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After reading strategies
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Activating prior knowledge
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ICLA 2
| Term | Definition |
|---|---|
| After reading strategies | Readers reflect on, evaluate, and integrate new information after reading. Activities include summarizing and retelling. |
| Activating prior knowledge | Connecting what is already known to new content by previewing text and setting learning goals. |
| Anticipation guide | List of statements on a topic that students agree or disagree with before reading. |
| Annotating Text | A systematic summary of a text with key information added for understanding. |
| Antonym | Words that are opposite or nearly opposite in meaning. |
| Argumentative Text | Text that takes a position on an issue and supports it with reasons and evidence. |
| Background Knowledge | Information known before reading that relates to the text's theme, content, or topic. |
| Basal Reader | A series of leveled readers and materials used from early to sixth-grade reading instruction. |
| Before Reading Strategies | Activities like surveying text and predicting content to prepare for reading. |
| Brainstorming | Group discussion to generate ideas or solve problems. |
| Choral Reading | Students read aloud together in unison with a teacher or fluent reader. |
| Close Reading | Careful text analysis through rereading and answering text-based questions. |
| Comprehension | Understanding meaning by interacting with text through reading. |
| Comprehension Strategies | Planned actions readers use to understand and remember text. |
| Concept Maps / Concept Sorts | Graphic organizers showing how word meanings relate. |
| Connections | Making text-to-text, text-to-self, or text-to-world associations. |
| Connotative meaning | Emotional or implied meaning associated with a word. |
| Content Literacy | Reading, understanding, and producing writing specific to academic content areas. |
| Conventions | Correct use of grammar, spelling, and mechanics in writing. |
| Denotative meaning | The literal or dictionary meaning of a word. |
| Differentiated Instruction | Adapting teaching methods to meet different student learning needs. |
| Disciplinary Literacy | Using literacy practices specific to academic subjects like science or history. |
| During Reading Strategies | Strategies like think-alouds used while reading to support understanding. |
| Etymology | The study of word origins and historical development of meaning. |
| Expository text | Informational text that communicates facts about the natural or social world. |
| Expressive vocabulary | Words used in speaking and writing. |
| Fiction | Narrative text with imaginary characters, events, or places. |
| Figurative language | Creative expressions like similes or metaphors that convey ideas in unique ways. |
| Fluency | Reading text accurately, with proper speed and expression. |
| Genre | Categories of literature defined by shared conventions, such as poetry or fiction. |
| Grammar | The system of rules for structuring language. |
| Graphic novels | Books combining illustrations and text to tell a full-length story. |
| Graphic organizer | Visual tools like maps and webs that help students organize and retain information. |
| Guided reading | Teacher-supported reading in small groups with similar reading levels. |
| Homonym | Words that are spelled and pronounced the same but have different meanings. |
| Homograph | Words spelled the same but pronounced differently with different meanings. |
| Homophone | Words that sound the same but have different spellings and meanings. |
| Idaho Content Standards for English Language Arts (ICS for ELA) | What Idaho students should know and do in reading, writing, speaking, listening, and language. |
| Idiom | An expression whose meaning differs from the literal meanings of the individual words. |
| Inferences | Conclusions based on both text information and prior knowledge. |
| Inferential Questions | Questions where the answer is implied in the text but not directly stated. |
| Informational Text | Nonfiction text meant to inform, including argument, description, exposition, and narration. |
| Interactive Read-Aloud | Teacher reads aloud to students, modeling fluency and encouraging participation and discussion. |
| KWL | A strategy where students identify what they Know, Want to know, and have Learned. |
| Lexile | A framework for measuring text complexity and student reading ability. |
| Literal Questioning | Questions with answers found directly in the text. |
| Literature Circles | Student-led group discussions of a shared text with assigned roles or perspectives. |
| Literacy | The ability to read, write, speak, and listen effectively. |
| Main Idea | The central concept or message in a text. |
| Mechanics | Rules for written language, including capitalization, punctuation, and spelling. |
| Metacognition | Awareness and control of one’s own thinking and learning processes. |
| Metacognitive Strategies | Strategies used to monitor and improve understanding during reading. |
| Metaphor | A comparison between two unlike things without using "like" or "as." |
| Morpheme | The smallest unit of language with meaning. |
| Morphemic or Morphological Analysis | Studying word parts like roots and affixes to determine meaning. |
