SELF-ASSESSMENT #1 1

Self-Assessment #1: Group Assignment

ITL 514 Language-Literacy: Assessment

January 11, 2020

Chris Atkin

National University

Professor Quinones
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Group 1, Reading Vocabulary Full List

Term Domain Materials

Alphabetic principle Domain 2 (Sousa, 2014, p 37, 40)

The awareness that speech is composed of individual sounds (phonemes) that can be
manipulated to form new words and a recognition that written spellings represent those sounds.

Anecdotal records Domain 1 (Burden & Byrd, 2019 p.299)

An anecdotal record is a written account of events and behaviors that a teacher has observed
concerning a students’ product or performance. Only those observations that have special
significance and cannot be obtained from other assessment methods should be included in an
anecdotal record. Anecdotal records should contain factual descriptions of what happened, when
it happened, and under what circumstances it happened. The interpretation of the behavior and
the recommended actions should be noted separately. Each Anecdotal record should contain a
record of a single incident.

Assessment Domain 1 (Acosta- Tello (n.d.)

A Glossary of Assessment-related Terminology

Assessment: The process of observing learning; describing, collecting, recording, scoring, and
interpreting information about courses/programs/services undertaken for the purpose of
improving the institution, services, programs, and student learning and development. Note:
Assessment is not and should not be associated with evaluation. The object of analysis is the
program, activity or service, not the individual. Assessment is about improving, not judging the
performance of a faculty or staff member. Assessment Activities (methods): Mechanisms by
which achievement of an outcome is determined. Examples include surveys, interviews,
standardized tests, portfolios, juried performances, research data from outside sources, peer
review, etc. Assessment for accountability: This involves the summative assessment of units or
individuals to satisfy external stakeholders. Assessment for improvement: This type of
assessment feeds directly, and often immediately, back into revision of the course, program,
service or institution to improve student learning, programs, or services. Assessment for
improvement can be formative and/or summative. Authentic Assessment: Involves asking
students to demonstrate the behavior the learning is intended to produce. Rather than choosing
from a set of responses, students are asked to accomplish a task or to solve problems.
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Auditory discrimination Domain 2 (Logsdon, 2019)

is the ability to recognize differences between sounds, particularly phonemes in words, which
are the smallest units of sound.

Basal reading program Domain 1/Planning (Morin,2019)

Simply put, this means that the program has been specifically designed to teach skills that have
been proven to be helpful in learning to read, such as phonemic awareness, fluency, vocabulary,
text comprehension (including decoding and word attack skills) and prosody.

Base word (root word) Domain 2/ Domain 4 (Cunningham, 2017 p. 186,192)

Teaching root words can show students how many different words they can understand from just
one root word. Students need to learn that the pronunciation of a root word often changes as
prefixes and suffixes are added. Students need to learn that the root sometimes helps them to
come up with the meaning. “As children progress through upper grades of school, reading is the
major way they add new words to their vocabulary. For polysyllabic words readers figure out
word meanings by combining information they get from context with the morphemic
information th get from their knowledge of prefixes, suffixes, and roots.”

Benchmarks Domain 1 (Acosta-Tello, n.d)

Benchmark: A description of a specific level of expected performance. Benchmarks for student

learning are often represented by samples of student work.

Big Books Domain 1/Planning (instructor & peer)

Big Books- Magnified or enlarged versions of books. Considered one of the most effective
ways for getting young children involved in print. This helps students at the Preprimer and
Primer level make connects to print, introduce sight words, rhyming words and sentence
structures.

Blend Domain 2/ Word Analysis (Bear, et. al. 2016 p.1567)

A blend (consonant blend) is a spelling unit (sometimes called consonant cluster) of two or
threes consonants that retain their identity. Each sound in a blend can be heard, but they are
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tightly bound and not easily segmented into individual phonemes, making blends difficult for
students to spell accurately.

black, clap, trap, just, lisp, and mask

Blending Domain 2/ Phonemic awareness (Cunningham, 2017 p. 33)

Blending is the ability to put sounds together to make words. Most children can blend S/am to
produce the name Sam before they can blend S-a-m. Most teachers begin by having children
blend and segment the onset from the rime and then move to blending and segmenting individual
letters.

Case study Domain 1

An observational technique in which one person is studied in depth in the hope of revealing
universal principles

Closed syllable Domain 2/Word analysis (Bear, Invernizzi, Templeton,

Johnston, 2016, p. 252, p.378)

contains a short vowel sound that is usually “closed” by two consonants.

Comprehension Domain 5 (Harvey&Goudvis 2017)

** Strategies That Work, the entire textbook is about comprehension***

(240tutoring, n.d)

Definition: the action or capability of understanding something

Factors that affect comprehension such as word analysis, fluency, vocabulary, academic
knowledge, and background knowledge.

Inferential reading comprehension is the ability of the reader to process and understand the
underlying meaning of the text. For example, let’s say a piece of text states that a character has a
smile on his face. The reader can infer that the character is happy. If the text states that it is
snowing, the reader can infer that it may be winter. Inferential comprehension requires readers to
combine ideas, draw conclusions, interpret and evaluate information, and identify the tone and
voice of a passage.
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Evaluative reading comprehension is the ability of the reader to comprehend at a higher and
more complex level of understanding. Evaluative reading comprehension involves critical
analysis of the text. The reader must be critical, form opinions, and identify the author’s point of
view, attitudes, messages, and themes. This also includes when the reader is able to identify and
consider motives of characters.

