it is counted; The ability to identify four sounds in the word "clap" demonstrates an understanding of this concept. Example: Separating the sounds in the word "mat" isolates the phonemes: /m/ /a/ /t/ ; C-are-f-u-ll-y

List of Helping Verbs

Shall, Will, Should, Would, May, Might, Must, Can, Could

EOD: Letter-like Forms

Shapes start to look like letters but are not actual letters

Exclamatory Sentence

Speaker is exhibiting or expressing intense emotion or energy, such as excitement, surprise, happiness, or anger and ends with an exclamation point.

Informal Language

Speeches made to fellow employees, Bible lessons, cocktail party, golf game

EOD: Conventional Spelling

Spells correctly and resembles adult writing

Indicative Verbs

State Facts "My brother plays tennis."

Imperative Verbs

State a command "Play tennis!"

"Thinking Aloud"

Stopping while reading to make comments or ask questions such as: "This reminds me of..." "I didn't understand that part so I will read it again." "I wonder why..." "I think that.... will happen next because...."

Morphemic Analysis

Strategy used to determine the meaning of a word by examining specific parts of the word (prefixes, suffixes, roots)

Fluent Stage of Literacy

Students can quickly recognize many words and apply phonics and word analysis skills to analyze unfamiliar words; can read more easily and with accuracy and expression.

Active Listening - Using positive nonverbal cues

Students demonstrate interest by looking at the speaker and by using appropriate facial expressions and body language

Active Listening - Focusing

Students practice keeping their attention on the person who is speaking

Paraphrasing

Students verify understanding by restating the speaker's or author's main points/ supportive information concisely/briefly and in their own words

Active Listening - Allowing Speaker to Finish Uninterrupted

Students wait for a speaker to finish and concentrate on the message before formulating a response

Book Orientation

Students' understanding of a book through discussion about items including the front and back covers, title page, the story itself, unusual names and/or new vocabulary, reading from left to right, and the connection between written and spoken words.

Voice

Talking in a monotone versus talking too fast.

List of Linking or Action Verbs

Taste, Feel, Smell, Sound, Look, Appear, Become, Seem, Grow, Remain, Stay

Criterion-Referenced Assessment

Tests in which a pre-determined learning standard/goal/ or criteria has been set for the test taker to achieve in order to pass the test.

Media Literacy

The ability to access, analyze, evaluate, and create media in a variety of forms (radio, television, internet, newspapers, magazines, books, billboards, video games, music, etc.)

Evaluative Comprehension

The ability to analyze the text through questioning whether it is fact or opinion by determining if there is faulty/confusing reasoning, determining character development and use of language, and explaining point of view.

Reading

The ability to associate sounds with letters and manipulating sounds to blend words.

Appreciative Comprehension

The ability to develop feelings and understanding about what has been read

Phonemic Awareness

The ability to hear and use individual units of sounds/phonemes in words; can be considered *ear training*.

Phoneme Categorization

The ability to recognize which word is different in a group of several words. Example: Boy, Big, Girl, Boat, Bat >Girl is different.

Alphabetic/Letter Knowledge

The ability to recognize, name, and write letters.

Personification

The attribution of human characteristics/qualities to an inanimate object, an abstract quality, or an animal. Example: "My alarm clock yells at me every morning."

Graphophonemic Knowledge

The awareness of the relationship between symbols (letters and words) and sounds of a language; ability to match upper and lower case letters, recognize alphabetic order (including placing words alphabetically), name letters, and recognize the letters' sounds

Meter

The basic rhythmic structure of the lines or verses in poetry; affects tone of a poem

Central Idea

The basic underlying idea of informational text; the major focus of the information provided in the text.

Letter

The basic unit of reading and writing English

Roots

The basis of many words in the English language, typically derived from Latin or Greek Examples: Auto, Bio, Demo, Geo, Mono, etc.

Curriculum-Based Reading Assessments

The basis of these texts is the curriculum that is being taught.

Onset

The beginning consonant or consonant blend of a syllable Example: In the word "Block", the ONSET is the consonant blend, /bl/; and in Cat the ONSET is the /c/

(9) Parts of Speech

The building blocks of sentences, paragraphs, and entire texts. 1- Nouns 2 - Pronouns 3 - Verbs 4 - Adverbs 5 - Adjectives 6 - Conjunctions 7 - Prepositions 8 - Interjections

Verbal Irony

The character/speaker says the opposite of his/her actual intention.

