Science of Teaching Reading Vocabulary

Frayer Model

A graphic organizer that is an adaptation of the concept map. The framework of this model includes the concept word, the definition, characteristics, examples and non examples

six syllable types

closed, open, VCe, C+le, R controlled, vowel pairs

expressive language

language which is spoken

Instructional reading level

the reading range where a student can read with 90-95% percent accuracy. This is the reading level that is best for student learning. The student needs the support of the teacher or parent. This is the level in which new vocabulary and concepts are introduced.

progression of phonological awareness skills

1) WORD (sentence segmentation, word blending, word segmentation, word deletion)--> 2) SYLLABLE (blending, segmentation, deletion)--> 3) ONSET-RIME (recognize rhyme, generate rhyme, categorize rhyme, blend onset-rime, segment onset-rime)-->4) PHONEME (isolation, identification, categorization, blending, segmenting, deleting, substituting)

list the five steps of explicit instructional routine

1. state objective, 2. modeling (I do), 3. guided practice (we do), 4. independent practice (you do), 5. feedback (affirmative & corrective)

graphemes

A grapheme is a *spelling* of a phoneme/sound in a word. A grapheme can be spelled with 1-4 letters. (1 letter grapheme-t; 2 letter grapheme--sh; 3 letter grapheme-igh; 4 letter grapheme--ough

standardized tests

Assessments that are generally mandated by a state or federal agency. Everything about these tests are highly controlled.

comprehension, fluency, phonemic awareness, phonics, vocabulary

The five components of reading as identified by the National Reading Panel (NPR)

bound morpheme

a unit of speech that can only be part of a larger word. It cannot stand alone. Ex: -ing; pre-; -s; -tion

diphthong

a vowel pair that feels as if it makes two sounds. Also known as a "gliding vowel" (EX: oy, oi, ou, ow, au)

fluency

ability to read text quickly, accurately and with proper expression. This provides a bridge between word recognition and comprehension

free morpheme

also known as base word, a unit of meaning composed of one or more phonemes which can stand alone as a word. (ex: dog, the, volcano, purple)

cloze test

an assessment consisting of a passage with certain words (usually every 5th word) missing. The student is asked to fill in the missing words.

fluency probe

an assessment for measuring fluency, usually a timed oral reading passage at the student's instructional reading level

diagnostic assessment

an assessment used to pinpoint a student's specific area of weakness and provide in-depth information about students' skills and instructional needs

metacognition

an awareness of one's own thinking process. The process of consciously thinking about one's learning or reading while being engaged in learning or reading.

orthography

another term for spelling; conventions of writing for a given language

norm referenced test

assessment which compares the test taker's score against other children. A child's performance is scored against what is normally expected

criterion referenced test

assessment which is scored based on a pre-established benchmark or standard

progress monitoring

assessments that keep the teacher informed as to the student's progress during the year. They bring a quick sample of skills that inform the teacher if the child is making adequate progress toward grade level reading ability

invented spelling

attempts to spell a word based on the student's knowledge of the spelling system and how it works (eg, kt for cat)

automaticity

the quick and effortless reading of words in or out of context

phonics

the study of the relationship between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondence

scaffolding

the support given to students in order for them to arrive at a correct answer. Some activities include graphic organizers, activating prior knowledge, shared reading. This is temporary instructional support which assists them in achieving what they could not have done alone.

blending

the task of combining phonemes/sounds rapidly to accurately represent a word

decoding, language comprehension

the two components of the simple view of reading

raw score

the unaltered score a student receives on an assessment

alphabetic principle

the understanding that written letters represent spoken sounds and that theses sounds go together to make words

listening vocabulary

the words a student comprehends when listening to speech. The words needed to understand what is heard.

reading vocabulary

the words a student needs to understand to comprehend what he/she is reading.

frustration, instruction, independent

three levels of reading

segmenting

to break down a word into its separate sounds; can also apply to sentences

consonant digraph

two consecutive consonants that represent one phoneme (ch, sh, th)

consonant blend

two or more consecutive consonants which retain their individual sounds (eg., bl, str, cr )

screening, progress monitoring, diagnostic, outcome

types of reading assessments

graphic organizers

visual framework that can be used for capturing the main points of what is being read. May include concepts, ideas, events, vocabulary, or generalizations. These allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader. The structure of one of these is determined by the structure of the kind of text being read. For a narrative text, one of these might include characters, setting, plot, events, rising action, conclusion, etc.

