1. By: Amanda Nabors

2. a technique used to emphasize phonemes by
using successive words that begin with the same
consonant sound or letter.

3. A concept that encompasses best teaching
practices from two traditionally opposing reading
instruction programs: the skills-based approach,
which emphasizes phonics instruction, and the
meaning-based approach, which promotes
reading comprehension and enrichment.

4. Information surrounding a new or unusual word
or word group that can provide helpful hints on
the meaning of the unfamiliar term

5. Directed Reading/ Thinking Activity is a teacher-directed
strategy helping students to establish a purpose for
reading a story or reading expository writing from a
content book.
1. Sample the text to develop background: Children are
guided to read the title, look at pictures or any kind of
visual representation, and read some sample lines
from the text to develop hypothesis about the content
of the text.
2. Make predictions: Students make predictions based
on a sample of the text.
3. Confirm or correct predictions: Children read the text
and engage in follow-up activities to corroborate of
the predictions were correct.

6. A reading strategy in which a lead reader reads
aloud a section of text, and a second reader’s
“echo’s” after that which was first read. Helping
students with fluency, reading orally, new
vocabulary, and comprehension.

7. Fluency is defined as the ability to read with
speed, accuracy, and proper expression.

8. Individual letters represent phonemes.

9. The technique helps students develop
comprehension of the main idea of a story by
answering the who, what, when, where, how, and
why questions on a diagram of a fish skeleton.

10. Do not change the syntactic classification and
typically follow derivational morphemes in a word.
These are native of English and always function as
suffixes.
 Short Plural – s
 Long Plural –es
 Third person singular-s
 Possessive -’s
 Progressive – ing
 Regular past tense – ed
 Past participle –en or –ed
 Comparative and superlative –er and est

11. Various types of journals can be used in elementary grades
 Personal journals- are used to record personal information
and to encourage self-analysis of their experiences.
 Dialogue journals- promote written communication among
students and between the teacher and students. The main
purpose is to communicate, not to teach writing skills.
Teachers can model writing when the reply.
 Reflective journals- are used to respond in writing to
specific situations or problems. It is often shared with the
teacher for input.
 Learning logs- are commonly used in the content areas to
record elements discussed in class. In these logs, students
describe what they have learned and elements in which they
have difficulties. Teachers read the document and act on the
request for assistance.

12. A strategy that involves students in activating
their schemata constructing questions about a
topic, developing purposes for reading, and
recording information they gleaned from the text
that answers their questions about the topic.
What do you know? What do you want to know? What did you learn?

13. Results from the combination of innate ability,
imitation of what is said and heard, and multiple
environmental influences. Children are said to be
born with innate abilities and mechanisms to
develop language.

14. The smallest representation of meaning.

15. Is a story or an account. It may recount an
incident or a series of incidents. The account may
be autobiographical to make a point. The
narrative my be fiction or nonfiction.

16. The teacher may make observations during
individual or group work. The teacher makes a
checklist of competencies, skills, or requirements,
and then uses the list to check off the ones a
student or group displays.

17. Collections of the students’ best work. They can
be used in any subject area in which the teacher
wants students to take more responsibility for
planning, carrying out, and organizing their own
learning.

18. In the acronym SQ4R is a plan students use when reading text in
content areas.
o Survey: the readers examine the headings, illustration, bold
letters, and major components of the text to develop predictions
and generate questions about the topic.
o Question: students devise questions that the chapter will probably
answer. The questions establish a purpose for reading.
o Read (1R): students read while looking for answers.
o Write (2R): students monitor comprehension as they write a
summary. Creating one allows opportunities to internalize and
make their own interpretation of the content.
o Recite (3R): student attempts to answer orally or write the
questions at the end of the chapter.
o Review (4R): finally they review the text to evaluate the accuracy
of their answers and to show how much they learned about the
content.

19. A way to assess students’ word identification
skills and fluency in oral reading. It is an informal
assessments. In a running record, the teacher uses
a copy of the page to mark each word the child
mispronounces as the teacher listens to a student
read a page. The teacher writes the incorrect word
over the printed word, draws a line through each
word the child skips, and draws an arrow under
repeated words.
http://www.readinga-
z.com/guided/runrecord.html

20. Stages of Reading Development
 Emergent Readers: understand that print contains
meaningful information. They imitate the reading
process and display basic reading readiness skills.
 Early Readers: have mastered reading readiness
skills and are beginning to read simple text with
some degree of success.
 Newly Fluent Readers: can read with relative
fluency and comprehension. The are able to use
several cuing systems to obtain meaning from
print.

21. This approach begins with the whole and then
proceeds to its individual parts. That is, the top-
down approach begins with the
 Whole stories
 Paragraphs
 Sentences
 Words
 Syllables
 Graphemes
 Phonemes

22. Using Routines as Literacy Events- Several activities can
be modified to promote reading and writing
development.
 Take attendance: Use a chart with students’ names on
it. The names can be placed in alphabetical order,
which uses indirect teaching to deal with that concept.
 Daily weather report: Use picture and word
representing the climatic conditions.
 Today’s day: students select the appropriate card to
show day of the week. Organize a calendar of events
and review the plan of the day.
 Use notes: to communicate with students. Praise them
or discuss behavior in written form.

23. Incorporates the use of visual imagery to either
complement or supplement the message being
carried.

24. Competency 010: The teacher understands that writing to
communicate is a developments process and provides
instruction that promotes students’ competence in written
communication.
TEA WRITING PROGRAM
1. Focus ad Coherence- how the main idea is introduced and
supported
2. Organization- the organization of ideas, including
connectors
3. Development of Ideas- how the ideas are presented and
supported in writing
4. Voice- the uniqueness of the author and how ideas are
projected
5. Conventions- the use of capitalization, punctuation, and
spelling

25. Refers to the vocabulary of a language. The
meanings of words change based on context and
its historical framework, vocabulary is said to be
one of the most variable and rich components of a
language. Ex.
HOT could mean
High temperature
Fashionable
Lucky

26. You are the one to model, teach, lead, guide, and
direct the youth of today in to leaders of
tomorrow.

27. Graphic organizers help
students improve
organizational skills and
provide a visual
representation of facts and
concepts and their
relationships within an
organized framework.