Orthographic

The conventional/established spelling in a language

Subject

The doer of an action or the element that is being joined Examples: I, We, You, He, She, It, They

Emotion

The feeling that is produced in response to life experiences

Rubric: Voice

The individual writing style of a writer.

Plagiarism

The intentional copying and credit-taking of another person's work.

Moral

The lesson the author wants to teach the reader; more direct than the theme.

Denotative Meaning

The literal meaning of a word as found in the dictionary.

Direct Object

The object that receives the direct action of the verb (What? Who?)

Rhyme Scheme

The ordered pattern of rhymes at the ends of the lines of a poem or verse. Examples: ababa, aabb, aabba

Inversions

The placement of a verb before its subject and can grammatically be correct or incorrect; can also mean reading words in reverse order such as "god" instead of "dog" Correct: "Where were you today?"

Letter-Sound Correspondence

The relationship between the spoken sounds in words and the printed letters that correspond to those sounds.

Phoneme Substitution

The replacement of phonemes in words to make new words Example: Removing the /m/ from the beginning of the word "mat" and replacing it with /s/ creates the word "sat".

Falling Action

The resolution/closure of unresolved conflicts left over after the final climax of a story

Intonation

The rise and fall of the voice in speaking or reading; has an effect on the understanding of the meaning of what is spoken or read.

Greek Roots

The simple elements out of which many English words are formed.

Morphemes

The smallest units of meaning in a language; prefixes and suffixes Examples: In the word "Greatest" there are 2 - "Great" + "Est".

Sound/Spellings

The spelling of words based on letter-sound correspondences.

Morphology

The study of the forms and structures of words and parts of words (stems, root words, prefixes, suffixes) and how they are formed

Euphemism

The substitution of an agreeable or inoffensive term for one that might offend or suggest something unpleasant. Examples: Euphemisms for death are "passed away", "crossed over", etc.

Rime

The syllable's vowel and its remaining consonants Example: In the word "Block", the RIME is "-ock"; and in "Cat", the RIME is "-at".

Print Orientation

The understanding of how to begin writing letters including writing from left to right, on lines, etc.

Sequence

The understanding of the order of events in a story; ie: Beginning, Middle, End

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.

Onomatopoeia

The use of words to evoke meaning by imitating the sound associated with the common sound of the object or action it is describing. (Buzz, Hiss, Pow, Zap, Whop, Zonk, Eek, etc.)

Formality vs. Informality

The way in which we use language in writing and speaking. Two issues are relevant: the audience to whom you are speaking/writing and your goals.

Non-Countable Nouns

They are always singular- they don't have a plural from Examples - (money, water, diabetes)

Metacognition

Thinking about one's own thinking; skills include self-monitoring and self-evaluation

Reading Practice with Decodable Texts

This kind of practice occurs when students understand and relate information about sound-letter relationships to the reading of readily decodable texts.

Volume

Too loud versus too soft.

Digraphs

Two letters that make up one sound Examples: Consonant Digraphs: /sh/, /th/, /ch/ Vowel Digraphs: /ea/, /ei/, /ow/

Consonant Blends

Two letters that make up two different sounds together Example: /sp/ = /s/ + /p/; /cr/ = /c/ + /r/

Homophones

Two or more words that are pronounced the same, but have different meanings, spellings, and/or origin. Examples: "aunt-ant"; "be-bee"; "die-dye"; "pedal-peddle"; "see-sea"; "to-too-two"; "their, they're, there"; "new, knew"; "boar, bore"; "symbol, cymbal"; "tail, tale".

Couplet Poem

Two rhyming lines of verse one after another.

Directionality

Understanding that print is read from top to bottom and left to right, and also that books are read from front to back.

Character Analysis

Understanding the role of a character in a story via the character's actions, traits, relationships, and personality; analyzing how a character thinks and behaves to be able to understand his motivations and beliefs

Unreliable Sources

Untrustworthy materials from a person or institution that does not have the educational background, expertise, or evidence of legitimate sources to support a claim Examples: Self-published materials; Studies done to sell products; Opinion pieces

Topic Sentences

Use at the beginning of paragraphs to provide structure for the information that the paragraph will contain.

