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Vocabulary List for EDU 6320
Terms in this set (40)
Shared activity in which children are invited to volunteer to write parts of a piece (fiction or nonfiction)
A collection of books in which processing demands have been categorized along a continuum from easiest to hardest based on a combination of variables that support and confirm readers' strategic actions and offer problem-solving opportunities that build the reading process.
The gist of the passage or central thought
Students closely examine and emulate writing from the real world (eg., students examine some strong editorials before writing their own)
A short, focused segment of a larger curriculum unit. The reading mini-lesson is a brie, concise lesson on any aspect of reading such as procedures that help students learn and practice the routines of reading workshop, strategies and skills, and literary analysis
A term advanced by K.S. Goodman (1965) to describe a deviation from text (graphophonic, syntactic or semantic) during oral reading or a shift in comprehension of a passage.
The reader attempts to use different sources of information (graphophonic, syntax, semantic) to make meaning of text. The closer the self-correction ratio (SC/E) is to one, the better the reader is processing text.
A reader's use of knowledge about language and the context in which it occurs to anticipate what is coming in writing or speech (eg., generating expectations based on genre, author, illustrator or topic; using knowledge of language syntax and meaning to propel reading forward).
The pitch, loudness, tempo, and rhythm patterns of spoken language
A word or group of words framed by pauses
Knowing that stems from previous experience
An act of reading taken as a while; what happens when a person processes text to obtain meaning
Students perform a text (story, chapter or scene) orally using their voices to interpret the meaning of the text
An assessment in which students identify and discuss integral parts of a text
Rereading a whole sentence, word or phrase in an attempt to monitor meaning using different sources of information (graphophonic/visual, syntax or semantics/meaning)
Books that have a unifying element such as same characters, same setting or same subject
Developing a brief statement that contains the essential ideas of a longer passage or selection
New insights and information from reading resulting in the reorganization of previous thinking and knowledge (eg., developing a new understanding from reading a text; thinking about what the text really means)
The overall way the writer has organized the content of the text (eg., a biography may present a timeline or sequence of events in a person's life)
Shared talk among students and teachers about narrative, expository or poetic texts
A metacognitive strategy in which the teacher verbalizes aloud while reading a selection orally, thus modeling the process of comprehension
Writing About Reading
Engaging readers in different types of writing to expand their thinking about texts
Using smoothly integrated operations to process the meaning, language, and print
Frustration Reading Level
The lowest level at which a reader is likely to be frustrated, even with instructional support (90% or lower accuracy and 50% comprehension or below)
Gradient of Text
Levels of texts that increase in difficulty along a specified continuum (eg., Fountas & Pinnell use the gradient (A-Z) to assess individual readers and their progress across time judging below, on or above grade-level reading)
Homogeneous small group instruction at the instructional reading level that builds each student's ability to process increasingly challenging texts with fluency and understanding
Independent Reading Level
The highest level at which a child can read the material without assistance (99% accuracy and 90% comprehension)
Daily reading of self-selected texts at school or home
Constructing subtle meanings that the writer has implied through text or illustration (eg., making conclusions that are not stated but are based on information found in the text or illustrations)
Instructional Reading Level
The highest level at which a child could benefit from instructional support (95-98% accuracy and 75% comprehension). Guided reading instruction occurs at this level.
Whole group instruction using teacher selected fiction and nonfiction texts, thereby providing a rich foundation of texts upon which to build much teaching and learning.
The percentage of words read correctly, or 100 - (E/RW x 100)
Teacher and students develop a source of visual reference for continued support as learners move forward in understanding; These are prominently displayed in the classroom.
An established set of texts (usually a fiction and two nonfiction texts for each level of the gradient) used for systematic assessment (eg., A-Z gradient used by Fountas & Pinnell)
Students read in unison, using their voices to reflect the meaning in the text and/or make it rhythmic and artistic; provides excellent practice for improving fluency.
Constructing meaning from written texts; also refers to the thinking readers do before, during and after reading
Seeking other perspectives when reading and judging the quality of a text (eg., is the plot believable, engrossing? Do characters and actions seem real?)
The ratio of errors to running words (E/RW). Rates lower than 1:9 provide the best opportunities for observing children interacting with text.
Books that contain information that typically follows specific text structures such as description, sequence, cause and effect, comparison and contrast, and problem solving.
Making connections between the text and other kinds of knowledge (e.g. text to self, text to text, and text to world)
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