Vocabulary Definitions 1

Michael Muniz

National University

ITL514 – Professor Antonius

April 28th, 2019

Reading Strategies

activating prior knowledge- this is going over what the kids already know. If a teacher is
going over a Math lesson about Geometry, then they would review the lesson prior to that so
that the students have some knowledge about what they are going to learn about.
Author’s chair- This is where the students are encouraged to share their work with the class
and is a time where students can come up to the front of the class or stand up and deliver their
final products. This is an opportunity for the writer to receive positive feedback from their
classmates.
big ideas- A Big Idea refers to core concepts, principles, theories, and processes that should
serve as the focal point of curricula, instruction, and assessment. Big Ideas reflect expert
understanding and anchor the discourse, inquiries, discoveries, and arguments in a field of
study. They provide a basis for setting curriculum priorities to focus on the most meaningful
content. Big Ideas function as the “conceptual Velcro for a topic of study. They connect
discrete knowledge and skills to a larger intellectual frame and provide a bridge for linking
specific facts and skills. A focus on these larger ideas helps students to see the purpose and
relevance of content.

choral reading- this is a literacy technique that helps students build their fluency, self-
confidence, and motivation in reading. During coral reading a student or a group of students
reads a passage together, with or without a teacher. This can also be done individually, in a
small group, or as a whole class.

clapping syllables- this is a strategy in which the students are encouraged to clap during each
syllabus of a word. For example: if I say the word TEACHER, I would clap the syllables TEA
then CHER for 2 syllables.
close reading- is thoughtful, critical analysis of a text that focuses on significant details or
patterns in order to develop a deep, precise understanding of the text's form, craft, meanings,
etc. It is a key requirement of the Common Core State Standards and directs the
reader's attention to the text itself.

Cloze - The cloze procedure is a reading comprehension activity in which words are omitted
from a passage and students are required to fill in the blanks. This procedure is incredibly
useful in reading instruction because it can be easily done by any teacher and provides
valuable reading comprehension information.
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Context clue- these are hints that an author gives to help define a difficult or unusual word
within a book. The clue may appear within the same sentence as the word to which it refers or
it may follow in the next sentence.

DEAR- Quick, simple, easy to organize and extremely effective, DEAR is a great way to get
both staff and students reading! A DEAR session consists of getting the whole school to stop,
drop what they are doing and to read, for pleasure, for 20 minutes.

Directed Reading Activity DRA - The Directed Reading Thinking Activity (DRTA) is a
comprehension strategy that guides students in asking questions about a text, making
predictions, and then reading to confirm or refute their predictions. The DRTA process
encourages students to be active and thoughtful readers, enhancing their comprehension.

directed reading thinking activity (DRTA)- The Directed Reading Thinking Activity (DRTA)
is a comprehension strategy that guides students in asking questions about a text, making
predictions, and then reading to confirm or refute their predictions. The DRTA process
encourages students to be active and thoughtful readers, enhancing their comprehension.

echo reading- a rereading strategy designed to help students develop expressive,

fluent reading as well as used for print knowledge. In echo reading, the teacher reads a short
segment of text, sometimes a sentence or short paragraph, and the student echo it back.

Elkonin boxes- an instructional method used in the early elementary grades especially in
children with reading difficulties and inadequate responders in order to build phonological
awareness by segmenting words into individual sounds. ...Elkonin, the Russian psychologist
who pioneered their use.

Explicit instruction- The teacher constantly monitors understanding to make sure students are
deriving meaning from instruction. Explicit Instruction is not rote. Explicit Instruction is used
in diverse contexts and curricular areas. Explicit Instruction is not basic skills only. Students
like it because they are learning!

Flexible grouping- Allowing the students to be seated in various parts of the classroom as well
as allowing for standing during lessons, activities or assessments. Teachers may also have
bean bags as chairs, yoga mats, bouncy balls and swivel chairs. This helps with fidgeting in
class and for those who cannot sit in one particular spot for an extended period of time.
generating questions- involves teaching students to ask their own questions. This strategy
improves students' active processing of text and comprehension. For example, a student might
be taught to ask main idea questions that relate to important information in a text.

gradual release of responsibility- The gradual release of responsibility model or GRR model is
a particular style of teaching which is a structured method of pedagogy framed around a
Vocabulary Definitions 3

process devolving responsibility within the learning process from the teacher to the eventual
independence of the learner.

