ICLA 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| After reading strategies | show 🗑
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| Activating prior knowledge | show 🗑
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| show | List of statements on a topic that students agree or disagree with before reading.
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| Annotating Text | show 🗑
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| show | Words that are opposite or nearly opposite in meaning.
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| show | Text that takes a position on an issue and supports it with reasons and evidence.
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| show | Information known before reading that relates to the text's theme, content, or topic.
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| show | A series of leveled readers and materials used from early to sixth-grade reading instruction.
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| Before Reading Strategies | show 🗑
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| Brainstorming | show 🗑
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| Choral Reading | show 🗑
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| show | Careful text analysis through rereading and answering text-based questions.
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| show | Understanding meaning by interacting with text through reading.
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| show | Planned actions readers use to understand and remember text.
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| Concept Maps / Concept Sorts | show 🗑
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| Connections | show 🗑
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| Connotative meaning | show 🗑
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| Content Literacy | show 🗑
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| Conventions | show 🗑
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| Denotative meaning | show 🗑
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| Differentiated Instruction | show 🗑
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| Disciplinary Literacy | show 🗑
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| During Reading Strategies | show 🗑
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| show | The study of word origins and historical development of meaning.
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| show | Informational text that communicates facts about the natural or social world.
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| show | Words used in speaking and writing.
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| Fiction | show 🗑
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| Figurative language | show 🗑
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| Fluency | show 🗑
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| show | Categories of literature defined by shared conventions, such as poetry or fiction.
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| show | The system of rules for structuring language.
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| show | Books combining illustrations and text to tell a full-length story.
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| Graphic organizer | show 🗑
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| Guided reading | show 🗑
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| show | Words that are spelled and pronounced the same but have different meanings.
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| show | Words spelled the same but pronounced differently with different meanings.
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| show | 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) | show 🗑
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| show | An expression whose meaning differs from the literal meanings of the individual words.
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| Inferences | show 🗑
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| Inferential Questions | show 🗑
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| Informational Text | show 🗑
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| show | Teacher reads aloud to students, modeling fluency and encouraging participation and discussion.
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| show | A strategy where students identify what they Know, Want to know, and have Learned.
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| Lexile | show 🗑
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| Literal Questioning | show 🗑
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| Literature Circles | show 🗑
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| Literacy | show 🗑
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| Main Idea | show 🗑
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| show | Rules for written language, including capitalization, punctuation, and spelling.
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| Metacognition | show 🗑
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| Metacognitive Strategies | show 🗑
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| Metaphor | show 🗑
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| show | The smallest unit of language with meaning.
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| Morphemic or Morphological Analysis | show 🗑
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| Multimodal Texts | show 🗑
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| Narrative Text | show 🗑
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| show | Modern forms of media like blogs, texts, and videos used to communicate.
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| show | Text based on real people, events, or facts.
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| show | The internal structure and logical flow of writing.
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| Prediction | show 🗑
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| Presentation | show 🗑
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| show | What students already know that supports understanding new content.
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| Preview | show 🗑
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| Prosody | show 🗑
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| Question-Answer Relationship (QAR) | show 🗑
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| Readability | show 🗑
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| Readability Levels: Independent, Instructional, and Frustration | show 🗑
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| Reader's Workshop | show 🗑
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| Reading Rate | show 🗑
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| Receptive Vocabulary | show 🗑
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| show | An activity where students and teachers take turns modeling reading strategies.
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| Retell | show 🗑
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| Scaffolding | show 🗑
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| show | Stored mental frameworks that help organize and interpret information.
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| show | A strategy for comparing attributes of related concepts.
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| show | Visual tools showing relationships between concepts.
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| show | The study of word meaning and language interpretation.
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| Sentence Fluency | show 🗑
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| Shared Reading | show 🗑
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| show | A comparison using the words "like" or "as."
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| show | Text-based discussion where students engage with open-ended questions and one another's ideas.
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| Story Grammar | show 🗑
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| show | Actively engaging with text using learned strategies and prior knowledge.
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| Structural Analysis | show 🗑
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| show | Concise restatement of main points from a text.
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| Synonym | show 🗑
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| show | Rules for word order and sentence structure.
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| Synthesis | show 🗑
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| show | The comprehension demands of a text based on its features and reader factors.
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| Text Structure | show 🗑
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| show | Verbalizing thought processes while reading or writing.
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| show | Everyday words familiar to most students and usually learned through conversation.
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| Tier 2 Vocabulary | show 🗑
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| show | Subject-specific terms used mainly in academic disciplines.
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| show | Books intended for general reading, not textbooks.
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| Text Sets | show 🗑
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| show | Creating mental images while reading or listening.
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| show | Exercises and strategies to expand word knowledge.
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| show | The personal tone and style of the writer.
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| show | Intentional use of precise and vivid language.
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| show | Words that share a root or phonetic pattern.
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| Directed Reading-Thinking Activity (DRTA) | show 🗑
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| show | 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 | show 🗑
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| show | Students rehearse and perform a script adapted from literature. Focus is on expressive reading, fluency, and comprehension—not memorization.
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| show | 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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| show | 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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| show | 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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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.
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:
ashleyuhlorn
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