PHONEMIC AWARENESS
PHONICS
VOCABULARY
COMPREHENSION
POTPOURRI
100
The ability to break words down into individual sounds.
What is phoneme segmentation?
100
Sounds in a syllable represented by two or more letters that are blended together without losing their identity
Consonant Blend
100
Un-, re-, in-, and dis- are examples of?
Prefixes
100
These illustrate concepts and interrelationships among concepts in a text, using diagrams or other pictorial devices.
Graphic Organizers
100
Teacher-led, interactive instruction where the words and actions of the teacher are unambiguous and direct. The teacher begins with a clear explanation of the targeted skill, followed by modeling of the skill
Explicit Instruction
200
A basic unit of written and spoken language
What is a syllable?
200
Two letters that represent a sound that is different from the sounds the letters represent individually
Digraph
200
-Less and -ful are examples of?
Suffixes
200
This comprehension strategy gives students a purpose for reading, focuses students’ attention on what they are to learn, helps students to think actively as they read, and encourages students to monitor their comprehension.
Answering Questions
200
The level at which a reader reads at less than a 90% accuracy.
Frustrational Level
300
Involves having students manipulate spoken words by substituting certain phonemes for others. This usually takes place orally without a written word.
Phoneme Substitution
300
The process of translating print into speech by rapidly matching a letter or combination of letters (graphemes) to their sounds (phonemes) and recognizing the patterns that make syllables and words
Decoding
300
Core unit of the word that has no extra parts.
Base or Root Word
300
This strategy requires students to determine what is important in what they are reading, to condense this information, and to put it into their own words.
Summarizing
300
DIBELS is an acronym for?
Dynamic Indicators of Basic Early Literacy Skills
400
This is an example of?
Elkonin Boxes
400
The part of a syllable (not a word) which consists of its vowel and any consonant sounds that come after it
Rime
400
Vocabulary instruction when students engage daily in oral language, listen to adults read to them, and read extensively on their own.
Indirect Vocabulary Instruction
400
Students who are good at this know when they understand what they read and when they do not. They have strategies to “fix up“ problems in their understanding as the problems arise.
Monitoring Comprehension
400
Knowing something so well you don’t have to think about it. In reading this is the ability to accurately and quickly recognize the words
Automaticity
500
This is the smallest part of spoken language that makes a difference in the meaning of words. English has about 41 of them.
Phoneme
500
When a vowel is followed by an r, the r changes the sound that the vowel makes
R Controlled Vowel
500
When students are explicitly taught both individual vocabulary words and word-learning strategies
Direct Vocabulary Instruction
500
Readers often form mental pictures, or images, as they read. Readers (especially younger readers) who utilize this strategy during reading understand and remember what they read better than readers who do not.
Visualize or Mental Imagery
500
Small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency.
Guided Reading