Listening comprehension is making sense of spoken language. It includes recognizing speech

sounds, understanding the meaning of individual words, and understanding the syntax of
sentences in which the words are spoken. The ability to comprehend what is heard enhances the
developing reader’s ability to comprehend what is read. During listening comprehension
activities or learning opportunities, readers do not have to focus on decoding. They can focus on
comprehension skills.

Concepts about print Domain 2 (Acosta-Tello, n.d.)

Reading Terminology

Insights about the ways in which print works. Basic concepts about print include identification
of a book’s front and back covers and title page; directionality (knowledge that readers and
writers in English move from left to right, top to bottom, front to back); spacing (distance used to
separate words); recognition of letters and words; connection between spoken and written
language; understanding of the function of capitalization and punctuation; sequencing and
locating skills.

Consonant blend Domain 2 (Acosta-Tello, n.d.)

Two or more consonants which retain their individual sounds (e.g., /bl/ in block /str/ in string)

Consonant digraph Domain 2/Word Analysis (Bear, Invernizzi, Templeton,

Johnston, 2016, p.157.)

is composed of two letters that represent a single sound. Diagraph are generally easier to learn
than blends because they only require segmenting and attending to a single phoneme. Ex: thin,
fish, each, when

Consonant substitution Domain 1 (quizlet)

The systematic replacement of one sound by an alternative that the child finds easier to articulate
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Conventional spelling Domain 1 (Lutz, n.d,)

Spelling that is in the standard or correct form for written documents.

As preschool and early elementary school children discover the intricacies of printed English,
they go through several stages of spelling development. Gentry (1982), building on Read's
research, describes five stages: precommunicative, semiphonetic, phonetic, transitional, and
correct.

Correct stage

The speller knows the English orthographic system and its basic rules. The correct speller
fundamentally understands how to deal with such things as prefixes and suffixes, silent
consonants, alternative spellings, and irregular spellings. A large number of learned words are
accumulated, and the speller recognizes incorrect forms. The child's generalizations about
spelling and knowledge of exceptions are usually correct.
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Cueing systems Domain 2/ Word Analysis Acosta-Tello (n.d.)

analogy cues: identification by analogy is “looking for cues to a word’s pronunciation and
meaning from words that look the same” (Smith 1988, p. 144 in Dechant). This technique is an
extension of the use of phonic cues. Thus, pupils may combine the beginning sound of the word
milk (which they know) with the end part of the word last (which they also know) to sound out
the word mast (m-ast). Stanovich (1980 in Dechant) suggested that skilled readers do not apply
letter-to-sound rules when confronted with unknown words, but rather look for similarities to
words they know. In other words, they identify words by analogy. Olson (1985 in Dechant)
likewise observes that word recoding may occur without the application of the grapheme-
phoneme conversion rules. The sound of an unfamiliar word may be obtained by analogy to
words that have a similar orthographic pattern. Marsh et al. (1981 in Dechant) suggest that
children learn identification by analogy as a consequence of learning the grapheme-phoneme
correspondence (thus, by about grade 4), but Goswami (1986 in Dechant) reports that children as
early as age 5 can use identification by analogy

context cues combines with phonic and morphemic cues

The integrated use of both meaning and within-word cues allows for the greatest degree of
predictive efficiency. Pupils should be taught to use both meaning and within-word cues to
predict their way through text

picture cues

Picture cues help to discriminate graphically similar words and to increase the ease with which
beginners can be initiated into contextual reading. On more advanced levels, picture cues may
take the form of maps, charts, graphs, diagrams, or tables. Picture cues help the pupil to identify
the meaning and, hence, the word, and are, therefore, both a word identification and a
comprehension cue

CVC Domain 2 (Bear, et al, 2016 p.157)

Consonant-vowel-consonant pattern. The CVC pattern is introduced in the late letter name-
alphabetic stage and helps students at this stage learn to spell short vowel words correctly.

CVCe Domain 2 (Bear, et al, 2016 p.13)

Consonant-vowel (long vowel)- consonant-silent e pattern. The CVCe pattern is introduced in

the Within Word Pattern Stage when students take a closer look at vowel patterns within single-
syllable words. Students are introduced in first grade.
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Decodable text Domain 2 (Zarrillo, J. 2017)

Beginner reader- oriented books/text that contain the same letters or word patterns currently
being studied or those previously taught

Decoding Domain 2 (Acosta-Tello, n.d.)

A series of strategies used selectively by readers to recognize and read written words. The
reader locates cues (e.g., letter-sound correspondences) in a word that reveal enough about it to
help in pronouncing it and attaching meaning to it.

