| Term | Definition |
|---|
| Advanced Organizer | brief written text (ideas ?s) about a new text students will read is presented before reading to enhance comprehension |
| Anticipation Guide | allow students to reflect on and express their opinions about statements regarding text they are about to read-in groups builds collective background knowledge |
| Author's Chair | student reads aloud passage from text while peers have opportunity to respond |
| Big Books | enlarged reading materials for shared reading with young students |
| Book Talk | staff or student led discussion to entice reading or think critically about what was read |
| Choral Reading | Interpretive reading by many at once after students have read repeatedly and prepared |
| Comprehension Monitoring | in act of reading, noting one's success and failure in dev. comp. and adjusting accordingly |
| Context Clue | info. from immediate textual setting that helps identify word or group |
| Graphophonic Cueing System | seek meaning from text based on letter sound relationships and visual knowledge |
| Semantic Cueing System | seek meaning from text based on word meaning |
| Syntactic Cueing System | seek meaning from text based on grammar |
| Diagnostic Teaching | use of results of student performance to plan future learning activities |
| Directed Reading Activity(DRA) | step-by-step process for presenting a reading lesson, esp. in content areas |
| Double Entry Journal | note taking method in which student takes notes on specific portions of text and also writes reflections on what is read |
| Echo Reading | lead reader reads aloud, second echoes what was first read |
| Flexible Grouping | reading progress dictates placement in guided reading groups |
| Graphic Organizer | provide a visual representation of information from the text and their relationships in an organized frame |
| Guided Reading | students work in small groups with text at their instructional level (90-94% accuracy) with materials provided by staff |
| Inferential Comprehension Skills | skills that assist students to make connections to new info in texts by drawing conclusions, determining relationships, conceptualizing implied ideas |
| Independent Reading Level | accuracy at 95 to 100% in decoding and comprehension on own |
| Instructional Reading Level | accuracy at 90 to 94% in decoding and comprehension with instruction and support |
| Interactive Writing | shared experience for emergent readers to work collaboratively to share and write an experience with and for a group |
| KWL | strategy for guiding what they know, want to know and learned about a text BDA reading |
| Language Experience Approach | for early readers relates their oral language to written and related reading to writing, builds on their experiences |
| List-Group-Label | teacher supplies stimulus topic, students provide related vocabulary and then are challenged to categorize and label groups of these words |
| Literature Circle | students read a piece of literature, meet as a group to share their impressions, questions, fav. parts and discuss |
| Mapping | organizing and thinking tool to assist students in understanding concepts, ideas and relationships in a structured way |
| Metacognition | reflecting on one's own thinking and learning, allows one to regulate their reading behavior to adjust to different things being read |
| Picture Walk | teacher guides students through text by looking at and discussing pictures before reading story to help students with point of reference |
| Predictable Text | enables students to easily predict what author is going to say and how author will say it based on their knowledge of world and language |
Combine with other sets
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