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Thematic Unit --A thematic unit is a unit that centers around a central theme. This can be done through a series of lessons that are connected through a common theme. An example of this would be picking 3 books that all have a common theme of friendship

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Rubric-- A rubric is a way for teachers to communicate with students what the expectations for an assignment are. In addition, rubrics also allow teachers to give their students feedback in an organized way. Teachers often use rubrics as a way to grade and evaluate a students work.

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Thematic Unit --A thematic unit is a unit that centers around a central theme. This can be done through a series of lessons that are connected through a common theme. An example of this would be picking 3 books that all have a common theme of friendship

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Children read and understand books at the instructional reading level with support, but not on their own. they recognize most words; their accuracy rate is 90%-94%. Their reading may be fluent, but sometimes isn't with support from the teacher or classmates, children comprehend what they're reading, but if they're reading independently, their understanding is limited.

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Children use quickwriting to review what they've learned, or are currently learning. this type of writing was made popular because it helps children focus on the content of their writing rather than their writing mechanics. They choose a topic and reflect on what they have learned about this topic. Instead of quickwrites, emergent writers can often do quickdraws since it still is focusing mostly on content, not mechanics.

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Running Records- are authentic assessment tools because children demonstrate how they read using their regular reading materials as teachers make detailed account of their ability to read a book. Teachers take running records of children's oral reading to access their word identification and reading fluency. They make notes on a copy of the book the child is reading and place check marks above the words that the child reads correctly and use other marks to indicate words that the child substitutes, repeats, mispronounces, or does not know.

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Learning Logs- Children use learning logs to record and react to what they are learning. Children write in these journals to discover gaps in their knowledge and to explore relationships between what they are learning and their past experiences. Learning logs can include, diagrams, notes about important concepts, and practice using new academic vocabulary and technical terms.

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Rubric: a scoring guide used to evaluate the quality of students' constructed responses. A scoring rubric is an attempt to communicate expectations of quality of work. Rubrics can vary according to age (number of stars and one sentence for younger students, number rubric with detailed explanations for older students).

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Graphic Organizer-- A graphic organizer is a tool that students can use to organize their thoughts. Graphic organizers are often used when teaching cause and effect, comparing and contrasting, organizing problems and solutions, finding the main and supporting ideas of a story, sequencing, and any other ways a teacher sees fit! Graphing organizers are effective because they help students with structure, guides student thinking, helps reading comprehension, allows students to see connections and relationships, and many other ways as well! Graphic organizers are an awesome tool to use in the classroom.

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children learn the meaning of conceptually related words by examining their characteristics. Teachers create a grid in which they list a group of words related to a book or a thematic unit on the left and write distinguishing characteristics across the top. Children analyze the words, characteristic by characteristic, and place a plus or minus symbol in each cell to indicate whether a word represents a characteristic.

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Academic vocabulary: words that are traditionally used in academic dialogue and text. Academic words are not commonly used in everyday conversations. Academic vocabulary words are often found in textbooks.

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Word sorts- Children sort a collection of words into two or more categories. Usually children will choose the categories they will use for their sort, but sometimes the teacher will choose for them. An example could be sorting words from a story by character, or by type of something. This can be done by having the words written or printed on cards, and then the children would sort the word cards into piles. This is a great activity for comprehension and finding main points.

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Plot- the sequence of events involving characters in conflict situations. It's based on the goals of one or more characters and the processes they go through to attain them. The main characters want to achieve the goal, and the other characters are introduced to prevent them from being successful. The story events are set in motion by characters as they attempt to overcome conflict and solve their problems. Overall, the plot is the main events that take place in a story.

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First person point of view --A first person narrative is a story from the first-person perspective: the viewpoint of a character writing or speaking directly about themselves. In elementary school, students will most likely start out writing stories in the first person. They will write stories about themselves, things they like and don't like, therefore using "I" and being in the first person perspective.

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Story boards: a sequence of drawings, typically with some directions and dialogue, often used in classrooms to retell stories. A story board is created by using cards with illustrations from the story and using the illustrations for story sequencing, story structure, and word-study activities.

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Readers are eyewitnesses to the story and are confined to the immediate scene. They learn only what's visible and audible and aren't aware of what any characters think. Most fairy tales are told from the objective viewpoint. the focus is on recognizing events, not on developing the personalities of the characters.