Conditional Verbs

Use auxiliaries Examples: "If I took a road trip, I could visit the Grand Canyon."

False Climax

Used to increase the attention of the reader or viewer.

Verb Conjugation

Used to indicate person, and number -Singular- *First person* - I give *Second person* - You give *Third person* - He/ She/ It/ gives -Plural- *First person* - We give *Second person* - You (all) give *Third person* - They give

Common Nouns

Used to name non-specific people, places, or things. Examples: chair, car, house

EOD: Scribble-Writing

Uses as a form of writing; intends them to have meaning like writing

Informal Language

Uses everyday rules of English but can use contractions and sentence fragments; usually for a broad audience; blogging on the web typically uses this type of language.

Multisensory

Using more than one of the senses in teaching and learning (visual, auditory, tactile, kinesthetic)

Formal Assessments

Utilize formal quarterly and end-of-year assessments in order to determine students' needs, strengths, interests, and a possible need for intervention; given so that: information is available to parents, teachers, and administrators as to student progress; they can be used to plan for future curriculum or instructional needs.

Registers

Variation of language depending on the formality and intention for a conversation.

Malapropism

Verbal blunder in which one word is replaced by another that is similar in sound but different in meaning.

Intransitive Verbs

Verbs that do not take a direct object. Examples: lie - to recline rise - to go or get up sit - to be seated

Transitive Verbs

Verbs that take a direct object Examples: lay - to put (lay something) raise - lift (raise something) set - to put (set something)

Displays (Oral Presentation Skill)

Visuals, props, and/or sounds that enhance presentation are used.

"Lexicon"

Vocabulary; refers to stored information about the meaning and pronunciation of words.

Vowel Diphthongs

Vowel pairs to make one blended sound; sometimes called a gliding vowel. Examples: ow--, oi--, ou--, oy-- and aw

Previewing

What is to be read. This might include perusing the titles and subtitles of a chapter, section, graph, chart, picture, etc.

Main Idea

What the story is mostly about; in some texts, it is directly stated and in others, it is inferred; students need to be taught how to determine facts that support it.

Effect

What was the result/aftermath of that a particular event that happened.

Auditory

What you hear

Visual

What you see

Tactile

What you touch and handle

Conventional Spelling

When children know and use most basic spelling rules and spell most words correctly. Can often recognize misspelled words, which helps them in editing their own/ other's writing drafts

Phoneme Isolation

When students can hear and recognize the individual sound in words Example: "What is the first sound you hear in dog?"

Phoneme Addition

When students make a new word / or words by adding a phoneme to an existing word Example: "What new word can you make by adding a sound to the beginning of at?" Bat, Cat, Rat, and Sat

Phoneme Identity

When students recognize the same sound in a variety of words. Example: "What is the same sound in dog, din, and duck?"

Solution

When this occurs in stories, it is said to be the climax/ turning point of the story

Repetition of Words (in Poetry)

Words and phrases that repeat

Contractions

Words combined by substituting an apostrophe for a letter or letters. Examples - "is not - isn't"; "does not - doesn't"; "was not - wasn't"; "he will - he'll"; "he is - he's"; "I will - I'll"; "I have - I've"; "I would - I'd".

Cognates

Words in two languages that share a similar meaning, spelling, and pronunciation; English shares very few with Chinese, but shares 30-40% of all words in Spanish Examples: Family - Familia Computer- Computadora Bicycle - Bicicleta

Phonetically Regular Words

Words in which the letters follow common phonemic patterns; all of the letters can be decoded/sounded out. For example: cat, dog, me, no, him, and kin.

Antonym

Words meaning the opposite of other specific words; Examples: Bad/Good; Tall/Short; Small/Large

Tier 3 Vocabulary

Words that are infrequently used except in specific content areas; are an integral part of content learning and must be specifically taught Examples: Words in areas of biology, mathematics, and medicine

Decodable Words

Words that are phonetically regular (following one of the six syllable types) and can be blended or 'sounded out'.

