Author's purpose: to entertain, to persuade, to inform, to describe, or to narrate
Author's tone: his or her attitude as reflected in the statement or passage
Automaticity: to automatically recognize a word “sight words”
Balanced literacy: a number of different literacy workshops and activities including independent reading workshop, writing workshop, shared reading, interactive read aloud, story time, small group work, word study, interactive writing, vocabulary
Cognitive clarity: understanding of why they are learning something, where it is going and how they can use it in their work/real world. Teachers also need to know the purpose of what they are teaching and explain this to their students
Common underlying proficiency: ability to transfer knowledge from one language to another. Concepts are separate from language, forming an underlying academic proficiency
Decode: to change communication signals into messages
Digraph: ch, th, not blended- best friend letters who make another phoneme
Emergent literacy period: time period between birth and when students begin school
Fluency: read quickly, effortlessly and efficiently with good meaningful expression, more than mere accuracy or speed in reading
Graphemes: symbols representing phonemes (letters)
High frequency words: quickly become visual/direct route
Linguistic comprehension: process by which words, sentences, discourse is interpreted
Metacognition: one’s own knowledge and control of cognitive system
Miscue: a word not read accurately by the reader (Self corrections are considered as miscues, but not errors. They are analyzed for patterns)
Morphology: the study of word structure
Onset: Beginning sound of a word
Phoneme: smallest unit that makes up spoken language
Phoneme blending/synthesis: listening to a sequence of separately spoken sounds and combining them to form a recognizable word
Phoneme isolation: recognizing individual sounds in words
Phoneme segmenting: breaking a word into its sounds by tapping out or counting the sounds
Phonemic awareness: understanding that words are composed of sounds
Phonics: understanding of the relationship between the written and the spoken
Phonological awareness: the ability of the reader to recognize the sounds of spoken language
Prefix: the affix that is placed at the start of a root word, but can't make a word on its own (ie. re-, pre-, un-)
Prosody: Knowing what to read with what inflection. Example: “the old man the boat.”
Rime: End sound of a word
Root word: the primary base of a word (ie. unhappy- root word is "happy")
Self-monitoring: understanding as one reads, re-reading if necessary to help clarify
Semantics: meaning of words and word combinations
Sequential decoding: ability to look at all the letters in unknown word and associate sounds with some of the letters in sequence
Suffix: follows the root word to which it attaches and appears at the end of the word (ie. -ed, -ly, -tion)
Syntax/Syntactic system: rules to govern how words are combined into larger meaningful phrases, clauses and sentences
Word analysis: (also called phonics or decoding) the process readers use to figure our unfamiliar words based on written patterns
Word recognition: the process of automatically determining the pronunciation and some degree of the meaning of an unknown word
Author's tone: his or her attitude as reflected in the statement or passage
Automaticity: to automatically recognize a word “sight words”
Balanced literacy: a number of different literacy workshops and activities including independent reading workshop, writing workshop, shared reading, interactive read aloud, story time, small group work, word study, interactive writing, vocabulary
Cognitive clarity: understanding of why they are learning something, where it is going and how they can use it in their work/real world. Teachers also need to know the purpose of what they are teaching and explain this to their students
Common underlying proficiency: ability to transfer knowledge from one language to another. Concepts are separate from language, forming an underlying academic proficiency
Decode: to change communication signals into messages
Digraph: ch, th, not blended- best friend letters who make another phoneme
Emergent literacy period: time period between birth and when students begin school
Fluency: read quickly, effortlessly and efficiently with good meaningful expression, more than mere accuracy or speed in reading
Graphemes: symbols representing phonemes (letters)
High frequency words: quickly become visual/direct route
Linguistic comprehension: process by which words, sentences, discourse is interpreted
Metacognition: one’s own knowledge and control of cognitive system
Miscue: a word not read accurately by the reader (Self corrections are considered as miscues, but not errors. They are analyzed for patterns)
Morphology: the study of word structure
Onset: Beginning sound of a word
Phoneme: smallest unit that makes up spoken language
Phoneme blending/synthesis: listening to a sequence of separately spoken sounds and combining them to form a recognizable word
Phoneme isolation: recognizing individual sounds in words
Phoneme segmenting: breaking a word into its sounds by tapping out or counting the sounds
Phonemic awareness: understanding that words are composed of sounds
Phonics: understanding of the relationship between the written and the spoken
Phonological awareness: the ability of the reader to recognize the sounds of spoken language
Prefix: the affix that is placed at the start of a root word, but can't make a word on its own (ie. re-, pre-, un-)
Prosody: Knowing what to read with what inflection. Example: “the old man the boat.”
Rime: End sound of a word
Root word: the primary base of a word (ie. unhappy- root word is "happy")
Self-monitoring: understanding as one reads, re-reading if necessary to help clarify
Semantics: meaning of words and word combinations
Sequential decoding: ability to look at all the letters in unknown word and associate sounds with some of the letters in sequence
Suffix: follows the root word to which it attaches and appears at the end of the word (ie. -ed, -ly, -tion)
Syntax/Syntactic system: rules to govern how words are combined into larger meaningful phrases, clauses and sentences
Word analysis: (also called phonics or decoding) the process readers use to figure our unfamiliar words based on written patterns
Word recognition: the process of automatically determining the pronunciation and some degree of the meaning of an unknown word