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100
1) An approach to language learning in which students’ oral compositions are transcribed and used as materials of instruction for reading, writing, speaking, and listening; experience approach. 2) A curriculum that emphasizes the interrelationship of such modes of language experience.
What is Language Experience Approach (LEA)
100
A graphic display of a cluster of words that are meaningfully related. Note: Semantic mapping is especially valuable in the pre-reading and vocabulary-building phases of content area reading.
What is Semantic Web/Map/Organizer
100
This strategy helps students who are having a difficult time grouping words that go together in phrases. It helps students get past word by word, expressionless oral reading. The teacher marks the text to show which phrases of words should be together by putting lines between phrases.
What is Phrase-Cued Text
100
This strategy helps students become aware of text clues to help them decipher the meanings of unknown words. Certain signal words can be used by students to identify direct definitions, restatements, and comparisons or contrasts within text. (Examples of signal words are: is, means, or, that is, in other words, like, similar to, in contrast, etc.)
What is Semantic Context Clues
100
This strategy helps students use their voices to bring text to life. Students are assigned parts from the text and then practice their parts over and over individually and as a group until they are ready to perform for an audience.
What is Reader’s Theater
200
A person's use of knowledge about language and the context in which it occurs to anticipate what is coming in writing or speech, as if one reads prag- at the end of a line, one prediction strategy might be to expect the word pragmatic.
What is Prediction Strategy
200
A meaningful linguistic unit that cannot be divided into smaller meaningful elements, as the word book, or that is a component of a word, as s in books.
What is Morpheme
200
n. in learning, the gradual withdrawal of adult (e.g., teacher) support, as through instruction, modeling, questioning, feedback, etc., for a child’s performance across successive engagements, thus transferring more and more autonomy to the child. Note: “Support activities are called scaffolding because they provide support for learning that can be taken down and removed as learners are able to demonstrate strategic behaviors in their own learning activities” (Herrmann, 1994). This concept is based on Vygotsky’s (1978) emphasis on the importance of learning assistance that is adjusted to the learner’s potential development.
What is Scaffolding
200
A figure of speech in which a comparison is implied by analogy but is not stated, as “death in slumber”. Note: Metaphors may be uncomplicated or elaborate, as in an extended allegory.
What is Metaphor
200
A comprehension strategy that teaches students how to ask questions that enhance meaning construction. In the initial stages, the teacher assumes the role of the questioner and models question-asking behavior. Later, students take turns asking teacher-like questions about the text. This strategy sets a purpose for reading, trains students to be metacognitive during reading by training them to formulate questions as they read, and provides for follow up discussion of the questions.
What is ReQuest Procedure
300
A comprehension strategy whereby the student learns to assume the role of questioner. At first the teacher models question-asking behavior and then trains students how to think ahead and prepare to ask good questions. The goal is to equip students with metacognitive strategies to enhance meaning construction.
What is ReQuest Procedure (Reciprocal Questioning/Teaching)
300
1. In general, a story, actual or fictional, expressed in writing. 2. Specifically, an "expression of event-based experiences that are either a. stored in memory or cognitively constructed, b. selected by the writer to transmit to the audience/reader, or c. organized in knowledge structures that can be anticipated by the audience (Graesser et al., 1991).
What is Narrative Text
300
That part of literature-based reading program in which students meet to discuss books they are reading independently. Note: The books discussed are usually sets of the same title, sets of different titles by one author, or sets of titles with a common theme.
What is Literature Circle
300
In reading instruction, learners look over what they are to learn before examining it closely. Many times this includes surveying titles, headings, illustrations, maps, graphs, summaries, and guided questions. Previewing helps learners define learning expectations by establishing a general idea of what is ahead
What is Preview
300
These are reading strategies that individuals use while they are reading to take advantage of knowing how one’s own brain works. The most commonly identified metacognitive strategies are: connecting with prior knowledge, making predictions, identifying main ideas, summarizing, questioning, making inferences, and visualizing.
What is Metacognitive Strategies
400
1. The gist of a passage; central thought 2. The chief topic of a passage expressed or implied in a word or phrase. 3. The topic sentence of a paragraph. 4. "A statement in sentence form which gives the stated or implied major topic of a passage and the specific way in which the passage is limited in content or reference" (Harris, 1981).
What is Main Idea
400
A comprehension strategy wherein students’ prior knowledge is activated and related to a topic before reading about that topic. (Explained in the State Study Guide)
What is Pre-Reading Plan (PreP)
400
A comprehension strategy that gives students the opportunity to think of how they would revise the text to make it more understandable. Queries facilitate discussion about the author’s purpose and intention, thereby causing students to engage deeply in the text. (Explained in the State Study Guide)
What is Question The Author
400
Awareness and knowledge of one's mental process, such that one can monitor, regulate, and direct them to a desired end; self mediation.
What is Metacognition
400
n. (with sing. v.) 1. The study of meaning in language, as the analysis of the meanings of words, phrases, sentences, discourse, and whole texts; linguistic semantics.
What is Semantics
500
In vocabulary instruction, the use of a grid or matrix with target words on the vertical axis and possible features or attributes on the horizontal axis to determine relevant meaning relationships.
What is Semantic Feature Analysis (SFA)
500
A reading comprehension strategy used to help children identify sources when responding to questions (Raphael, 1982, 1986). Readers are trained to ask themselves if the source of an answer to a question is “Right there” in the text, “Think and search” - in the text but not obvious, “Author and you” – requires hints from the author and one’s own logic, or “On my own” – primarily from one’s own background. (Grades 3-6)
What is Question/Answer Relationships (QAR)
500
n. 1. An accepted practice in a spoken or written language. 2. An accepted way of creating an effect, as the soliloquy in drama, the flashback in fiction. 3. A set of rules for group behavior; custom.
What is Mechanics/Conventions
500
1. A generalized description plan, or structure, as a schema of the reading process. 2. A system of cognitive structures stored in memory that are abstract representations of events, objects, and relationships in the world. 3. In Piagetian theory, an image representing reality that is held in thought but not transformed through thought.
What is Schema/Schemata
500
n. a teaching technique developed by O’Hare to improve writing skills in which complex sentence chunks and paragraphs are built from basic sentences by means of syntactic manipulation. Note: “Sentence combining is essentially a rewriting skill” (O’Hare, 1973).
What is Sentence Combining
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