ICLA Standard 2
1. comprehension an ability to understand the meaning or importance of something (or the knowl-
edge acquired as a result)
2. Idaho content Idaho's Standards for English Language Arts prioritize the following content:
standards for • Foundational Reading Skills
English Lan- • Building Knowledge
guage arts • Comprehending Grade-Level Complex Texts
• Valuing Text Evidence
The ELA standards are organized into seven strands:
• Foundational Reading Skills
• Reading Comprehension
• Vocabulary Development
• Research
• Writing
• Oral and Digital Communications
• Grammar and Conventions
3. Readability levels Independent Level - The level of reading material that a student can read inde-
pendently with high comprehension and accuracy.
Instructional Level - The level of reading material that a student can read and
comprehend with the support and instruction.
Frustration Level - The level of reading material that is too difficult for a
student to read successfully with adequate comprehension and accuracy.
4. comprehension specific techniques that promote reading comprehension such as predicting and
strategies gaining word meanings from context
5. Interactive An instructional context in which the teacher reads a text with the students, typi-
Read-Aloud cally whole-group. Best practices suggest the teacher preview the book, provide
an introduction, read with expression, discuss in a lively manner,
and encourage children's participation and responses
, ICLA Standard 2
6. context discourse that surrounds a language unit and helps to determine its interpreta-
tion; the social or cultural situation situation in which a spoken or written message
occurs
7. schema an internal representation of the world; how the mind categorizes incoming
stimuli
8. schemata plural of schema; more than one cognitive structure stored in memory
9. metacognition awareness and knowledge of one's mental processes such that one can monitor,
regulate, and direct them to a desired end; thinking about one's thinking
10. brainstorming coming up with as many solutions to a problem as possible in a short period of
time with no censoring of ideas
11. readability the ease with which words, phrases or blocks of text can be read
12. Text complexity A way to determine comprehension demands of a book or other text using reader
and text factors.
13. connotative the meaning suggested by the associations or emotions triggered by a word or
meaning phrase; affective meaning;emotive meaning
14. denotative the literal or dictionary meaning of a word or phrase; referential meaning; cogni-
meaning tive meaning
15. figurative lan- Writing or speech that is used to create vivid impressions by setting up compar-
guage isons between dissimilar things, [examples are metaphor, simile, and personifi-
cation.
16. expository text text written to explain and convey information, informational writing
17. nonfiction a type of literature that tells about real-life people, places, events, things, etc.
18. discussion web
1. comprehension an ability to understand the meaning or importance of something (or the knowl-
edge acquired as a result)
2. Idaho content Idaho's Standards for English Language Arts prioritize the following content:
standards for • Foundational Reading Skills
English Lan- • Building Knowledge
guage arts • Comprehending Grade-Level Complex Texts
• Valuing Text Evidence
The ELA standards are organized into seven strands:
• Foundational Reading Skills
• Reading Comprehension
• Vocabulary Development
• Research
• Writing
• Oral and Digital Communications
• Grammar and Conventions
3. Readability levels Independent Level - The level of reading material that a student can read inde-
pendently with high comprehension and accuracy.
Instructional Level - The level of reading material that a student can read and
comprehend with the support and instruction.
Frustration Level - The level of reading material that is too difficult for a
student to read successfully with adequate comprehension and accuracy.
4. comprehension specific techniques that promote reading comprehension such as predicting and
strategies gaining word meanings from context
5. Interactive An instructional context in which the teacher reads a text with the students, typi-
Read-Aloud cally whole-group. Best practices suggest the teacher preview the book, provide
an introduction, read with expression, discuss in a lively manner,
and encourage children's participation and responses
, ICLA Standard 2
6. context discourse that surrounds a language unit and helps to determine its interpreta-
tion; the social or cultural situation situation in which a spoken or written message
occurs
7. schema an internal representation of the world; how the mind categorizes incoming
stimuli
8. schemata plural of schema; more than one cognitive structure stored in memory
9. metacognition awareness and knowledge of one's mental processes such that one can monitor,
regulate, and direct them to a desired end; thinking about one's thinking
10. brainstorming coming up with as many solutions to a problem as possible in a short period of
time with no censoring of ideas
11. readability the ease with which words, phrases or blocks of text can be read
12. Text complexity A way to determine comprehension demands of a book or other text using reader
and text factors.
13. connotative the meaning suggested by the associations or emotions triggered by a word or
meaning phrase; affective meaning;emotive meaning
14. denotative the literal or dictionary meaning of a word or phrase; referential meaning; cogni-
meaning tive meaning
15. figurative lan- Writing or speech that is used to create vivid impressions by setting up compar-
guage isons between dissimilar things, [examples are metaphor, simile, and personifi-
cation.
16. expository text text written to explain and convey information, informational writing
17. nonfiction a type of literature that tells about real-life people, places, events, things, etc.
18. discussion web