Diagnosis Domain 1 (quizlet)

A form of assessment that occurs before instruction begins

Diagnostic teaching Domain 1 (quizlet)

Individualized teaching based on continual assessment of student’s needs. Content should be

mastered to level of automaticity

Diagnostic test Domain 1 (quizlet)

Testing, a form of assessment given before the entry of a course to identify a learner’s particular
needs (needs analysis)

Differentiation Domain 1/ Planning (240tutoring, n.d)

Differentiation, or differentiated instruction, is when teachers create learning opportunities for

their students by pairing student characteristics to instruction and assessment. All students have
access to the same classroom curriculum by providing scaffolding, learning tasks, and outcomes
that are personalized to students’ needs. It is not a strategy but an approach that incorporates a
variety of strategies.
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Digraph Domain 2/ Word Analysis (Sousa, 2014 p.41)

● A digraph is two or more adjacent consonants that make one sound

○ th as in mother
○ sh as in ship
○ ch as in church
○ ng as in king

Diphthong Domain 2/ Word Analysis (Bear, Invernizzi, Templeton,

Johnston, 2016, p. 207)

are two vowel sounds that blend. Example: brown and toy

Directionality Domain 1/ Managing Reading Instruction (Bear, et al, 2016 p.94)

The process of teaching students the direction of how to read. Children gradually acquire
directionality, realizing that they should move left to right, top to bottom, and end up on the last
word on the page

Dolch words Domain 3/ Fluency (Cicerchia, 2019)

Dolch words are high frequency English vocabulary commonly used to teach children to read.
Learning to recognize them automatically can facilitate fluency in reading.

Dyslexia Domain 3/ Fluency (Flashcard Machine - create, study and share

online flash cards, 2012)
A medical term for a developmental reading disability, which is presumably congenital and often
hereditary; may vary in degree from mild-severe. NOTE: Dyslexia (word blindness) occurs in
persons who have adequate vision, hearing, intelligence, and gen'l language function. People
with dyslexia frequently have difficulty in spelling/acquiring a second language, suggesting that
it is part of a brad type of language disability. Difficulties with phonology are typical in most
cases.
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Elkonin boxes Domain 2/Word Analysis (Bear, et al, 2016

p.180)

also known as Sound Boxes, are a concrete way to demonstrate how words are made of smaller
pieces (not an actual box, but a pocket holders) CVC words are broken down by beginning,
middle, and end sounds.

ELL Domain 4/ Background Knowledge (Sousa, 2011, p. 8)

The term English language learner (ELL) refers to a diverse group of students who have one
common feature—they are all learning English as other than their native language.

Emergent literacy Domain 4/ Background Knowledge (Flashcard Machine - create, study

and share online flash cards, 2012)

The beginning stage of the development of the association of print with meaning that starts early
in a child's life and continues until he/she reaches the stage of conventional reading/writing; "the
reading and writing concepts and behaviors of young children that precede and develop into
conventional literacy."

Encoding Domain 2/ Word Analysis (Acosta- Tello, n.d.)

Encode is to take the spoken word (or thought) and write it down symbolically (in English we do
it with letters; other languages either use letters or pictographs) either to preserve our words or
thoughts or so that others may come upon these symbols, these words and understand our
thoughts. Encoding, in the simplest terms, is writing.

Environmental print Domain 2/ Word Analysis (Bear, et al, 2016 p.96)

Recognizing what they learn in school in real life scenarios. Children in the emergent stage also
begin to see some letters from their names in environmental print. Walking around the grocery
store, Lee pointed to the box of Cheer detergent and said, “Look, Mommy! There’s my name!”
Lee’s special relationship with the letters in her name is a living embodiment of the
prealphabetic strategy. Another example of environmental print:grocery/restaurant labels and
signs, and so forth.
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Explicit instruction Domain 4/ Vocabulary (Bear, et al, 2016 p.5)

Many phonics, spelling, and vocabulary programs are characterized by explicit skill instruction,
a systematic scope and sequence, and repeated practice. However, much of the repeated practice
consists of drill and memorization, so students have little opportunity to discover spelling
patterns, manipulate word concepts, or apply critical thinking skills.

Expository text Domain 5/ Comprehension (240tutoring, n.d)

Expository/informational text is written in various structures or arrangements. Students who

understand how these structures work are better able to comprehend the text. Teachers must
explicitly show students how to recognize, analyze, and comprehend these various structures

Final silent E Domain 2/ Word Analysis (How to Master the Silent

E/Sneaky E Phonics Rule, 2014)

The silent e or sneaky e phonics rule states that the e at the end of a word does not make a sound,
meaning it's silent, but it sneaks and makes the first vowel in the word say its own name,
meaning it changes that vowel's sound from short to long vowel sound

Fluency Domain 3/ Fluency (Flashcard Machine - create, study

and share online flash cards, 2012)

The clear, easy, and quick written or spoken expression of ideas. In reading, the means freedom
from word-ID problems that might hinder comprehension in silent reading or hinder the
expression of ideas in oral reading; automaticity

Fluent reader Domain 3/ Fluency (Flashcard Machine - create, study

and share online flashcards, 2012)

A reader whose performance meets or exceeds normal expectations with respect to age and
ability; an independent reader. A reader who reads at an adequate pace with sufficient accuracy
and correct intonation to enable comprehension to occur.

Formal assessment Domain 1/ Managing Reading Instruction (Study.com, n.d)

Formal assessments are systematic, preplanned tests that allow us to measure how well a student
has mastered learning outcomes. The goal of formal assessment is to measure the amount of
knowledge that students have retained from what they were taught
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Frustration reading level Domain 1/ Planning and Organizing (240tutoring, n.d)

The level at which text is too difficult for the student to read. If a student reads a text at an
accuracy rate of below 90%, it is at the frustration level. Decoding the text is a hindrance for the
student to comprehend or make meaning from. Frustration reading level text may be used with
extensive support where the teacher is one-on-one with the student.

