Literacy Vocabulary [Multiple Choice]

Text Features. The text’s overall organizational pattern (in fiction, the four elements of characters, setting, problem, solution). The items on a page that guide a reader through the information. A detailed oral or written recounting of what is read.

Story Structure/Story Elements. The percentage of words read that match what is in print. Breaking a known word into its separate sounds and writing the corresponding grapheme. The text’s overall organizational pattern (in fiction, the four elements of characters, setting, problem, solution).

Summarizing. A succinct retelling of the key points in a text in the order that they are presented. A detailed oral or written recounting of what is read. Summary with the inclusion of a reader’s schema, beliefs, emotions, and values that are important to the overall meaning.

Synthesizing. A succinct retelling of the key points in a text in the order that they are presented. Summary with the inclusion of a reader’s schema, beliefs, emotions, and values that are important to the overall meaning. Stating the facts about a story told by someone else.

Transactional Strategy Instruction. Instruction where the what, when and how (or why) of learning is explained to the students. Instruction that teaches students a repertoire of strategies that they apply flexibly according to the demands of the reading tasks and texts they encounter. The study of word origins.

Onset. The beginning consonant or consonant blend of a syllable. The vowel to the end of a syllable. The rhyme involved with the word.

Rime. The beginning consonant or consonant blend of a syllable. The vowel to the end of a syllable. The knowledge of the relationship of the graphemes and phonemes of language.

Phonemic Awareness. The knowledge of the relationship of the graphemes and phonemes of language. The ability to hear and manipulate the speech sounds of spoken language. Breaking a known word into its separate sounds and writing the corresponding grapheme.

Phonics. The knowledge of the relationship of the graphemes and phonemes of language. Information in the immediate textual setting. Translating a grapheme into a corresponding sound the combining those sounds into meaningful spoken words in text.

Encoding. The ability to hear and manipulate the speech sounds of spoken language. Breaking a known word into its separate sounds and writing the corresponding grapheme. Translating a grapheme into a corresponding sound the combining those sounds into meaningful spoken words in text.

Decoding. Reaching one’s internal dictionary in memory. Translating a grapheme into a corresponding sound the combining those sounds into meaningful spoken words in text. Breaking a known word into its separate sounds and writing the corresponding grapheme.

Sight Vocabulary. Words that do not conform to traditional analysis methods, which must be learned by sight. The words that a reader encounters in print which are instantly and effortlessly recognized. The ability to identify words rapidly without decoding.

Sight Words. The words that a reader encounters in print which are instantly and effortlessly recognized. Words that do not conform to traditional analysis methods, which must be learned by sight. Listening to a sequence of separately spoken phonemes and combining the phonemes to form a word.

Comprehension Monitoring. Being aware of when meaning is being attained or lost while reading. Thinking of one’s thinking. The ability to identify words rapidly without decoding.

Schema. The sum total of our background knowledge and experience. A detailed oral or written recounting of what is read. Inferring information from the text.

Gradual Release of Responsibility. Instruction where the what, when and how (or why) of learning is explained to the students. Instruction that includes the following framework: Explanation, Modeling, Guided Practice (collaborative included), Independent Practice and Application. A systematic plan consciously adapted and monitored to improve one’s reading or learning.

Retelling. The sum total of our background knowledge and experience. A detailed oral or written recounting of what is read. A succinct retelling of the key points in a text in the order that they are presented.

Phoneme Isolation. Recognizing individual sounds in a word. Recognizing the word in a set of words that has the “odd” sound. Recognizing the same sound in different words.

Phoneme Identification. Recognizing the word in a set of words that has the “odd” sound. Recognizing the same sound in different words. Listening to a sequence of separately spoken phonemes and combining the phonemes to form a word.

Phoneme Segmentation. Breaking a word into its separate sounds. Making a new word by adding a phoneme to an existing word. Recognizing the word in a set of words that has the “odd” sound.

Phoneme Categorization. Recognizing the word in a set of words that has the “odd” sound. Listening to a sequence of separately spoken phonemes and combining the phonemes to form a word. Replacing one phoneme in a spoken word to form a new word.

Phoneme Blending. Making a new word by adding a phoneme to an existing word. Listening to a sequence of separately spoken phonemes and combining the phonemes to form a word. Breaking a word into its separate sounds.

Phoneme Addition. Making a new word by adding a phoneme to an existing word. Replacing one phoneme in a spoken word to form a new word. Breaking a word into its separate sounds.

Phoneme Deletion. Replacing one phoneme in a spoken word to form a new word. Breaking a word into its separate sounds. Recognizing the word that remains when a phoneme is removed from another word.

Phoneme Substitution. Making a new word by adding a phoneme to an existing word. Listening to a sequence of separately spoken phonemes and combining the phonemes to form a word. Replacing one phoneme in a spoken word to form a new word.

Diphthong. 2 vowels or consonants that make a single sound. A sliding vowel sound. Any morpheme attached to the main meaning-bearing part of a word; includes prefixes, suffixes, and inflectional endings).