Graphic organizer- A graphic organizer is a visual display that demonstrates relationships

between facts, concepts or ideas. A graphic organizer guides the learner's thinking as they fill
in and build upon a visual map or diagram.

Graphophonic cues- 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 reading- Guided reading is an instructional approach that involves a teacher working
with a small group of readers. During the lesson, the teacher provides a text that students can
read with support, coaching the learners as they use problem-solving strategies to read the text.
The ultimate goal is independent reading.

Highlighting- this is a tool or strategy used to highlight certain words of great importance or of
relevance. As a student is reading, one may highlight the words read or even the words that
the student does not know. The highlighting helps the students remember, and reflect.
Inferencing- Helping students understand when information is implied, or not directly stated,
will improve their skill in drawing conclusions and making inferences. ... Inferential thinking
is a complex skill that will develop over time and with experience.

interactive reading aloud- An Interactive Read Aloud is when a teacher orally reads a
purposefully-selected book to the class, while asking corresponding, thought-provoking
discussion questions throughout the reading of the book.

Interactive writing- Interactive writing is a writing process used to teach (usually younger)
students how to write. The process involves the sharing of a pen between the teacher and
students. It can be done in a one-on-one private lesson with a student, or with a small group of
students.

Jigsaw- The “Jigsaw Method” is a teaching strategy of organizing student group work that
helps students collaborate and rely on one another. This teaching strategy is effective for
accomplishing multiple tasks at once and for giving students a greater sense of individual
responsibility.

Journaling- Journal writing assignments can benefit students by enhancing reflection,

facilitating critical thought, expressing feelings, and writing focused arguments. Journal
writing can be adapted into a student's clinical course to assist with bridging the gap between
classroom and clinical knowledge. In addition, journals can assist athletic training students
with exploring different options for handling daily experiences.

KWL- The KWL chart or table was developed within this methodology and is a form of
instructional reading strategy that is used to guide students taking them through the idea and
the text. A KWL table is typically divided into three columns titled Know, Want and Learned.
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Language experience approach- The language experience approach (LEA) is a whole language
approach that promotes reading and writing through the use of personal experiences and oral
language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous
groups of learners. Beginning literacy learners relate their experiences to a teacher or aide,
who transcribes them. These transcriptions are then used as the basis for other reading and
writing activities.

Learning center- learning centers are independent academic units within colleges and
universities that exist to provide support services for faculty, to help teaching faculty to
improve their teaching and professional development. Teaching centers also routinely provide
professional development for graduate students as they prepare for future careers as teaching
faculty.

Magic E- The Magic E rule states when the letter “e” sits at the end of the word, it is
usually silent and the “magical” E tells the first vowel or the preceding vowel to say its name
or long sound. ... The magic e is commonly referred to as the final or silent e.

making big words- Making Big Words is a multilevel, developmental approach to combining
phonics and spelling. It includes: 150 concise, 15-20 minute hands-on lessons. guidelines for
creating your own. hundreds of word lists!

making connections- Children connect their background knowledge to the text they are
reading. Purpose of the strategy: Readers comprehend better when they actively think about
and apply their knowledge of the book's topic, their own experiences, and the world around
them.

Making inferences- involves using what you know to make a guess about what you don't know
or reading between the lines. Readers who make inferences use the clues in the text along with
their own experiences to help them figure out what is not directly said, making the text
personal and memorable.

Making predictions- a strategy in which readers use information from a text (including titles,
headings, pictures, and diagrams) and their own personal experiences to anticipate what they
are about to read (or what comes next).

making words- strategy in which one would use various letters of the alphabet and create
words. Word sorts is an example and using different syllables.
Metacognition- awareness and understanding of one's own thought processes.

mind map- A mind map is a graphical way to represent ideas and concepts. It is a visual
thinking tool that helps structuring information, helping you to better analyze, comprehend,
synthesize, recall and generate new ideas. Just as in every great idea, its power lies in its
simplicity.
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Mini-lesson- A mini lesson is a short lesson with a narrow focus that provides instruction in a
skill or concept that students will then relate to a larger lesson that will follow. A mini
lesson typically precedes reading workshop or writing workshop, but it can serve as an
introduction to a social studies, science, or math lesson.

