vocab for FORT test
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| affix | show 🗑
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| show | the repetition of the same or similar sounds(usually consonants) that are close to one another(e.g. the timid, tiny tadpole)
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| alphabetic principle | show 🗑
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| anecdotal records | show 🗑
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| show | a word which is the opposite of another word. Lard is the antonym of small
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| show | generally, an approach to reading that incorporates both whole language and phonics instruction
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| show | combining parts of words to for a word. For example, combining pl and ate to form plate.
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| book talk | show 🗑
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| show | sometimes referred to as unison reading. The whole class reads the same text aloud. Usually the teacher sets the pace. Choral reading helps with the ability to read sight words and build fluency.
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| show | reading by grouping portions of text into short, meaningful phrases.
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| show | a procedure whereby a word or words has/have removed from a sentence and the student must fill in the blank using context clues(clues in the sentence)
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| consonant | show 🗑
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| consonant blend | show 🗑
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| consonant digraph | show 🗑
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| consonant cluster | show 🗑
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| show | bits of information from the text that, when combined with the reader's own knowledge, allow the reader to read between the lines figure out the meaning of the text, or determine the meaning of unknown words in the text
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| show | drop everything and read. a time set aside during the school day in which everyone(teachers and students)drop everything and read.
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| decode | show 🗑
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| show | when a skilled reader and a weaker, less-skilled reader reads the same text aloud. the skilled reader may be a peer, older sibling, parent, or teacher. duet reading builds confidence and fluency.
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| show | a short book with appropriately short text.`
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| show | when a skilled reader reads a portion of text(sometimes just a sentence) while the less-skilled reader "tracks". the less-skilled reader than imitates or "echoes" the skilled reader
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| show | an emergent reader: has print awareness, reads in a left-to-right and top-to-bottom progression, uses some beginning and ending letter sounds, may tell the story from memory, may invent text, interprets/uses picture clues to help tell the story, is beginn
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| environmental print | show 🗑
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| show | text that explains an event, concept, or idea using facts and examples.
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| fluency | show 🗑
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| show | a fluent reader reads quickly, smoothly, and with expressions, has a large store of sight words; automatically decode unknown words, self-corrects.
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| genre | show 🗑
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| show | the smallest unit of a writing system. a grapheme may be one letter such as t or combination of letters such as sh. a grapheme represents one phoneme.
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| show | a context wherein the teachers interacts with small groups of students as they read books that present a challenge. the teacher introduces reading strategies, tailoring the instruction to the needs of the students. When the students read, the teacher prov
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| show | two words that have the same spelling, but different meaning and/or origins and may differ in pronunciations. Example: the bow of a ship and a hair bow
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| homophone | show 🗑
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| idiom | show 🗑
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| independent reading | show 🗑
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| show | also referred to as lea. an approach to literacy instruction in which students only dictate text to a teacher(or scribe). The text is then read aloud by the teacher as the students read along silently. students are then encouraged to read and re-read the
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| show | a document wherein students writes entries(usually short and ungraded) which reflect upon a lesson, activity, event, discussion, presentation, or experiment.
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| show | books are leveled(ie placed in a certain category) based on the criteria of the person or enttity leveling the books, Irene c fountas and gay su pinnel, the developers of guided reading, advocate three stages. emergent readers, early readers, early fluent
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| literacy | show 🗑
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| show | students or areas where literacy activities are set up for use. Centers may also be portable wherein the student takes the center to his or her desk. Examplles of literacy centers, reading the room(a small area where students may obtain a flyswatter, poin
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| show | student led book discussion groups. students choose their own reading material and meet in small, temporary groups with other students who are reading the same book, the teachers acts a facilitator. literature circles by harvey daniels(stemhouse publisher
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| show | the point the author is making about a topic. topic and main idea are not the same.
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| metaphor | show 🗑
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| modeled reading | show 🗑
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| show | the smallest unit of meaning in oral written language
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| narrative writing | show 🗑
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| show | the intial consonant sound(or sounds) that come before the vowel in a syllable. for example, the onset of car is c. the remainder of the word-at- is called a rime
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| show | the written letters or symbols of a language
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| show | when a skilled reader and a weaker, less-skilled reader reads the same text aloud. the skilled reader may be a peer, older sibling, parent, or teacher. duet reading builds confidence and fluency.
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| show | also referred to as predictable books. books which use repetitive language and/or scenes, sequences, episodes. predictable books allow early readers to predict what the sentence are going to say, thereby increasing enjoyment and helped to build vocabulary
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| show | the smallest unit of speech that affects the meaning of a word. a sound unit. the c in cat and the m in mat are phonemes
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| show | the awareness of sounds in spoken words. a subject of phonological awareness. phonemic awareness and phonics are not the same. Phonemic awareness is the ability to orally hear, identify, and manipulate individual sounds or segments of sound in words. rese
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| show | also referred to as pattern books. books which use repetitive language and/or scenes, sequences, episodes. predictable books allow early readers to predict what the sentence are going to say, thereby increasing enjoyment and helped to build vocabulary
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| prefix | show 🗑
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| show | the rules of print. for example. in the west one reads from left to right and moves from the top to the bottom of the page. research shows that three of the most important and fundamental concepts students need to learn to become readers are; knowledge of
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| prior knowledge | show 🗑
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| r controlled vowel | show 🗑
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| reading wars | show 🗑
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| show | in a readers workshop the teacher begins by presenting a mini-lesson on a reading skills or concept. students are then given uninterrupted time to read their various texts. Afterward students respond to what they have read in a readers response journal or
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| reading in the content areas | show 🗑
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| show | a notebook or binder wherein students can respond to their reading. reading response logs may take many forms. teachers may wish to assign a prompt(or selection of prompts) which the students will then write about. or they can be used to document; reflect
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| show | also referred to word family. all the sounds(after the onset) from the vowel to the end of the word. for example the rime in the word cat is at(the onset is c)
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| running record | show 🗑
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| show | the sound 'uh' for example the vowel sound heard at the beginning of the word alone. the schwa is represented by the symbol /a/ and any of the vowel letters(lettuce)
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| show | the branch of linguistics studies meaning in language
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| shared reading | show 🗑
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| sight words | show 🗑
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| silent, sustained reading | show 🗑
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| show | a group of letters added to the end of a word to form a new word. for example. whn ful is added to the word help, a new word is formed. helpful
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| show | a unit of sound or group of letters made up of a vowel consonant combinations. syllables contain only one vowel
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| show | a word that has the same meaning as another word. for example. big and large are synonyms
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| syntax | show 🗑
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| synthesize | show 🗑
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| topic | show 🗑
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| vowel | show 🗑
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| vowel diphthong | show 🗑
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| show | a group of two vowels in which only one sound is heard. for example,height.
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| show | a holistic philosophy of reading instruction which gained momentum during the 1970s,80s, and early 90s. emphasizes the use of authentic text, reading for meaning, the integation of all language skills(reading, writing, speaking, and listening) and context
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| show | the identification and/or decoding or a word the reader does not immediately recognize
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| show | also known as phonograms, word families are groups of words that have a common pattern. for example, the an word family contains the words fan, pan, ran, plan, man, and so on.
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| word segmentation | show 🗑
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| word wall | show 🗑
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