Digraph. The smallest unit of meaning in a word. 2 vowels or consonants that make a single sound. A sliding vowel sound.

Morpheme. The symbol or letter of spoken language. The smallest unit of sound in spoken language. The smallest unit of meaning in a word.

Root. The part of a word that is derived from another language (often Latin or Greek) that usually does not stand alone in English (a bound morpheme). The dictionary or literal meaning of a word. The piece of a tree that dives deep into the ground on the Lorax.

Affix. The speed in which a reader orally reads a passage. The part of a word that is derived from another language (often Latin or Greek) that usually does not stand alone in English (a bound morpheme). Any morpheme attached to the main meaning-bearing part of a word; includes prefixes, suffixes, and inflectional endings).

Denotation. The dictionary or literal meaning of a word. Any deviation by a reader from what is written in print. A definition based on useage.

Connotation. The dictionary or literal meaning of a word. A sliding vowel sound. A definition based on useage.

Miscue. The ability to identify words rapidly without decoding. Road Runner's ability to speed without getting a ticket. Any deviation by a reader from what is written in print.

Reading Rate. The ability to identify words rapidly without decoding. The speed in which a reader orally reads a passage. A definition based on useage.

Instructional Reading Level. Between 90-95% accuracy; a text that balances its challenges and successes for a reader; “just right level”. 89% or lower accuracy; too many challenges. 96% or higher accuracy; text can be read alone without support.

Automaticity. The speed in which a reader orally reads a passage. The percentage of words read that match what is in print. The ability to identify words rapidly without decoding.

Grouping or Chunking. Phrasing thought units while reading instead of focusing on word-by-word reading. Processing text in 3-4 word phrasal units. Malean's theory that oxygen is needed for reading. Reading passages that are marked in meaningful phrase boundaries with slash marks.

Phrase Cued Text. Reading passages that are marked in meaningful phrase boundaries with slash marks. Thinking of one’s thinking. Phrasing thought units while reading instead of focusing on word-by-word reading. Processing text in 3-4 word phrasal units.

Strategy. The study of word origins. A systematic plan consciously adapted and monitored to improve one’s reading or learning. Instruction where the what, when and how (or why) of learning is explained to the students.

Metacognition. A sliding vowel sound. Thinking of one’s thinking. Talking out loud about Justin Bieber.

Frustration Reading Level. 89% or lower accuracy; too many challenges. Between 90-95% accuracy; a text that balances its challenges and successes for a reader; “just right level”. 96% or higher accuracy; text can be read alone without support.

Independent Reading Level. 96% or higher accuracy; text can be read alone without support. 50%-65% accuracy; the need for donuts while skimming text. 89% or lower accuracy; too many challenges.

Explicit Instruction. Instruction that teaches students a repertoire of strategies that they apply flexibly according to the demands of the reading tasks and texts they encounter. Instruction where the what, when and how (or why) of learning is explained to the students. Instruction that includes the following framework: Explanation, Modeling, Guided Practice (collaborative included), Independent Practice and Application.

Phoneme. The rhythm or cadence of spoken language. The smallest unit of sound in spoken language. The symbol or letter of spoken language.

Grapheme. The smallest unit of sound in spoken language. The symbol or letter of spoken language. Words that imitate the sound that is actually made.

Prosody. The study of word origins. The smallest unit of sound in spoken language. The rhythm or cadence of spoken language.

Etymology. The study of word origins. The study of living organisms within the text. The rhythm or cadence of spoken language.

Onomatopoeia. Words that imitate the sound that is actually made. Information in the immediate textual setting. Position when peeing.

Accuracy. The percentage of words read that match what is in print. Being aware of when meaning is being attained or lost while reading. Breaking a known word into its separate sounds and writing the corresponding grapheme.

Context Clue. A shorthand symbol to capture thinking while reading. Reaching one’s internal dictionary in memory. Information in the immediate textual setting.

Coding Text. A shorthand symbol to capture thinking while reading. Any morpheme attached to the main meaning-bearing part of a word; includes prefixes, suffixes, and inflectional endings). The knowledge of the relationship of the graphemes and phonemes of language.

Lexical Access. Point in which the world turns around on the axis. Reaching one’s internal dictionary in memory. The knowledge of the relationship of the graphemes and phonemes of language.

Guided Repeated Oral Reading. Students read and reread text until they reach some level of proficiency. Breaking a known word into its separate sounds and writing the corresponding grapheme. The ability to hear and manipulate the speech sounds of spoken language.

Orthographic Knowledge. Knowledge of correct spelling of words. Knowledge of vowel pronunciation in a given word. The beginning consonant or consonant blend of a syllable.

Fluency. Ability to smoothly and quickly read text aloud. The percentage of words read that match what is in print.

Homophone. Same spelling but different meaning (wind and wind). Sound the same when spoken but have different spelling (their, they're and there).

Homograph. Same spelling but different meaning (wind and wind). Sound the same when spoken but have different spelling (their, they're and there).