1. picture books- a book containing many illustrations, especially one for children.

Picture walk- For the younger grades, a picture walk is a tool that teaches emerging readers to
use pictures as clues to understand the meaning of a story and guess at unfamiliar words.
Here's how it works: First show the children the cover and read the title.

Predictable text- The purpose of predictable or patterned text is to give multiple repetitions of
words and phrases so that students memorize the patterns and can predict the picture clue.

Questioning- The ability to ask the right question at the right time is a powerful indicator of
authentic understanding. Asking a question that pierces the veil in any given situation is itself
an artifact of the critical thinking teachers so desperately seek in students, if for no other
reason than it shows what the student knows, and then implies the desire to know more.

Quick write- A quickwrite is a first draft response to a short piece of writing, usually no more
than one page of poetry or a short picture book, but differs from prompts and free writes.
... Write as quickly as they can for two or three minutes, capturing anything that comes to
mind in response to the work as a whole.

Read, Write, and Talk technique- this teaches students to interact and analyze text in groups or
with partners. It is an effective strategy because it gives students the opportunity to partner up,
read a text, write about it and share ideas verbally in order to really comprehend the story.
Reader’s Theatre- Readers Theater is readers reading a script adapted from literature, and the
audience picturing the action from hearing the script being read aloud. It requires no sets,
costumes, props, or memorized lines.

reader’s workshop- Reading Workshop is a powerful way to structure your reading class.
Using this model involves guiding your students to choose their own books as well as
providing significant amounts of time for them to read independently.

reading aloud- one of the most important things parents and teachers can do with
children. Reading aloud builds many important foundational skills, introduces vocabulary,
provides a model of fluent, expressive reading, and helps children recognize what reading for
pleasure is all about.

reading by analogy- If children are able to make analogies between the spelling patterns in
words, this would have important consequences for theories of reading development, as a child
who knew a word like beak could use analogy to read new words like peak and bean.

ReQuest (Reciprocal Questioning)- Reciprocal Questioning (ReQuest) is a variation on

the Reciprocal Teaching strategy. Here, students take on the role of the teacher by formulating
Vocabulary Definitions 6

their own list of questions about a reading selection. The teacher then answers the students’
questions.

Rereading- when students read a story or text again for further clarification and understanding.
Retelling- after a student has read a story or text, they are able to tell the story over again
verbally and retell it in a way that makes since.
Scaffolding- a teaching method that enables a student to solve a problem, carry out a task, or
achieve a goal through a gradual shedding of outside assistance.

Semantic feature analysis - The semantic feature analysis strategy uses a grid to help kids
explore how sets of things are related to one another. By completing and analyzing the grid,
students are able to see connections, make predictions and master important concepts. This
strategy enhances comprehension and vocabulary skills.

Shared reading- an interactive reading experience that occurs when students join in or share
the reading of a book or other text while guided and supported by a teacher. The teacher
explicitly models the skills of proficient readers, including reading with fluency and
expression.

Sheltered English- sheltered instruction is an approach to teaching English language learners

which integrates language and content instruction. The phrase "sheltered instruction," original
concept, and underlying theory of comprehensible input are all credited to Stephen Krashen.

SQ3R- SQ3R is a comprehension strategy that helps students think about the text they are
reading while they're reading. Often categorized as a study strategy, SQ3R helps students "get
it" the first time they read a text by teaching students how to read and think like an
effective reader.

SSR - Sustained silent reading (SSR) is a form of school-based recreational reading, or free
voluntary reading, where students read silently in a designated time period every day in
school. An underlying assumption of SSR is that students learn to read by reading constantly.

Story frame/story map- a literary technique that sometimes serves as a companion piece to
a story within a story, whereby an introductory or main narrative is presented, at least in part,
for the purpose of setting the stage either for a more emphasized second narrative

story maps/story frames- A story map is a strategy that uses a graphic organizer to help
students learn the elements of a book or story. By identifying story characters, plot, setting,
problem and solution, students read carefully to learn the details. There are many different
types of story map graphic organizers.

