Teaching Reading Praxis 5205

K-W-L

A graphic organizer: Know Want to know Learned

Basal Reader

A kind of book that is used to teach reading. It is based on an approach in which words are used as a whole. The words are used over and over in each succeeding lesson. New words are added regularly.

Affix

A prefix or suffix

Pseudoword

A pronounceable string of letters which has no meaning (nonsense words e.g., MIVE)

Readers Theatre

A reading activity in which students rehearse and perform a play whose script is derived from a dialogue- rich book

Narrative Text

A story about fictional or real events

Onomatopoeia

A word that imitates the sound it represents (e.g., buzz)

Antonym

A word that means the opposite of another word

Informal Assessment

Assessment that results from a teacher's spontaneous, day-to-day observations of how students behave and perform in class

Chunking

Breaking words/sentences into meaningful parts (e.g., /yes/ /ter/ /day/ for yesterday)

Incidental Learning

Learning without trying to learn, and often without awareness that learning is occurring.

Rate

The speed at which a person reads

Digraphs

two letters that represent on sound (e.g., /ea/ bread; /ch/ chin; /ng sing)

D.E.A.R

Drop Everything And Read

Expository Writing

Purpose is to inform, describe, and explain

Diphthong

The sound produced by combining two vowels in to a single syllable or running together the sound (e.g., ow, oy, ou, and oi)

Listening Vocabulary

The words we need to know to understand what we hear

Meaning Vocabulary

Words for which meanings are understood

Elkonin Boxes

used for phonemic awareness instruction. "sound boxes". Teacher uses one sound for each box and the students push a marker into one box and blend together the word. blank squares to be filled in

Long Vowel Sound

when a vowel sounds like its name like A in Lake or ape

Metaphor

A comparison without using like or as

Fluency

Ability to read text automatically, accurately, and with prosody

Blending

Combining parts of a spoken word into a whole representation of the word (e.g., /p/ /oo/ /l/ to form pool)

Semantics

Meaning of words and sentences

Readability Level

Refers to independent, instructional, and frustrational levels of text reading

Alliteration

Repetition of initial consonant sounds

Rime

The vowel and any consonants that follows (e.g., ip is the rime in the word flip)

r-controlled Vowel

When the letter r follows a vowel and alters the vowel sound (e.g., her)

Indirect Vocabulary Instruction

Words learned through independent reading and conversation

Comprehension

understanding what one is reading (the ultimate GOAL of reading)

Modeled Reading

A teacher reads a book aloud that is above the students' reading level

Nonsense Words

Often used to determine if students have mastered the alphabetic principle. These are made-up words

Morpheme

Smallest unit of meaning

Echo Reading

This is a strategy in which a skilled reader reads aloud a section of a text and a second reader's voice follows right after (or echoes) that which was first read

Prefix

an affix that added in front of the word and changes its meaning (e.g., un added to developed)

Five Components of Reading

1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension

Frayer Model

A graphic organizer that is an adaptation of the concept map. Includes: 1. Word 2. Definition 3. Characteristics 4. Examples 5. Non-examples

High Frequency Words

A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words. Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading

Base Word (free morpheme)

A unit of meaning that can stand alone as a whole word (e.g., friend, pig).

Graphic Organizer

A visual aid to help organize information.

Phoneme Manipulation

Adding, deleting, and substituting sounds in words (e.g., deleting /p/ in pat to make at)

Duet Reading

An activity where a skilled reader sits next to a learner and the two read a text simultaneously

Invented Spelling

An attempt to spell a word based on a student's knowledge of the spelling system and how it works (e.g., kt for cat)

Anecdotal Record

An informal, written record, based on observations the teacher makes of a students progress/activities throughout the day

Alphabetic Principle

An understanding that letters and letter patterns represent the sounds of spoken words

Diagnostic

Assessment

Metacognition

Awareness and understanding of one's own thought processes

Phonological Awareness

Awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes

Emergent Literacy

Earliest period of learning about reading and writing

Cloze

Eliminating words from a passage and a student must use context to fill in the blank with the appropriate word