Genre Domain 5/ Comprehension (Flashcard Machine - create, study

and share online flashcards, 2012)

A term used to classify literary works into categories such as:

*novel *mystery *historical fiction *biography *short story *poem

Graded word list Domain 1/ Planning and organizing (Flashcard Machine - create, study
and share online flashcards, 2012)

A list of words ranked by grade level, reader level, or other level of difficulty of complexity,
often used to assess competence in word ID, knowledge of word-meanings, and spelling

Grapheme Domain 2/ Word Analysis (Acosta-Tello (n.d.) ITL 514:Reading

Terminology)

Written representation of a phoneme. Phoneme correspondences that connect letters in spelling

to phonemes in pronunciations of the words.

Grapheme-phoneme correspondence Domain 2/ Word Analysis (Flashcard Machine -

create, study and share
online flash cards, 2012)

The relationship between a grapheme and the phoneme(s) it represents; letter-sound

correspondence.
Example:
c representing /k/ in cat
c representing /s/ in cent

Graphic novels Domain 5/ Comprehension (Graphic Novels & Comics, n.d.)

A graphic novel is “a full-length (esp. science fiction or fantasy) story published as a book in
comic-strip format
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Graphophonic cues Domain 2/ Word Analysis (Monitoba, n.d)

Graphophonic cues involve the letter-sound or sound-symbol relationships of language. Readers

identifying unknown words by relating speech sounds to letters or letter patterns are using
graphophonic cues. This process is often called decoding.

guided practice Domain 1/ Managing Reading Instruction (240tutoring, n.d)

Guided practice is when the students practice the intended learning to master the objective with
minimal assistance. As soon as the teacher observes the student can perform the skill or objective
to be mastered, the guided practice ends and independent practice starts.

Guided reading Domain 5/ Comprehension (Flashcard Machine - create, study

and share online flash cards, 2012)

Reading instruction conducted in small, flexible groups in which everyone reads simultaneously
and for which the teacher provides the structure and purpose for reading and for responding to
the material read. Little books are often used for guided reading. Teacher will ask questions to
check for comprehension (Who stole the cookie? Why do you think he did that?)

Hard C Domain 2/ Word Analysis (Bear, et al, 2016 p.209)

The consonant c has two different sounds that are determined by the vowel that follows it. When
c is followed by a, o, and u, they have a “hard” sound, as in cute and cake.

High frequency word (the singular form of high frequency words?)

high frequency words Domain 2/ Word Analysis (Bear, Invernizzi,

Templeton, Johnston, 2016, p149

The term sight words is often confused with high-frequency words, which are the most
commonly occurring words in print (i.e., was, the, can, these).
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Implicit instruction Domain 4/ Vocabulary Academic language (Stewart,

2012)

Implicit words are words that are taught "in the moment." These types of words are typically
Tier III words, and tend to need a quick explanation, using heavy context. This is why they are
useful to teach "in the moment." Vocabulary that is taught implicitly should be taught naturally,
without separate instruction, unlike our Tier II words. Teachers should give conscious thought to
the words they will need to implicitly teach ahead of time, and plan short definitions to provide
for the students to scaffold their understanding of the word.

Independent practice Domain 1/ Planning, organizing, (Acosta- Tello (n.d.)

Reading Terminology

The phase of instruction that occurs after skills and strategies have been explicitly taught and
practiced under teacher direction or supervision. Independent practice involves the application
of newly taught skills in familiar formats or tasks and reinforces skill acquisition.

Independent reading level Domain 3/fluency

is the highest level at which a reader has adequate background knowledge for the topic, and can
access text very quickly and with very few errors. Think of independent level as the highest
level you would ask a child to read without help.

Inferential comprehension skills Domain 5 Comprehension ( Harvey, S. & Goudvis,

A. (2017) p. 179

The ability to process written information and understand the underlying meaning of the text.
This information is then used to infer or determine deeper meaning that is not explicitly stated.
Inferential comprehension requires readers to: combine ideas.

Inflectional endings Domain 2/ Word Analysis (Bear, Invernizzi, Templeton,

Johnston, 2016, p.
250)

A category of suffixes that change the number of tenses of the word but do not change its
meaning or part of speech, (-s, -ed, and -ing) also include comparative forms -er and -est).
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Informal assessment Domain 1 (google)

Unlike formal assessments, informal assessments are what teachers use every day to evaluate the
progress and comprehension skills of their individual students. These assessments come in many
types, such as written work, portfolios, grading, tests, quizzes, and project-based assignments.

Initial blend Domain 2 (google)

Initial consonant blends are at the beginning of a word. Blends are consonants whose “sounds
blends together”. In other words, each letter within the blend is pronounced individually, but
quickly, so they “blend” together.

Initial position – medial position – final position Domain 2 (google)

Initial means the first sound in a word, medial means in the middle of the word, and final means it's
the last sound of the word. When evaluating a child's articulation of speech sounds, it's important to
pay attention to the sound's position in a word.

Instructional reading level Domain 3/ Fluency Domain 5/Comprehension Cunningham, 2017 p.

79)

The reading level of most children is determined to be the level at which they can read 92 to 95
percent of the words and can comprehend 75 percent of the ideas.

Invented spelling Domain 2 / Word Analysis (Bear, Invernizzi,

Templeton,

Johnston, 2016, p9

Students have probably been “inventing” their own spelling ever since paper and pencil have
been available, but it was not until the early 1970s that Charles Read (1971, 1975) and Carol
Chomsky (1971) took a serious look at young children’s spelling attempts. Their work
introduced the world of literacy to the notion of “invented spelling.” Read understood that
preschoolers’ attempts were not just random approximations of print. To the contrary, his
linguistic analysis showed that children’s invented spellings provided a window into their
developing word knowledge. These inventions revealed a systematic logic to the way some
preschoolers selected letters to represent speech sounds.
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IRI (Informal Reading Inventory) Domain 3/4/5 (Nilsson, N.L. (2008).)

