Accuracy (part of fluency): Correct Answer: Reading words in text with no errors.
Advanced Phonics Correct Answer: Strategies for decoding multisyllabic words
that include
morphology and information about the meaning, pronunciation, and parts of
speech of words gained from knowledge of prefixes, roots, and suffixes.
Affix: Correct Answer: A general term that refers to prefixes and suffixes.
After Reading Comprehension Strategies: Correct Answer: Strategies that require
the reader to actively transform key information in text that has been read (e.g.,
summarizing, retelling).
Aligned Materials: Correct Answer: Student materials (texts, activities,
manipulatives, homework, etc.) that reinforce classroom instruction of specific
skills in reading.
Alliteration: Correct Answer: The repetition of the initial phoneme of each word in
connected text (e.g., Harry the happy hippo hula-hoops with Henrietta).
Alphabetic Principle Correct Answer: The concept that letters and letter
combinations represent
individual phonemes in written words.
Ample Opportunities for Student Practice: Correct Answer: Students are asked to
apply what they have been taught in order to accomplish specific reading tasks.
Practice should follow in a logical relationship with what has just been taught.
Once skills are internalized, students are provided with more opportunities to
independently implement previously learned information.
,Analogy: Correct Answer: Comparing two sets of words to show some common
similarity between the sets. When done as a vocabulary exercise this requires
producing one of the words
(e.g., cat is to kitten: as dog is to _____?).
Antonym: Correct Answer: A word opposite in meaning to another word.
Automaticity: Correct Answer: Reading without conscious effort or attention to
decoding.
Background Knowledge: Correct Answer: Forming connections between the text
and the information and experiences of the reader.
Base Word: Correct Answer: A unit of meaning that can stand alone as a whole
word (e.g., friend, pig). Also called a free morpheme.
Before Reading Comprehension Strategies: Correct Answer: Strategies employed
to emphasize the importance of preparing students to read text (e.g., activate
prior knowledge, set a purpose for reading).
Blending: Correct Answer: The task of combining sounds rapidly, to accurately
represent the word.
Bloom's Taxonomy: Correct Answer: A system for categorizing levels of
abstraction of questions that commonly occur in educational settings. Includes
the following competencies: knowledge, comprehension, application, analysis,
synthesis, and evalua
Chunked Text: Correct Answer: Continuous text that has been separated into
meaningful phrases often with the use of single and double slash marks (/ and //).
The intent of using chunked text
or chunking text is to give children an opportunity to practice reading phrases
fluently. There is no absolute in chunking text. Teachers should use judgment
when teaching students how to chunk. Generally, slash marks are made between
subject and predicate, and before and after prepositional phrases.
Chunking: Correct Answer: A decoding strategy for breaking words into
manageable parts (e.g., /yes
/ter/ day). Chunking also refers to the process of dividing a sentence into smaller
, phrases where pauses might occur naturally (e.g., When the sun appeared after
the
storm, / the newly fallen snow /shimmered like diamonds).
Coaching: Correct Answer: A professional development process of supporting
teachers in implementing new classroom practices by providing new content and
information, modeling related
teaching strategies, and offering on-going feedback as teachers master new
practices.
Coarticulation: Correct Answer: When saying words our mouth is always ready for
the next sound to be made. While saying one sound, the lips, tongue, etc., are
starting to form the sound to follow. This can distort individual sounds during
speech because the sounds are not produced in isolated units (e.g., ham- the /m/
blends with the /a/ to distort the vowel). This process is called coarticulation.
Because of coarticulation, some children have difficulty hearing the individual
sounds in words and the concept of phonemes needs to be explicitly brought to
their attention
through instruction.
Cognates: Correct Answer: Words that are related to each other by virtue of being
derived from a common origin (e.g., 'decisive' and 'decision').
Coherent Instructional Design: Correct Answer: A logical, sequential, plan for
delivering instruction.
Comprehension: Correct Answer: Understanding what one is reading, the
ultimate goal of all reading activity.
Comprehensive/Core Reading Program (CRP): Correct Answer: is the initial
instructional tool teachers use to teach children to learn to read including
instruction in the five components of reading identified by the National Reading
Panel (phonemic awareness, phonics, fluency, vocabulary, comprehension),
spelling, and writing to ensure they reach reading levels that meet or exceed
Advanced Phonics Correct Answer: Strategies for decoding multisyllabic words
that include
morphology and information about the meaning, pronunciation, and parts of
speech of words gained from knowledge of prefixes, roots, and suffixes.