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teachers read books aloud using the interactive read aloud procedure every day, even after children have learned to read. they share high quality, grade appropriate books that interest children and challenge them to think. As they listen, children build background knowledge and expand their vocabulary, watch their teacher demonstrate comprehension strategies, and practice the strategies they're learning.

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Background knowledge-- is one of the comprehension tools that students can use while reading. To build background knowledge a teacher must provide experiences, visual representations, discussions, and hands on experiences that will provide students the knowledge to "fill in the gaps".

An example would be a picture walk before reading a book!

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Comprehension- a creative, multifaceted process in which children engage with and think about the text. The comprehension process begins as children activate their background knowledge, and it develops as they read or listen to a book read aloud and then respond to it. Comprehension is the main goal of reading. Background knowledge and writer's cue are used to make meaning. Comprehension also involves organizing text information and making inferences and logical connections. Comprehension requires many strategies, such as, predicting, connecting, visualizing, re-reading, correcting, and more. Comprehension is not always automatic, and reading can become frustrating if the comprehension part is not there.

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Chapter 8: Reading Logs
Journal where a person can record his/her reading activity. It is a note of what did you read, when did you read and how many pages you read. It is a great way to summarize what a person reads. To write a reading log, note the title and author of the book, the numbers of the pages read, a brief summary and a response.

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Writer's Voice- The distinctive voice a writer has that reflects their individuality. Voice is the tone or the emotional feeling of a piece of writing. How writer's chose their words and how they string together their sentences can help writer's develop their voice. Teachers can usually identify which of their students wrote each writing piece, because each child has an unique writing voice.

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A way for children to learn words and word meaning. teachers direct the whole class or a small group of children to write a word and then change it into another word by substituting, adding, deleting, or rearranging letters.

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The ability to recognize familiar words without conscious thought, and to identify unfamiliar words almost as quickly. This is crucial that children know most of the words because if they do not, it is very likely that they will be slowed to the point of discouragement.

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High Frequency Words-- The most common words that readers use again and again are high frequency words! There have been many attempts to identify these words and calculate their frequency in reading materials. Students also learn to write many of these words. Many high frequency words are tough to learn because they are not easily decoded, like to, what, and could. Another complication is that many of these words are function words, so they do not conjure up meaning. For example, a student many recognize whale quicker than what because they can actually picture whale in their head. Teachers teach high frequency words with explicit instructions. They usually introduce 3-5 words a week and then involve children in a variety of activities each day to practice reading and writing the words. In addition, the teacher may set up a word wall in the classroom with the high frequency words for all to see!

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Homophones-- Homophones are words that sound alike but are spelled differently. Understanding homophones is grouped into stage 4 of spelling development, which is called syllables and affixes spelling. Students are generally in third or fourth grade and can apply everything they have learned

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Prosody: Fluent readers use prosody (pitch, stress, and timing) to convey meaning when they read aloud. The ability to read in expressive rhythmic and melodic patterns. Can show  the presence of irony or sarcasm; emphasis, contrast, and focus; or other elements of language that may not be encoded by grammar or by choice of vocabulary.

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Letter Name-Alphabetic Stage: In this stage children learn that letters represent sounds. They also learn consonant and vowel sounds. In this stage words are spelled phonetically. Children are learning short and long vowels. They are also learning and using blends and digraphs. English language learners may have difficulty pronouncing and spelling final consonant blends in this stage.

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Alphabetic Principle -  letters and combinations of letters are the symbols used to represent the speech sounds of a language based on systematic and predictable relationships between written letters, symbols, and spoken words.

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Phonemic Awareness: Is a children's basic understanding that speech is composed of a series of individual sounds, and it provides the foundation for phonics and spelling. When children can choose a duck as a the animal whose name begins with /d/ from a collection of toy animals, identify duck and luck as rhyming words in a song, and blend the sounds /d/ /u/ /c/ /k/ to pronounce duck, they are phonemically aware.