IRIs are individually administered diagnostic assessments designed to evaluate a number of

different aspects of students' reading performance. After reading each leveled passage, a student
responds orally to follow-up questions assessing comprehension and recall. Using
comprehension and word recognition scores for students who read the passages orally, along
with additional factors taken into consideration (e.g., prior knowledge, fluency, emotional status,
among other possible factors), teachers or other education-related professionals determine
students' reading levels.

IRI Word Lists Domain 3/4/5 (Nilsson, N.L. (2008).)

Typically, IRIs consist of graded word lists and passages ranging from pre primer level to middle
or high school levels (Paris & Carpenter, 2003).

Irregular sight words Domain 3/ Fluency (Bear, Invernizzi,

Templeton, Johnston, 2016, p. 150)

common misunderstanding, phonetically irregular words children cannot sound out and therefore
must be learned in a different way by sight. Although there are some high-frequency words that
lack dependable letter-sound correspondence (of = /uv/ and was = /wuz/), most words are more
understood. Example: from 75 % can be sounded out, only the o is irregular, (Bear, Invernizzi,
Templeton, Johnston, 2016, p. 150).

Letter-sound correspondence Domain 2/Word Analysis (Sousa, 2014

Some languages, like Spanish, Italian, and Finnish, have a very close correspondence between
letters and the sounds they represent. This is known as a shallow orthography. Once the rules of
orthography in these languages are learned, a person can usually spell a new word correctly the
first time because there are so few exceptions. English, on the other hand, often has a poor
correspondence between how a word is pronounced and how it is spelled. This is called a deep
orthography. It exists because English does not have an alphabet that permits an ideal one-
to-one correspondence between its phonemes and its graphemes. Consider that just when the
brain thinks it knows what letter represents a phoneme sound, it discovers that the same symbol
can have different sounds, such as the a’s in cat and in father. Consider, too, how the
pronunciation of the following English words differs, even though they all have the same last
four letters, and in the same sequence: bough, cough, dough, and rough. This lack of sound-to-
letter correspondence makes it difficult for the brain to recognize patterns and affects the
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learner’s ability to spell with accuracy and to read with meaning. Eventually, the brain must
connect the 26 letters of the alphabet to the 44-plus sounds of spoken English (phonemes)

Listening comprehension level Domain 5/Comprehension Acosta-Tello, n.d.)

Reading
Terminology

The act or ability of understanding what a speaker is saying and seizing the meaning

Literal comprehension skills Domain 5/ Comprehension (CTC RICA content

specifications)

Ability to identify explicitly stated main ideas, details, sequences, cause-and-effect relationships,
patterns, and elements of story grammar

Literature circle Domain 5/ Comprehension (Peralta-Nash, Dutch, 2000)

A literature circle is a collaborative and student-centered reading strategy. Students begin by

selecting a book together then are introduced to the four jobs in the Literature Circles:
Discussion Director, Literary Luminary, Vocabulary Enricher, and Checker. The teacher and
student volunteers model the task for each of the four roles, and then students practice the
strategies. The process demonstrates the different roles and allows students to practice the
techniques before they are responsible for completing the tasks on their own. After this
introduction, students are ready to use the strategy independently, rotating the roles through four-
person groups as they read the books they have chosen.

Long vowel Domain 2/Word Analysis (Cunningham, 2017 p.49)

The vowels’ names are their long sounds; A-E-I-O-U.

Metacognition Domain 5/Comprehension (Acosta- Tello

(n.d.)

Reading Terminology

Refers to one’s knowledge concerning one’s own cognitive processes and products or anything
related to them. Metacognition is being aware of our thinking as we perform specific tasks and
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then using this awareness to control what we are doing . Metacognition refers to those self-
regulatory mechanisms that good readers use to check upon and evaluate the effectiveness of
their comprehending of text. Metacognitive or comprehension-monitoring strategies allow the
reader to control, monitor, evaluate, and modify ongoing learning, thinking, and reading
(Dechant, p. 214).

Mini-lesson Domain 1/Planning and organizing (Acosta- Tello

(n.d.)

Reading Terminology

Direct instruction on specific topics or skills. This direct and explicit instruction can also be
conducted to benefit students who need more information or further clarification of skills or
topics already taught. The lessons or series of lessons are connected to the broader goal of
getting student to become independent readers and writers. They are presented briefly and
succinctly on the assumption that such information will be added to the set of ideas, strategies,
and skills to be drawn upon as needed.

Miscue analysis Domain 5 Comprehension (Dr. MaryAnn Nickel

Miscue analysis is an analytical procedure for assessing student’s reading comprehension based
on samples of oral reading. It is predicated on the belief that students’ mistakes when reading are
not random errors but actually their attempt to make sense of the text with their experiences and
language skills. Therefore close attention to what students are saying can become a rich source
of information on what a student is capable of, where he/she may need to go next and what we
might teach. When students substitute one word for another, skip a word, or even pause in their
reading, teachers decide if and how to intervene. Interventions are based on whether they think
the student’s miscue is significant to the whole meaning of the reading at hand.