Consonant

Every letter in the alphabet except a, e, I ,o ,u, and sometimes y and w

Flexible Grouping

Grouping students according to shared instructional needs and abilities

Emergent Reader

Has print awareness, reads in a left-to-right and top-to-bottom progression, uses some beginning and ending letter sounds, may tell the story from memory, may invent text, interprets/uses picture clues to help tell the story, is beginning to use high-frequency words

Instructional Routines

Include the following sequence of steps: 1. explicit instruction 2. modeling 3. guided practice 3. student practice, application, and feedback 5. generalization

Explicit Instruction

Instruction that involves direct explanation

Intensive Intervention

Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size and different material

Guided Oral Reading

Instructional support including immediate corrective feedback as students read orally.

Prior Knowledge

Knowledge you have before you read a text, which is used to make inferences about the text

Paired Reading

One student reads the text silently and then reads the passage aloud to his/her partner. The listener offers constructive feedback

Direct Vocabulary Instruction

Planned instruction to pre-teach new, important, and difficult words

Formal Assessment

Pre-planned, systematic attempt to assess what students have learned.

Choral Reading

Reading aloud in unison with a whole class or group of students (builds fluency)

Prosody

Reading with expression, proper intonation, and phrasing

Automaticity

Reading without conscious effort or attention to decoding

Accuracy (part of fluency)

Reading words in text with no errors

Phoneme Isolation

Recognizing individual sounds in a word (e.g., /p/ is the first sound in pan)

Environmental Print

Signs, labels, and other print found in the community (everyday print)

Phoneme

Smallest unit of sound

Objectives

Specific, short-term statements detailing how to achieve the organization's goals

Literacy Centers

Stations or areas where literacy activities are set up for use

Partner/Peer Reading

Student reading aloud with another student, taking turns to provide word identification help and feedback

Guided Practice

Students practice newly learned skills with the teacher providing prompts and feedback

Literature Circles

Students read common texts and have discussions about the shared reading to increase critical thinking and response to text

English Language Learners (ELL)

Students whose native language is not English and who are not yet proficient in the English language.

Modeling

Teacher demonstrates a strategy, skill, or concept that students will be learning

Progress Monitoring

Tests that keep the teacher informed about the child's progress in learning to read during the school year. They are a quick sample of critical reading skills that will tell the teacher if the child is making adequate progress toward grade level reading ability at the end of the year

Decodable Text

Text in which a high proportion of words (80%-90%) comprise sound-symbol relationships that have already been taught

Expository Text

Text written to explain and give information about a topic (more difficult for students)

Phonemic Awareness

The ability to notice, think about, or manipulate the individual phonemes in words

Decoding

The act of sounding out a new word

Main Idea

The central thought or message of a story

Onset

The initial consonant(s) (e.g., fl is the onset in the word flip)

Academic Language

The language used in textbooks, in classrooms, and on tests

Frustration Reading Level

The level at which a reader reads at less than a 90% accuracy

Independent Reading Level

The level at which a student can read with 95% accuracy

Pedagogy

The method of teaching (how instruction is carried out)

Etymology

The origin of a word and the historical development of its meaning

Pacing

The pace of a lesson should move briskly but not so fast as to rush students beyond their ability to answer correctly (how fast the lesson goes)

Phonics

The study of the relationships between letters and sounds they represent

Direct Instruction

The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved

Conventions of Print

The understandings an individual has about the rules or accepted practices that govern the use of print, and the use of written language. Ex. reading left to right, top to bottom, words are made of letters, use of spaces between words, upper case letters, spelling patterns, etc.

Grapheme

The written or printed representation of a phoneme

Decodable Words

These words contain phonic elements that were previously taught

Consonant Blend

Two or more consonants grouped together in which each sound is heard (e.g., /bl/ in block; /str/ in string).

Consonant Digraph

Two or more consonants grouped together in which one sound is heard (e.g., /sh/ in shut; /ch/ in churn

Corrective Feedback

When an error occurs, the teacher immediately attends to it by scaffolding instruction

Multisyllabic Words

Words with more than one syllable

Background Knowledge

Your personal experiences, what you already know.

Genre

a major category or type of literature

Core Instruction

instruction provided to all students in the class, usually guided by a comprehensive core reading program