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