Synonyms

Words that are similar or related to each other Example: Loyal/Faithful Trustworthy/Dependable Intelligent/Smart/Gifted/Intellectual Polite/Well-Mannered/Courteous/Respectful Dangerous/Unsafe/Hazardous/Risky

Academic Vocabulary

Words that are typically used in educational dialogue and writing; term is frequently used when referring to Common Core State Standards as Tier 1, Tier 2, and Tier 3.

Tier 2 Vocabulary

Words that are used frequently in texts across several content areas; often more abstract than Tier 1 words and often have multiple meanings; require specific instruction within the content areas.

Oral Vocabulary

Words that are used in speaking or recognized in listening.

Auxiliaries

Words that cannot stand alone...must go along with verbs Examples: can, would, could, should, might

Nouns

Words that describe people, places, things, and ideas; most often fill the position of the subject within a sentence.

Headings

Words/phrases/sentences at the beginning of written text that explain what text is about; text can have multiple of these, such as on certain pages, paragraphs, or chapters

Free Writing

Write down whatever comes to mind; Students do not stop to make corrections or interrupt the flow of ideas.

EOD: Random Letters

Writes actual letters but in patterns or strings that make no sense

Correct Grammar

includes proper usage of verbs, nouns, adjectives, adverbs, prepositions, conjunctions, and transitional words (furthermore, but also, therefore, finally).

(3) Methods for Teaching Alphabetic Principle - Multisensory Kinesthetic

• Activities that use fine or gross body movements such as games related to concepts involving: 1- clapping 2- rope-jumping 3 - bean bag tossing * can be paired with singing, counting, or reciting.

(4) Methods for Teaching Alphabetic Principle - Multisensory Visual

• Allow students to draw images including art, text, and pictures related to words beginning with common letters. • Pointing to individual words helps children understand that letters make sounds and words and that there are spaces between words. • Page orientation, front and back covers, title page; Top to bottom, and left to right • Create a print rich environment including: books on various levels, different cultures and genres; labels, signs, or posters giving directions and use, calendars, schedules, bulletin boards, charts, schedules, and center/group information.

Physical/Clinical Conditions That Cause Reading/Learning Delays

• Cognitive deficiencies • Hearing impairment • Attention deficit/hyperactivity disorder • Early language impairment • Chronic ear infection

(3) Methods for Teaching Alphabetic Principle - Multisensory Auditory

• Daily reading aloud of a variety of high-quality books (reflect the children's environment and culture) • Provide numerous experiences in oral reading from texts, posters, signs, calendars, etc. (help children understand the relationship of letters in words to oral language.) • Play games to help students quickly and easily distinguish between a word and a letter. (ie: "thumbs up, thumbs down" or "one finger up for a letter; two fingers up for a word."

(2) Parent Communication

• Let them know the importance of reading to their children and discussing labels, signs, and posters while at home, shopping, and traveling • Parent conferences and parent nights, newsletters, emails, or class visitations

(3) Methods for Teaching Alphabetic Principle - Multisensory Tactile

• Provide opportunities for children to write the letters they are learning; • Provide sets of upper and lower case magnetic, plastic, or cardboard letters; find letters that look somewhat like other letters and then help them discriminate between them (p,b,d); match upper and lower cases of the same letter; practice finding letters when the teacher makes the sound; with progress, they can start building words - from smaller to larger with these tactile letters. • Plastic, felt, or sandpaper letters; play-dough or clay to make letters (both upper and lower case) or symbols; fingers or a student's body to form the shape of letters (as appropriate); carpet, small sandboxes, or even in the air for drawing letters or words.

(4) Interdisciplinary Units

• Utilize reading skills in every content area. • Students learn more quickly when we can connect new learning to something they already know. • Younger Grades: Develop interdisciplinary units about specific topics/ overall themes and then incorporate reading and language arts skills within the theme. • Upper Grades: Interdisciplinary planning during team planning time; each content area is built and reinforced by the other.

(2) Informal Assessments

• Utilized in order to: determine students' needs, progress, strengths, interests, and a possible need for intervention due to delays, learning problems, speech delays; can also help teacher adjust instruction. • Include: ongoing observations, verbal devices, screening devices, criterion-referenced state tests, curriculum-based assessments, informal inventories, etc.