coarticulation

when saying words our mouth is always ready for the next sound to be made. While saying one sound, the lips, tongue, etc. are starting to form the sound to follow. This can distort individual sounds during speech because the sounds are not produced in isolated units (because of this, some children have difficulty hearing the individual sounds in words and the concept of phonemes needs to be explicitly brought to their attention through instruction)

cognates

words in two languages that share a similar spelling, pronunciation, and meaning

connected text

words that are linked (as opposed to words in a list) as in sentences, phrases, and paragraphs

false cognate

words that are spelled identically or nearly the same in two languages but do not share the same meaning

homonym

words that have the same SOUND, and have same OR different spelling (pear/pair, cell/sell, fair/fair)

homograph

words that have the same SPELLING, and have same OR different sound (lead/lead, tear/tear)

high frequency irregular words

words that occur very often in print, containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (was, were, laugh, been). Parts of the words cannot be "sounded out".

speaking vocabulary

words used when speaking

stop sounds

Letters which have sounds that can only be said for an instant, otherwise their sounds are distorted (/b//d//c/ /g/ /h/ etc)

oddities

vowels that are pronounced differently from the expected pronunciation (e.g. the o in old)

reciprocal teaching

- a teaching procedure describing dialogue between the teacher and the students - uses four comprehension strategies: asking questions, clarifying difficult words and ideas, summarizing what has been read, and predicting what might come next

retelling

- use with NARRATIVE texts - a strategy to improve comprehension in which students orally reconstruct a story they have read. - can be used to assess how well students understand a story and then use this information to help students develop a deeper understanding

Directed reading- Thinking activity (DRTA)

- use with NARRATIVE texts - focuses on reading as a thinking process - teaches children to make predictions throughout the text - before reading, the teacher asks students to make predictions about the content of the story -during reading, the teacher stops at strategic points to ask students to verify, reject, or modify their predictions - after reading, the teacher asks students to find and read aloud any part of the text that supports their prediction

story map

- use with NARRATIVE texts - visual representations of the elements that make up a story - used to help students focus on the important story elements

story frame

- use with NARRATIVE texts - visual representations that focus students' attention on the structure of a story and on how the content of the story fits the structure - used to activate background knowledge of elements of story structure

direct vocabulary instruction

-uses discussions, pictures, and examples to expose students to new word - relate the word to students' lives - engage in activities that require student to use the new word

Bloom's Taxonomy

A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: remember, understand, apply, analyze, evaluate, create

summative assessment

Always administered at the END of an instructional unit, teachers give this type of test to compare their students' progress against some standard or benchmark. These tests are generally HIGH STAKES

analogy-based phonics

Children learn to use parts of word families they know to identify words they don't know that have similar parts. (Type of analytic phonics.)

explicit instruction

Follows the "I do, we do, you do with affirmative and corrective feedback" model of instruction; a type of instruction which involves direct explanation. The teacher's language is concise, specific, and related to the objective. Another characteristic of this type of instruction is a visible instructional approach which includes a high level of teacher/student interaction. This kind of instruction means that the actions of the teacher are clear, unambiguous, direct, and visible.

graphophonemic

Knowledge is the recognition of letters and the understanding of sound-symbol relationships and spelling patterns. Graphophonemic knowledge is often referred to as phonics.

receptive language

Language that is heard

phonological awareness

The ability to identify and manipulate oral language at the level of word, rhyme, syllable, or onset rime. The umbrella term for the manipulation of oral language.

formative assessments

The wide variety of tests teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress DURING a lesson, unit or course. The purpose is to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. LOW STAKES

root word

a bound morpheme that can stand alone and is used to form a family of words with related meanings.

chunking

a decoding strategy for breaking words into manageable parts (e. g. /yes/ter/day). Also refers to the process of dividing a sentence into smaller phrases where phrases might occur naturally.

phoneme

a distinct unit of sound in a specific language. English examples include all of the letters plus blends and digraphs

elkonin boxes

a framework (simple graphic organizer) sometimes referred to as "sound boxes." When working with words, the teacher can draw one box per sound for a target word. Students push a marker into each box as they segment each sound in the word.

semantic feature analysis

a graphic organizer that is a grid that helps students explore how a set of things are related to one another. It employs vocabulary words and students mark + or - for terms that apply to a list of things that appear in a text. This type of graphic organizer is usually used for expository text

semantic map

a graphic organizer that portrays the schematic relationships that compose a concept or word. One example is a word web.

