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| Comprehension of explicitly stated information in the text. |
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| The smallest meaningful unit of a word. |
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| High frequency, common words that are recognized instantly. |
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| Awareness of rhyme, segmentation and blending of sounds. |
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| The knowledge of oral and printed words. |
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To sound out words;
The act of segmenting and blending phonemes
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| The ability to read quickly, accurately, and with proper expression (Prosody) |
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letter-sound correspondence;
knowing that certain letters of the alphabet are associated with specific sounds |
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A period of literacy development from birth to the age of beginning reading.
In this period, the fundamental skills and knowledge necessary for literacy are developed informally. |
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| a method for preparing students to read by providing prereading statements or activities |
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Literacy instruction that incorporates direct and indirect teaching in skills and strategies with meaningful, authentic literacy experiences;
Literacy instruction that includes reading, writing, listening, speaking and viewing. |
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Definition
A technique in which students replace omitted words from a passage. Omitted words may be strategically selected (academic vocabulary, adjectives, etc.) or every nth word (every 5th word in the passage).
Cloze may be used to reinforce learning or as a comprehension check. |
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Definition
| Knowledge of print awareness and book handling skills; Thee are concepts children learn informally through exposure to books and include directionality, book concepts, speech-to-print awareness. |
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| Directed reading activity (DRA) |
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Definition
| A teaching technique for reading which emphasizes preteaching strategies, student guided reading, comprehension checks and follow-up comprehension activities. |
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Definition
| Spelling of unfamiliar words children use as a placeholder in their writing. |
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| Morphemic analysis or Structural Analysis |
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Definition
The identification of word parts to ascertain meaning.
Word parts include: prefixes, suffixes, roots, and compound words. |
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| The relationship of one printed word to every spoken word. |
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| The parts of a narrative story that include: plot, character, setting, climax and resolution. |
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The organization of text;
Structures include: cause-effect, comparison-contrast, main idea-detail, sequencing, problem-resolution. |
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Definition
Knowledge applied by the reader to determine an unknown word. These skills include:
phonics, context clues, morphemic analysis, and use of reference materials, i.e. dictionary, thesaurus. |
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| Inferential Comprehension |
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Definition
| Comprehension of text in which the reader uses his/her background knowledge AND text information. |
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| Comprehension questions that require the reader to refer to the text |
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| the awareness of one's own cognitive processes; includes self-monitoring and repair strategies. |
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A strategy that encourages and allows all the children to participate in the reading process.
Usually, teacher reads aloud and invites children to read with her/him.
Teacher provides instruction in 1-4 teaching points. |
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| Small, collaborative student groups, each reading the same book, with rotating roles for discussion and study. |
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