A
o Accuracy (exactitud) - the percentage of words read correctly in a text
o Affix (afijo) – A morpheme or meaningful part of a word attached before or after a root or base word to modify its meaning; a category that includes prefixes and suffixes
o Affricate (consonants africadas) – Consonant phoneme articulated as a stop before a fricative, such as /ch/ or /j/
o Alliteration (aliteración) – The use of words that begin with the same sound near one another in a phrase or sentence
o Alphabetic Principle (principio alfabético) – The idea or concept that letters and letter combinations represent phonemes in an alphabetic print system
o Antonym (antónimo) – A word that means the opposite of another word
o Automaticity (automaticidad) – Fluent performance without conscious attention
o Affix (afijo) – A morpheme or meaningful part of a word attached before or after a root or base word to modify its meaning; a category that includes prefixes and suffixes
o Affricate (consonants africadas) – Consonant phoneme articulated as a stop before a fricative, such as /ch/ or /j/
o Alliteration (aliteración) – The use of words that begin with the same sound near one another in a phrase or sentence
o Alphabetic Principle (principio alfabético) – The idea or concept that letters and letter combinations represent phonemes in an alphabetic print system
o Antonym (antónimo) – A word that means the opposite of another word
o Automaticity (automaticidad) – Fluent performance without conscious attention
B
o Background knowledge (conocimiento y experiencia previa) – Pre-existing knowledge of facts and ideas necessary to make inferences
o Base word (palabra base) – A free morpheme, one that can stand on its own, to which affixes can be added
o Bilabial (bilabial) – Consonant sound formed with the lips together (/b/, /m/, /p/)
o Blending (unir) – Combining sound structures (syllables, phonemes) to say or read a word
o Base word (palabra base) – A free morpheme, one that can stand on its own, to which affixes can be added
o Bilabial (bilabial) – Consonant sound formed with the lips together (/b/, /m/, /p/)
o Blending (unir) – Combining sound structures (syllables, phonemes) to say or read a word
C
o Cognates (cognados) - Words that are related to each other by virtue of being derived from a common origin (e.g., ‘decisive’ and ‘decision’)
o Consonant Blend - Two or more consecutive consonants which retain their individual sounds (e.g., /bl/ in block; /str/ in string)
o Consonant Digraph - Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/)
o Context Clue - Using words or sentences around an unfamiliar word to help clarify its meaning
o Continuous Sounds - A sound that can be held for several seconds without distortion (e.g., /m/, /s/)
o Consonant Blend - Two or more consecutive consonants which retain their individual sounds (e.g., /bl/ in block; /str/ in string)
o Consonant Digraph - Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/)
o Context Clue - Using words or sentences around an unfamiliar word to help clarify its meaning
o Continuous Sounds - A sound that can be held for several seconds without distortion (e.g., /m/, /s/)
D
o Decodable Text - Text in which a high proportion of words (80%-90%) comprise sound/symbol relationships that have already been taught. It is used for the purpose of providing practice with specific decoding skills and is a bridge between learning phonics and the application of phonics in independent reading
o Decodable Words - These words contain phonic elements that were previously taught
o Decoding - The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out
Derivational Affix - A prefix or suffix added to a root or base to form another word (e.g., - un in unhappy , -ness in likeness)
Digraphs - A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing)
Diphthong - A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi
o Decodable Words - These words contain phonic elements that were previously taught
o Decoding - The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out
Derivational Affix - A prefix or suffix added to a root or base to form another word (e.g., - un in unhappy , -ness in likeness)
Digraphs - A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing)
Diphthong - A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi
E
o Elkonin Boxes - A framework used during phonemic awareness instruction. Elkonin Boxes are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. Students push a marker into one box as they segment each sound in the word
Emergent Literacy - The skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing
Explicit - Explicit instruction involves direct explanation. The teacher’s language is concise, specific, and related to the objective. Another characteristic of explicit instruction is a visible instructional approach which includes a high level of teacher/student interaction. Explicit instruction means that the actions of the teacher are clear, unambiguous, direct, and visible. This makes it clear what the students are to do and learn. Nothing is left to guess work
Expository Text - Reports factual information (also referred to as informational text) and the relationships among ideas. Expository text tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts
Emergent Literacy - The skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing
Explicit - Explicit instruction involves direct explanation. The teacher’s language is concise, specific, and related to the objective. Another characteristic of explicit instruction is a visible instructional approach which includes a high level of teacher/student interaction. Explicit instruction means that the actions of the teacher are clear, unambiguous, direct, and visible. This makes it clear what the students are to do and learn. Nothing is left to guess work
Expository Text - Reports factual information (also referred to as informational text) and the relationships among ideas. Expository text tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts
F
Five Components of Reading - Phonemic awareness, phonics, fluency, vocabulary, and comprehension
Floss Rule - Words of one syllable, ending in “f”, “l”, or “s” - after one vowel, usually end in “ff”, “ll”, or “ss” (sounds /f/, /l/, /s/)
Fluency - Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension
Frayer Model - An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word. It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not
Floss Rule - Words of one syllable, ending in “f”, “l”, or “s” - after one vowel, usually end in “ff”, “ll”, or “ss” (sounds /f/, /l/, /s/)
Fluency - Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension
Frayer Model - An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word. It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not