Morpheme Domain 2/ Word Analysis (Acosta- Tello (n.d.)

Reading Terminology

A linguistic unit of relatively stable meaning that cannot be divided into smaller meaningful
parts; the smallest meaningful word part.

Nonsense words Domain 2/ Word Analysis (Cunningham, 2017 p. 163)

Researchers and educators use nonsense words – also called nonwords or psuedowords – as a
tool to assess phonetic decoding ability. These nonsense words are letter sequences that follow
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regular phonetic rules and are pronounceable, but have no meaning — for example, bif or yom
or mig.

Observations Domain 1/ Planning and organizing (Bear, Invernizzi,

Templeton, Johnston, 2016, p. 24)

Teachers observe students daily as they write for various purposes. These observations help
reveal what students understand about words. Daily observations will help you to determine not
only student’s orthographic knowledge but also their habits and dispositions.

Onsets & Rimes Domain 2/ Word Analysis (Acosta- Tello (n.d.)

Reading Terminology

The onset is the beginning portion of the word up to the first vowel (e.g., in the word black, the
onset is bl). The rime is the portion of the word including any vowels and consonants that follow
(e.g., in the word black the rime is ack). Although not all words have an onset, all do have a
rime (e.g., the word out has a rime but no onset).

Open syllable Domain 2/ Word Analysis (Bear, Invernizzi,

Templeton,

Johnston, 2016, p. 252)

Open Syllables end with the long vowel sound, for example: lazy, coma, beacon, tiger, Katy.
(Bear, Invernizzi, Templeton, Johnston, 2016, p. 252).

Orthography Domain 2 Zarillo, 2017

Synonym for spelling.

Phoneme Domain 2 Zarillo, 2017

The smallest unit of speech. A speech sound in a language that signals a difference in meaning.
For example, /v/ and /b/ are English phonemes because there is a difference between vote and
boat.
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Phoneme-graphene correspondence Domain 2 Mila, 2016

When we begin school, we immediately begin to learn how to write the symbols for these
sounds, or “grapheme-phoneme correspondence.” The smallest shift in symbols can completely
change the meaning of a word, making it drastically different than the previous word.

Bat, ban; right, bright; trap, trip; burn, churn; see, free

The basic graphemes are the twenty-six letters of the alphabet; each has its own sound, and they
are commonly combined in digraphs and trigraphs to further form a single unique sound.

Phonemic awareness Domain 2 Zarillo, 2017

Ability to distinguish the separate phonemes (sounds) in a spoken word.a child with phonemic
awareness knows there are three sounds in the word dog.

Phonics Domain 2 Zarillo, 2017

The essential part of beginning reading instruction. A component of reading instruction teaching
children to make the correct association between the sounds and letters of a language. Phonics
lessons will help children decode words. A phonics skill, for example, is knowing that the letter c
makes both the /k/ sound in car and the /s/ sound in city.

Phonological awareness Domain 2 Zarillo, 2017

Knowledge that oral English is composed of smaller units. Phonemic awareness is a subcategory
of phonological awareness.

Predictable text Domain 2 Acosta-Tello n.d.

Reading material that supports the prediction of certain features of text. Text is predictable when
it enables students to predict quickly and easily what the author is going to say and how the
author is going to say it on the basis of their knowledge of the word and of language. Predictable
books can also contain rhythmical, repetitive, or cumulative patterns, familiar stories or story
lines, familiar sequences, or a good match between illustrations and text.

prefixes – suffixes – affixes Domain 2 and 5 Zarillo, 2017

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An affix that appears in front of a root word (e.g., non in the word nonsense).

An affix that appears at the end of a root word (e.g., ly in the word likely).

A morpheme that, when standing alone, is not a word and appears only as part of a word.

Preprimer Domain 2 Think Tank Scholar n.d.

A pre-primer is a book written at a level for students who are usually in kindergarten and
beginning first grade although today many preschool students are exposed to pre-primers, too. It
is the easiest leveled reader, containing words from the Dolch pre-primer sight word list (e.g., 40
frequently used words such as “the”, “said”, “and”, “for” and “it”). Pre-primers also contain
words that the children can sound out by using simple phonetic rules such as the five short
vowels sounds and the silent “e” at the end of words spelled with a preceding long vowel sound
followed by a consonant.

Primer Domain 3 (Flashcard Machine -

create, study and share
online flash cards, 2012)

A beginning book for the teaching of reading; specifically, the first formal textbook in a basal
reading program, usually preceded by a readiness book and one or more preprimers.

Print-rich environment Domain 1 Acosta-Tello n.d.

An environment in which students are provided many opportunities to interact with print and an
abundance and variety of printed materials are available and accessible. Students have many
opportunities to read and be read to. In such an environment, reading and writing are modeled
by the teacher and used for a wide variety of authentic everyday purposes.

Prior knowledge Domain 4/ background knowledge (Sousa, 2016, p. 185)

Prior knowledge significantly influences a reader’s comprehension of new topics, concepts, and
vocabulary found in content-area texts. Comprehension of those texts relies heavily on the
students prior knowledge and their ability to apply it to the topic being covered in the content
area
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Proficient reader Domain 3/ Fluency (Arajou , n.d)

Proficient readers know what and when they are comprehending and when they are not
comprehending; they can identify their purposes for reading and identify the demands placed on
them by a particular text. They can identify when and why the meaning of the text is unclear to
them, and can use a variety of strategies to solve comprehension problems or deepen their
understanding of a text.