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Phonics: a method of teaching people to read by correlating sounds (phonology) with letters or groups of letters (orthography) in an alphabetic writing system. The emphasis on phonics is placed on spelling patterns and not individual letters because there isn't a one-to-one correspondence between phonemes and graphemes in the English language. Teaching phonics is normally by using systematic methods like sounding out words, using analogies, and applying phonics rules like the two sounds of C, the two sounds of G, and the CVC pattern.

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Teachers can administer one of several phonemic awareness tests to screen students' ability to use phonemic awareness strategies, monitor their progress, and document their learning. such tests include:
-Dynamic Indicators of Basic Early Literacy Skills: Phoneme Segmentation Fluency Subset
-Phonological Awareness Literacy Screening System: Rhyme Awareness and Beginning Sound Subtests
-Test of Phonological Awareness
-Yopp-Singer Test of Phonemic Segmentation

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The Alphabetic Principle- This principle suggests that there should be a one-to-one correspondence between phonemes and graphemes, where each sound is represented by one letter. Although, in the English language there are more than 500 ways to represent the 44 phonemes using single letters or combinations of letters. The alphabetic principle is the understanding of the relationships between spoken sounds and written letters. Primary grade students learn this to decode unfamiliar words.

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Goldilocks Strategy- Teachers created a strategy that used "The Three Bears" folktale as the model. In this strategy there are three categories of books, which are books that are "too easy", books that are "too hard", and books that are "just right". The "too easy" category are books that the child has read before or books where all of the words are familiar to them. The "too hard" books are unfamiliar and confusing for the child. Lastly, the "just right" books have just a few unknown words and are interesting for the child.

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Partner Reading-- Partner reading can be done in the class room with two students or it can be done at home with a parent and a child! In the classroom, two students take turns as they read a text together. Some strengths to this type of reading include; children collaborate and assist each other, children become more fluent readers, and children talk to develop comprehension. Some weaknesses to this type of reading include; one child may just simply read to the other and the teacher has very little involvement or control
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Teachers use the interactive read-aloud procedure as they read books to the class that are developmentally appropriated, but written above the students' reading levels. While reading, teachers are to engage readers with questions and discussion instead of waiting until the end to discuss. Children become participants rather than spectators as they ask questions, make predictions, make connections, and identify main ideas. As teachers read aloud, they should also think aloud to model to the students how they could use strategies to comprehend.

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Guided Reading Lessons: Instructional approach that involves a teacher working with a small group of students who demonstrate similar reading behaviors and can all read similar levels of text. The teacher chooses the text. The text offers challenges for students, but is easy enough for students to read with fluency. The teacher observes children reading and holds meetings with students that need help. Guided reading helps students demonstrate skills that they have learned in reading and apply it to their own reading.

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The children collectively create a story or message, and the teacher provides guidance while writing the story for all to see. Children can take turns writing the things they know and adding punctuation, familiar words, and putting spaces. Everyone gets to participate in creating the message, and they also write it individually on their own paper or whiteboard. Afterward, the children read the message aloud with the rest of their classmates.

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Word Walls: an ongoing, organized display of key words that provides visual reference for students throughout a unit of study or a term. These words are used continually by teachers and students during a variety of activities. Effective word walls support the teaching of key words, promote independence in reading and writing by building vocabulary, provide visual cues and references for language learners, and help students make connections between words and concepts. Key words/vocabulary words that are included in the lesson can be added to the word wall gradually as they are introduced.

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Morning Message-- A morning message is a brief friendly letter that teachers write each day to share with the students. Usually the message is written on chart paper and will relate to what the students will be learning that day! There are many different and creative ways to create a morning message. Depending on the developmental level of the students, the teacher can read it to the students, the students can read it independently, or both the students and the teacher could read it together. In addition, the teacher could make the morning message inneractive by leaving blanks for students to fill in or having students correct spelling or grammar mistakes. The possibilities are endless, so be creative!

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Language Experience Approach- In this approach, teachers demonstrate how written language works. Teachers will record the sentences that the students say about an experience they had. As the teachers are writing, they are demonstrating writing from left to right, using capital letters and correct punctuation, forming letters, and spacing words. The students then can use the text as a reading material to practice their literacy skills. The content is easier for students to read because it was dictated by the students and is based on shared experiences. The language experience approach is often used when teachers create collaborative books in their classroom, like in the picture shown below.