| Multimodal Texts | Texts that combine visuals, written words, and layout to communicate meaning. |
| Narrative Text | Text that tells a story or gives an account of something. |
| New Literacies | Modern forms of media like blogs, texts, and videos used to communicate. |
| Nonfiction | Text based on real people, events, or facts. |
| Organization | The internal structure and logical flow of writing. |
| Prediction | Using prior knowledge and context to anticipate upcoming content. |
| Presentation | The visual layout and appearance of a written piece. |
| Prior Knowledge | What students already know that supports understanding new content. |
| Preview | Looking over material before reading to get an overview of the topic. |
| Prosody | Reading with expression, proper pace, and intonation. |
| Question-Answer Relationship (QAR) | Strategy that helps students identify question types and sources of answers. Teaches students how to locate answers. |
| Readability | Level of difficulty in a text, often determined by formulas. |
| Readability Levels: Independent, Instructional, and Frustration | Independent: 95–100% accuracy. Instructional: 90–94%. Frustration: below 90%. |
| Reader's Workshop | A model with a mini-lesson, independent reading, and group reflection. |
| Reading Rate | Speed of reading, measured in words per minute. |
| Receptive Vocabulary | Words students understand when heard or read. |
| Reciprocal Teaching | An activity where students and teachers take turns modeling reading strategies. |
| Retell | Oral or written reconstruction of what was read. |
| Scaffolding | Support from a more experienced individual to help a learner perform a task. |
| Schema/Schemata | Stored mental frameworks that help organize and interpret information. |
| Semantic Feature Analysis (SFA) | A strategy for comparing attributes of related concepts. |
| Semantic web/map/organizer | Visual tools showing relationships between concepts. |
| Semantics | The study of word meaning and language interpretation. |
| Sentence Fluency | The rhythm and flow of writing when read aloud. |
| Shared Reading | Teacher and students read together with support and modeling. |
| Simile | A comparison using the words "like" or "as." |
| Socratic Seminar | Text-based discussion where students engage with open-ended questions and one another's ideas. |
| Story Grammar | Structure of a story’s elements such as setting, character, and plot. |
| Strategic Reading | Actively engaging with text using learned strategies and prior knowledge. |
| Structural Analysis | Identifying roots and affixes to determine word meaning. |
| Summarization | Concise restatement of main points from a text. |
| Synonym | Words that have similar or nearly identical meanings. |
| Syntax | Rules for word order and sentence structure. |
| Synthesis | Combining information from multiple sources. |
| Text Complexity | The comprehension demands of a text based on its features and reader factors. |
| Text Structure | How a text is organized, such as chronological or cause-effect. |
| Think-Aloud | Verbalizing thought processes while reading or writing. |
| Tier 1 Vocabulary | Everyday words familiar to most students and usually learned through conversation. |
| Tier 2 Vocabulary | High-utility academic words found across content areas, often learned through print. |
| Tier 3 Vocabulary | Subject-specific terms used mainly in academic disciplines. |
| Trade Book | Books intended for general reading, not textbooks. |
| Text Sets | Collections of books at different levels on the same topic. |
| Visualizing | Creating mental images while reading or listening. |
| Vocabulary Development | Exercises and strategies to expand word knowledge. |
| Voice | The personal tone and style of the writer. |
| Word Choice | Intentional use of precise and vivid language. |
| Word Family | Words that share a root or phonetic pattern. |
| Directed Reading-Thinking Activity (DRTA) | A guided reading strategy that teaches students to make predictions, read purposefully, and verify or adjust their thinking while reading. Teaches students to predict and reflect on their predictions. |
| Gallery Walk | Students rotate around the room to view and respond to texts, visuals, or prompts. This strategy promotes discussion, critical thinking, and synthesis of information across multiple sources. |
| Jigsaw | Students become “experts” on one section of a text, then share their learning with peers in mixed groups. This supports comprehension, collaboration, and accountability. |
| Reader’s Theater | Students rehearse and perform a script adapted from literature. Focus is on expressive reading, fluency, and comprehension—not memorization. |
| RAFT | A writing strategy that encourages students to consider four key elements: Role of the writer, Audience, Format, and Topic. This strategy promotes creative expression, purpose, and perspective. |
| Co-constructing Anchor Charts | A collaborative process where teachers and students work together to create visual representations of concepts or strategies. This interactive process helps students internalize learning and contributes to a shared understanding of content or skills. |
| Frayer Model | A graphic organizer used to teach new vocabulary by requiring students to define a term, list its characteristics, provide examples, and give non-examples. This model supports deep understanding of vocabulary. |
Created by:
ashleyuhlorn
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