Proofreading Domain 1/Planning, Organizing, etc. Proofreading n.d.

Proofreading means examining your text carefully to find and correct typographical errors and
mistakes in grammar, style, and spelling.

Quickwrite Domain 4 (Before, During, or Reflection…, n.d.)

The Quick Write is a short written response (2-10 minutes) to an open ended question or prompt.
Why? The strategy is used to develop writing fluency, create a habit of reflection, and informally
assess student thinking. It can also activate prior knowledge, help students make connections,
encourage critical thinking, reinforce vocabulary, set a purpose for reading, synthesize learning,
and demonstrate an understanding of key concepts. How? Select a topic related to the topic being
studied and define the purpose for the Quick Write. Examples: Summarize what was learned
Connect to background information or students’ lives Explain content concepts or vocabulary
Make predictions, inferences, and hypotheses Pose a question that addresses a key point in the
reading selection Explain the purpose of the Quick Write and the informal process of the writing.
They should be writing down whatever comes to mind about the prompt. Tell students how long
they will have to do the writing. If possible, write with the students. Organization and grammar
are not the focus. Typically, a Quick Write is graded only for completion, not for quality or
accuracy. Quick Writes can become part of a journal or learning log. Short written comments
and/or a brief follow-up discussion can develop teacher-student dialogues that can help students’
writing or thinking. Students can also share their responses in small groups.

R-controlled vowel Domain 2 Zarillo, 2017

Vowel sounds that are neither long nor short, as in sound a makes in car, e makes in her, i makes
in girl, o makes in for, u makes in hurt. Because the vowel sound is neither long nor short,
words with R-controlled vowels can be difficult for children to pronounce.

Reader’s Theater Domain 1 Reader’s Theater, 2018

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Reader's theater is a strategy that combines reading practice and performing. Its goal is to
enhance students' reading skills and confidence by having them practice reading with a purpose.
Reader's theater gives students a real reason to read aloud.

Recreational reading Domain 1 Acosta-Tello n.d.

Voluntary or leisure reading for which students use self-selected texts that can be read
comfortably and independently.

Rhyme Domain 2 (Sousa, 2016, p. 133

Part of a young child’s enjoyment of spoken language is playing with rhyme. Hearing and
Repetition of rhyming sounds demonstrates how words can be separated into smaller segments
of sound, and that different words may share the same sound. Children with good rhyming skills
are showing their readiness for learning to read. Those with little sensitivity to rhyme on the
other hand may have reading problems because they are unable to detect the consonant sounds
that changes the meaning of closely rhyming words.

Rime Domain 2 Cunningham, 2017 p. 255

(also called phonograms and word families) The vowel and following consonants within a
syllable.

Root words Domain 4 Bear, Invernizzi, Templeton, Johnston, p. 416

Words or word parts, often of Latin or Greek origin, that are often combined with other roots to
form words such as telephone (tele and phone).

**see base words

Running records Domain 1 Zarillo, J (2017)

a method of assessing reading that can be done quickly and frequently. It is an individually
conducted formative assessment, which is ongoing and curriculum based.
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Saccade Domain 5-comprehension (google)

Saccades are mainly used for orienting gaze towards an object of interest. Saccades may be
horizontal, vertical, or oblique. They can be both voluntarily executed at will (e.g., skimming a
text) or involuntary and reflexive (e.g., during the fast phase of nystagmus or rapid eye
movement sleep).

Schemata Domain 5-comprehension (Acosta-Tello, n.d.)

A reader’s organized knowledge of the word that provides a basis for comprehending, learning,
and remembering ideas in stories and texts. (Plural of schema is schemata).

Segmentation Domain 2- word analysis Cunningham (2017) pg.33

Ability to separate out the sounds in a word. (Segmenting)

Semantic cue Domain 4 Vocabulary (Acosta-Tello, n.d.)

Pupils are using a semantic cue when they associate words with meanings that have been
acquired through experience. There are two types of semantic context: a) the within-text context,
or the words on the printed page which are the work of the writer, and b) the within-mind
context, consisting of the reader’s cognitive structure or schemata, the non-visual information
that the reader brings to the text. The within-mind context or the schematic cue system if the
prior knowledge that the reader brings to the text. It includes the reader’s world experience,
cognitive base, fund of linguistic experience, lexical knowledge, morphemic knowledge, and the
knowledge of the meaning and within-word cues. It is the pupil’s world experience or those parts
of the pupil’s schemata which are the product of the pupil’s world experience.

Short vowel Domain 2 Irimia (2016)

When reading a word that uses a short vowel sound, will say the sound that the letter can make
that is not its actual name. So in the case of “A,” the word “man” has a short vowel sound.

A a-Short: /æ/ “fat” E e-Short: /ɛ/“wet” I i-Short: /ɛ/ “win” O o-Short: /ɒ/ “bot”

U u- Short: /ʌ/ “cup”

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sight words Domain 2-word analysis (Acosta-Tello, n.d)

Words taught to children as a complete unit, to be memorized upon sight. These include (1)
high-frequency words that appear most often in English texts (e.g., as, the of); (2) words with
irregular spellings (e.g., dove, great); (3) words that children want to know (e.g., dinosaur,
Burger King); and (4) words introduced in content-area lessons in social studies and science
(e.g., insect, butterfly).

Soft C Domain 2-Word Analysis (google)

Usually, a c or g sound is hard or soft depending on the vowel that follows it.

