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Learn the Lingo
RICA
Term | Definition |
---|---|
Affix | Prefixes and Suffixes |
Academic Vocabulary | Words used in academic dialogue and text. It refers to words that are not necessarily common or frequently used in every day conversations. |
Accuracy | (part of fluency) Reading words in text with no errors. |
Alliteration | The repetition of the initial phoneme of each word in connected text. Harry the happy hippo hula-hoops. |
Alphabetic Principle | The knowledge and understanding that the speech sounds of language have systematic and predictable relationships with letters of the alphabet and letter combinations. |
Anecdotal Records | Narrative descriptions that educators use to document a significant incident, observation, or behavior they have observed. |
Anticipatory Set | The brief beginning portion of a lesson given to get the students’ attention, activate prior knowledge, and prepare them for learning. |
Automaticity | Reading without conscious effort or attention to decoding. |
Base Word | Words that can always stand alone in English. These words have meaning on their own. (cycle is a full English word, but can be added to- “bicycle, cyclist.” |
Blending | The task of joining speech sounds together to accurately represent a word. |
Close Reading | An intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means. (Timothy Shanahan) |
Cloze procedure | An activity in which words are omitted from a passage and students are required to fill in the blanks. |
Cognates | A word that comes from the same origin as a word from another language. Cognates between languages usually have similarities in spelling, pronunciation, and meaning. |
Concepts About Print | An essential foundation for the development of reading that refers to the awareness of how print works. It includes book orientation, directionality of print, distinction between sentences, words, and letters. |
Consonant Blend | Two or more consecutive consonants which retain their individual sounds (e.g., /bl/ in block; /str/ in string). |
Consonant Digraph | Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/). |
Constructivism | Students are actively involved in learning, constructing their own understanding rather than having it delivered or transmitted to them. |
Context Clue | Using words or sentences around an unfamiliar word to help clarify its meaning. |
Cross Checking | Using all three cueing systems (graphophonic, semantic, and syntactic) to determine an unknown word. |
Decodable Text | Text in which a high proportion of words (80%-90%) comprise sound-symbol relationships that have already been taught |
Decontextualized text | Abstract language that is removed from the here and now. |
Differentiated Instruction | Matching instruction to meet the different needs of learners in a given classroom. |
Diphthongs | A sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another (as in coin, loud, and side). |
Direct Instruction | The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved. |
Elkonin Boxes | A framework used during phonemic awareness instruction. Elkonin Boxes are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. |
Etymology | The origin of a word and the historical development of its meaning. |
Explicit Instruction | Explicit instruction involves direct explanation. |
Expository Text | Reports factual information (also referred to as informational text) and the relationships among ideas |
Five Components of Reading | Phonemic awareness, phonics, fluency, vocabulary, and comprehension. |
Formative Assessment | Used to monitor student learning and provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. |
Fluency | The ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension. Fluency is composed of three main components: rate, accuracy, and prosody. |
Frustrational Reading Level | The level at which a reader reads at less than a 90% accuracy. |
Grapheme | A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). |