indirect vocabulary instruction

a method of acquiring language: words that a student learns through independent reading, conversation, listening to books, listening to television and radio, etc.

structural analysis

a procedure for teaching students to read words by analyzing word parts, such as prefixes, suffixes, roots (morphemes).

high frequency words

a small group of words (300-500) that account for a large percentage of words in print and can be irregular words (but not all of them are). Often they are referred to as "sight words" since automatic recognition of these words is required for fluent reading

morphology

a study of the structure and form of words; how words are formed and related to each other

KWL chart

a technique used frequently with EXPOSITORY text to promote comprehension. It is generally manifested as a 3 column graphic organizer, What I know, what I want to learn, what I learned.

informal assessment

a test that does not follow prescribed rules for administration and scoring; has not undergone technical scrutiny for reliability and validity. Teacher made tests are good examples of this kind of test.

formal assessment

a test which follows a prescribed format for administration and scoring. Scores obtained from these tests are standardized, meaning that interpretation is based on norms from a comparative sampling of students.

Screening Assessment

a type of assessment (informal inventory) that provides the teacher a beginning indication of a student's preparation for grade level reading instruction. This shows a teacher what the student KNOWS or is already able to do.

concept definition map

a type of graphic organizer which provides a visual framework for organizing conceptual information in the process of defining a word or concept. Includes the category, properties, and examples of the word or concept.

outcome assessment

a type of test given at the end of a unit or the end of a school year. This type of test helps the principal and teachers in a school evaluate the effectiveness of their programs. They can also help evaluate progress students have made toward goals.

dialogic reading

during story reading, a teacher asks questions, adds information, and prompts student to increase sophistication of responses and expands student's utterances.

differentiated instruction

instruction that meets the different needs of learners in a given classroom. (differentiate by content, process, or product)

intervention

instruction which is provided to students who lag behind their classmates in the development of critical reading skills. This instruction will usually be guided by a specific program that focuses on one or more of the key areas of reading development. This type of instruction is needed by only a relatively small minority of students in a class (ideally).

guided oral reading

instructional support including immediate corrective feedback as students read aloud

story book method

method to assess print awareness in which teacher reads a book aloud to class and asks students to identify various features of print (e.g., front and back of book, first and last words in a sentence, identify book's title, etc.)

Ehri's Stages of Reading Development

pre-alphabetic, partial alphabetic, full alphabetic, consolidated alphabetic phase, automatic phase

schema

prior knowledge; the experience that readers bring to the text; mental network of knowledge structures

frustrational reading level

the reading (fluency/accuracy) level at which a reader reads at less than 90% accuracy. The most difficult text for a reader. Decoding words, vocabulary, and concepts are too difficult for the student.

prosody

reading with expression, proper intonation, and phrasing.

accuracy

reading words in text with no errors

comprehension monitoring

self monitoring one's understanding of text; aka metacognition; knowing what is clear and what is confusing—a reader doing this has the capability to make repairs to problems with comprehension.

during reading comprehension strategies

strategies which help students engage the meanings of a text (ex: asking questions at critical junctures; modeling the thought process used to make inferences, constructing mental imagery, thinking aloud, monitoring comprehension), AS they are reading

partner reading

strategy to improve oral reading fluency - students take turns reading aloud to each other - more fluent readers should be paired with less fluent readers - more fluent reader reads a portion of the text aloud to model then less fluent reader rereads the same text aloud

readers theatre

strategy to improve oral reading fluency in which students rehearse and perform a play for peers. - read from scripts that have been derived from books rich in dialogue - provides readers with legitimate reason to reread text and practice fluency

guided practice

students practice newly learned skills with the teacher providing prompts and feedback (we do)

writing activities to enhance students reading comprehension

students write about the text they read, teach students the writing skills and processes that go into creating text, increase how much students write

direct instruction

teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved. This differs from EXPLICIT instruction because it is scripted.

modeling

teacher overtly demonstrates a strategy or concept that students will be learning

phonemic awareness

the ability to hear, distinguish and manipulate individual sounds within words in spoken language

phonological awareness

the ability to hear, distinguish and manipulate the sounds in words in spoken language (broad term)

decode

the ability to translate a word from print to speech; usually employs knowledge of sound-symbol correspondences;

culture load

the amount of cultural knowledge required to comprehend meaning or participate in an activity

semantics

the meanings of words.