When c meets e, i, or y, its sound is soft.

census, center, circle, citizen, cycle, cymbal

Soft G/Hard G Domain 2- word analysis (google)

hard g sound (guh): gap, goat soft g sound (juh): gerbil, gym

Here's the general rule: When g meets a, o, or u, its sound is hard.

gas, gather, goblet, goddess, gum, gutter

When g meets e, i, or y, its sound is soft.

gel, general, giant, ginger, gypsy, gyrate

Structural analysis Domain 2-word analysis Zarillo, J (2017)

The process of identifying and recognizing words by analyzing prefixes, suffixes, and root
words. Also called morphemic analysis. Structural analysis lessons are an important part of
vocabulary instruction, especially in the upper elementary grades.

Syllable Domain 2-word analysis Bear (2016)

A word or part of a word that is pronounced in a single, uninterrupted sounding of the voice. All
syllables must have at least one vowel. A single vowel can be a syllable (e.g., a in about), but a
single consonant cannot be a syllable.
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Syntactic cue Domain 3-Fluency (Acosta-Tello, n.d)

Pupils use the syntactic context when they infer the unknown meaning and word from
grammatical or syntactic elements within a sentence. Syntactic context refers to the cue systems
in the flow of language or in the structure of the sentence. The syntactic context may also refer
to those meanings or those parts of the pupil’s schema which are the product of the pupil’s
language experience. Six different types of cues constrain the range of possible syntactic
interpretations and conjointly impose multiple constraints on text

Syntax Domain 4 Sousa, D. A. (2014)

The order of words in a sentence. In english, we normally have the pattern of article-adjective-
noun (e.g., the white house).

Systematic instruction Domain 5 Ascherman, A. (2017, May 18)

Systematic instruction is an evidence-based method for teaching individuals with disabilities.

The process of breaking a skill down into individual components for students and identify the
appropriate teaching method or prompting strategy that allow for students to fully comprehend
instruction about a new skill or learning objective.

The Names Test Domain 2-word analysis Cunningham (2017)

A quick and easy screening tool for teachers to obtain information about students developing
decoding skills. Test is individually administered. The student reads the names aloud, and the
teacher places a check mark by each first and last name read correctly.

The Nifty Thrifty Fifty Domain 2- Word Analysis (Cunningham,2017)

a word list of 50 words and a strategy that Patricia Cunningham developed to teach spelling and
vocabulary to students. The list of 50 words contains all the most useful prefixes, suffixes and
spelling changes that represent all the important big-word parts to teach intermediate-age and
older students.

Vowel Domain 2- Word Analysis Zarillo, J. (2017)

Speech sounds made when air leaving your lungs is virated in the voice box and there is a lear
passage from the voice box to your mouth. In English, the following letters always represent
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vowel sounds: a, e, i, o, u. Two letters sometimes represent vowel sounds: y, in words such as
sky, and w, in words such as cow.

Vowel digraph Domain 2-Word Analysis Zarillo, J. (2017)

Combination of vowels that combine to make a single vowel sound like the OA in boat, AI in
rain, EE in feet, EA in sea, and OO in moon.

Web Domain 2- Word Analysis Sousa (2014) pg. 201

Used for brainstorming ideas about something that has been read and for solving problems in
content areas. They are effective memory devices because they translate printed words into vivid
visual images of relationships between items that the slower reader may not detect in the text.

Word analysis Domain 2-word analysis Bear (2016)

also called "phonics" or "decoding," is the process of using the relationships between spelling
and pronunciation at the letter, syllable, and word levels to figure out unfamiliar words. For
more proficient readers, it refers to knowledge of the meanings and spellings of prefixes, root
words, and suffixes.

Word families Domain 2-Word Analysis Bear (2016) pg. 165

Sometimes called Phonograms, consist of groups of rhyming words like cat, mat, sat, and bat
that are spelled similarly.

Word sorts Domain 2- Word Analysis Bear (2016) pg.

65

a simple small group activity. Students list key words from a reading selection. (Alternatively,
the teacher may provide a list of terms prior to the reading activity.) Students identify the
meaning and properties of each word and then "sort" the list into collections of words with
similar features. This "sorting" process links students' prior knowledge to the basic vocabulary of
a reading selection.

Word study Domain 2- word analysis Bear (2016) pg. 6

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The approach reflects what researchers have discovered about the alphabetic, pattern, and
meaning layers of English orthography.

Teachers use a variety of hands-on activities, often called word work, to help students actively
explore these layers of information. Alphabet to pattern to meaning layers.

Word wall Domain 2-word analysis Bear (2016) pg. 83

They are a useful resource for learning a relatively small set of words and can supplement
systematic developmental word study. A display of alphabetically-ordered, high-utility words
that grows cumulatively across the school year.

Yopp-Singer Assessment Domain 1- Assessment (National University)

It is a test to determine a student’s phonemic skills. Students must segment words into sounds,
not letters, (National University).

Resources:

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University

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Arajou , J. (n.d.). What is a proficient reader? - Reading Resources. Retrieved from

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reader

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Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words Their Way: Word
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Before, During, or After Reading – Reflection Quick Write (n.d.). Retrieved from
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Cicerchia, M. (2019, June 1). What are Dolch words and how can you teach them? Retrieved
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Graphic Novels & Comics (n.d.) Retrieved from https://lib.guides.umd.edu/comics

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