Affix: Correct Answer: A general term that refers to prefixes and suffixes.
After Reading Comprehension Strategies: Correct Answer: Strategies that require
the reader to actively transform key information in text that has been read (e.g.,
summarizing, retelling).
Aligned Materials: Correct Answer: Student materials (texts, activities,
manipulatives, homework, etc.) that reinforce classroom instruction of specific
skills in reading.
Alliteration: Correct Answer: The repetition of the initial phoneme of each word in
connected text (e.g., Harry the happy hippo hula-hoops with Henrietta).
Alphabetic Principle Correct Answer: The concept that letters and letter
combinations represent
individual phonemes in written words.
Ample Opportunities for Student Practice: Correct Answer: Students are asked to
apply what they have been taught in order to accomplish specific reading tasks.
Practice should follow in a logical relationship with what has just been taught.
Once skills are internalized, students are provided with more opportunities to
independently implement previously learned information.
,Analogy: Correct Answer: Comparing two sets of words to show some common
similarity between the sets. When done as a vocabulary exercise this requires
producing one of the words
(e.g., cat is to kitten: as dog is to _____?).
Antonym: Correct Answer: A word opposite in meaning to another word.
Automaticity: Correct Answer: Reading without conscious effort or attention to
decoding.
Background Knowledge: Correct Answer: Forming connections between the text
and the information and experiences of the reader.
Base Word: Correct Answer: A unit of meaning that can stand alone as a whole
word (e.g., friend, pig). Also called a free morpheme.
Before Reading Comprehension Strategies: Correct Answer: Strategies employed
to emphasize the importance of preparing students to read text (e.g., activate
prior knowledge, set a purpose for reading).
Blending: Correct Answer: The task of combining sounds rapidly, to accurately
represent the word.
Bloom's Taxonomy: Correct Answer: A system for categorizing levels of
abstraction of questions that commonly occur in educational settings. Includes
the following competencies: knowledge, comprehension, application, analysis,
synthesis, and evalua
Chunked Text: Correct Answer: Continuous text that has been separated into
meaningful phrases often with the use of single and double slash marks (/ and //).
The intent of using chunked text
or chunking text is to give children an opportunity to practice reading phrases
fluently. There is no absolute in chunking text. Teachers should use judgment
when teaching students how to chunk. Generally, slash marks are made between
subject and predicate, and before and after prepositional phrases.
Chunking: Correct Answer: A decoding strategy for breaking words into
manageable parts (e.g., /yes
/ter/ day). Chunking also refers to the process of dividing a sentence into smaller
, phrases where pauses might occur naturally (e.g., When the sun appeared after
the
storm, / the newly fallen snow /shimmered like diamonds).
Coaching: Correct Answer: A professional development process of supporting
teachers in implementing new classroom practices by providing new content and
information, modeling related
teaching strategies, and offering on-going feedback as teachers master new
practices.
Coarticulation: Correct Answer: When saying words our mouth is always ready for
the next sound to be made. While saying one sound, the lips, tongue, etc., are
starting to form the sound to follow. This can distort individual sounds during
speech because the sounds are not produced in isolated units (e.g., ham- the /m/
blends with the /a/ to distort the vowel). This process is called coarticulation.
Because of coarticulation, some children have difficulty hearing the individual
sounds in words and the concept of phonemes needs to be explicitly brought to
their attention
through instruction.
Cognates: Correct Answer: Words that are related to each other by virtue of being
derived from a common origin (e.g., 'decisive' and 'decision').
Coherent Instructional Design: Correct Answer: A logical, sequential, plan for
delivering instruction.
Comprehension: Correct Answer: Understanding what one is reading, the
ultimate goal of all reading activity.
Comprehensive/Core Reading Program (CRP): Correct Answer: is the initial
instructional tool teachers use to teach children to learn to read including
instruction in the five components of reading identified by the National Reading
Panel (phonemic awareness, phonics, fluency, vocabulary, comprehension),
spelling, and writing to ensure they reach reading levels that meet or exceed