Structural analysis- Because students encounter a steady stream of new words in

their reading, structural analysis--the ability to gain information about the meaning,
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pronunciation, and part of speech of new words from their prefixes, roots, and suffixes--is an
important component of skilled reading.

Summarizing- summarizing teaches students how to discern the most important ideas in a text,
how to ignore irrelevant information, and how to integrate the central ideas in a meaningful
way. Teaching students to summarize improves their memory for what is
read. Summarization strategies can be used in almost every content area.

synthesizing information- Writing a strong researched paper requires the ability

to synthesize—or combine elements of several sources—to help you make a point. The
purpose of the Multiple Source Essay is to give students the chance to practice this process of
"synthesis".

thick and thin questions- Thick questions deal with the big picture and large concepts.
Answers to thick questions are involved, complex and open ended. Thin questions deal with
specific content or words. Answers to thin questions are short and close ended.

Thinking Aloud- With this strategy, teachers verbalize aloud while reading a selection orally.
Their verbalizations include describing things they're doing as they read to monitor their
comprehension. The purpose of the think-aloud strategy is to model for students how skilled
readers construct meaning from a text.

Think-Pair-Share- Think-Pair-Share (TPS) is a collaborative learning strategy in which

students work together to solve a problem or answer a question about an assigned reading.
This technique requires students to (1) think individually about a topic or answer to a question;
and (2) share ideas with classmates.

Visualization- Visualizing refers to our ability to create pictures in our heads based on text we
read or words we hear. It is one of many skills that makes reading comprehension possible.
This method is an ideal strategy to teach to young students who are having trouble reading.

Web- Students can use multiple main points of a reading and create a visual “web” to help
with comprehension.
Word sorts- A Word Sort is a simple individual or 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 (Reading Educator,
2015).

Word study- Word study is an approach to spelling instruction that moves away from a focus
on memorization. ... Studying the meaning layer helps students to understand how the
English spelling system can directly reflect the semantic relationships across related words.

Word wall- A word wall is literacy tool composed of an organized (typically in alphabetical
order) collection of words which are displayed in large visible letters on a wall, bulletin board,
Vocabulary Definitions 8

or other display surface in a classroom. The word wall is designed to be an interactive tool for
students or others to use, and contains an array of words that can be used
during writing and/or reading.

wordless picture books- These are books that have only pictures and no words. This can help
students identify meaning and understanding based of visuals. Can also be a solution for
students with hearing impairment.
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References

Vision, Teacher. April 2019. Teaching Strategies. Retrieved from:

www.teachervision.com/authors-chair

Defined Term. April 2019. Literacy and Reading Information. Retrieved from:
https://definedterm.com/generating_questions/91769

Reading Rockets. December 2018. Launching young Readers. Retrieved from:

Readingrockets.com

Inspiration. July 2018. Teaching and Learning with Graphic Organizer. Retrieved from:
http://www.inspiration.com/visual-learning/graphic-organizers

Taylor, Marcia. June 1992. The Language Experience Approach and Adult Learners. Retrieved
from http://www.cal.org/caela/esl_resources/digests/LEA.html

Harvey, Stephanie. (April 14, 2019). Strategies that Work. Retrieved from:
https://nu.vitalsource.com/#/books/9781625310590/cfi/6/44!/4/88/2@0:0

NSW. (April 14, 2019). Become a Game Changer. Retrieved from:

https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-
strategies/literacy/reading/inferential-comprehension

Houghton & Mifflin. (January 1, 1997). Using the Informal Reading Inventory. Retrieved from:
https://www.eduplace.com/rdg/res/begin/usinginformal.html

Webster-Merriam. (April 14, 2019). Definition of Word Sorts. Retrieved from:

https://www.merriam-webster.com/dictionary/orthography

Cunningham, Mary. February 12, 2019. Semantic Feature Analysis: Supporting Reading and
Writing. Retrieved from: https://www.closingthegap.com/conf-presentation/nifty-
thrifty-fifty-goes-viral-supporting-reading-writing-and-aac-apps-included/

Chard, J. David. Dickson, Shirly. (April 2, 1999). Phonological Awarness: Instructiponal and
Assessment Guidelines. http://www.readingrockets.org/article/phonological-
awareness-instructional-and-assessment-guidelines