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What do we have to memorize for our language? How can we know if kids learn the same things as adults? In this week's episode, we talk about the wug test: why it's important, how it works, and what it shows us. This is Topic #21! This week's tag language: Sesotho!

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Robust instruction - is an approach to developing vocabulary that goes beyond simple definition to include discussion, application, and further activities. Words selected for robust instruction might be presented 5 to 10 times or more.

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Robust instruction - is an approach to developing vocabulary that goes beyond simple definition to include discussion, application, and further activities. Words selected for robust instruction might be presented 5 to 10 times or more.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Planned programs - set aside a certain amount of time each week for vocabulary instruction. Vocabulary may be preselected from materials students are about to read or from words they may need to understand content-area concepts.

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Planned programs - set aside a certain amount of time each week for vocabulary instruction. Vocabulary may be preselected from materials students are about to read or from words they may need to understand content-area concepts.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Idiomatic expressions - are peculiar to a language and cannot be understood from the individual words making up the expression: for example, call up a friend.

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Idiomatic expressions - are peculiar to a language and cannot be understood from the individual words making up the expression: for example, call up a friend.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Collocation - is a word or phrase that is frequently used with another word or phrase that sounds natural to an experienced native speaker: distinctly remember, take part, hold together, save time.

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Collocation - is a word or phrase that is frequently used with another word or phrase that sounds natural to an experienced native speaker: distinctly remember, take part, hold together, save time.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Orthographic mapping - is the use of letter patterns and related information to process printed words and bond them into memory.

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Orthographic mapping - is the use of letter patterns and related information to process printed words and bond them into memory.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Syllabication - is the division of words into syllables. In reading, words are broken down into syllables phonemically, according to their sound (gen-e-rous, butt-er), rather than orthographically, according to the rules governing end-of-line word division (gen-er-ous, but-ter).

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Syllabication - is the division of words into syllables. In reading, words are broken down into syllables phonemically, according to their sound (gen-e-rous, butt-er), rather than orthographically, according to the rules governing end-of-line word division (gen-er-ous, but-ter).

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Phonogram - is the written form of a rime: im (him), et (pet).

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Phonogram - is the written form of a rime: im (him), et (pet).

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Embedded approach - to phonics instruction is an approach in which students are taught phonics as the need arises, such as when they are having difficulty because they don’t know a phonics element or they are about to read a text in which an unknown element appears.

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Embedded approach - to phonics instruction is an approach in which students are taught phonics as the need arises, such as when they are having difficulty because they don’t know a phonics element or they are about to read a text in which an unknown element appears.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Diphthong - is a combination of two speech sounds within the same syllable as in /ow/ (how) and /oy/ (boy). Because the sounds glide into each other, diphthongs are also known as “glides.”

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Diphthong - is a combination of two speech sounds within the same syllable as in /ow/ (how) and /oy/ (boy). Because the sounds glide into each other, diphthongs are also known as “glides.”

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Digraphs(di, “two”; graphs, “written symbols”) - are two letters used to spell a single sound. If you look at the consonant chart in Table 5.1, you will notice that some of the sounds are spelled with two letters. The sound /f/ is usually spelled with f as in fox but may also be spelled with ph or gh, as in photograph or tough.

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Digraphs(di, “two”; graphs, “written symbols”) - are two letters used to spell a single sound. If you look at the consonant chart in Table 5.1, you will notice that some of the sounds are spelled with two letters. The sound /f/ is usually spelled with f as in fox but may also be spelled with ph or gh, as in photograph or tough.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Closed syllables - end in a consonant and usually have a short sound: not, knotted. In a multisyllabic word, the vowel is usually followed by two consonants: little.

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Closed syllables - end in a consonant and usually have a short sound: not, knotted. In a multisyllabic word, the vowel is usually followed by two consonants: little.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Morphological Awareness in the Classroom

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Voice to print match (voice pointing) - is the ability to match spoken words with the corresponding printed words. It’s as though the reader is pointing with his voice to the word currently being read.

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Voice to print match (voice pointing) - is the ability to match spoken words with the corresponding printed words. It’s as though the reader is pointing with his voice to the word currently being read.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Stops - are consonant sounds that are articulated by partially obstructing the flow of breath: /b/, /d/, /k/, /g/, /p/, /t, /j/, and /ch/.

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Stops - are consonant sounds that are articulated by partially obstructing the flow of breath: /b/, /d/, /k/, /g/, /p/, /t, /j/, and /ch/.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Rime - is the part of a word that rhymes, such as –ook in look or –ow in cow.

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Rime - is the part of a word that rhymes, such as –ook in look or –ow in cow.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Print conventions - refer to generally accepted ways of putting words on a page, such as arranging words from left to right and using capital letters and end punctuation.

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Print conventions - refer to generally accepted ways of putting words on a page, such as arranging words from left to right and using capital letters and end punctuation.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Onset - is the initial part of a word, the part that precedes the first vowel. The onset could be a single consonant (c + at), a digraph (sh + eep), or a blend (tr + ip). A word that begins with a vowel, such as owl or and, does not have an onset.

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Onset - is the initial part of a word, the part that precedes the first vowel. The onset could be a single consonant (c + at), a digraph (sh + eep), or a blend (tr + ip). A word that begins with a vowel, such as owl or and, does not have an onset.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Continuants - are consonant sounds that are articulated with a continuous stream of breath: /s/, /f/, /h/, /w/, /m/, /n/, /r/, /l/, /sh/, /th/, /th/, /y/, /v/, /z/, /zh/, and /ŋ /.

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Continuants - are consonant sounds that are articulated with a continuous stream of breath: /s/, /f/, /h/, /w/, /m/, /n/, /r/, /l/, /sh/, /th/, /th/, /y/, /v/, /z/, /zh/, and /ŋ /.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Big book - means a book large enough so that all the words can be seen by all the members of the group or class. A typical size is 15 by 19 inches.

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Big book - means a book large enough so that all the words can be seen by all the members of the group or class. A typical size is 15 by 19 inches.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Stanine - means a point on a 9-point scale, with 5 being average.

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Stanine - means a point on a 9-point scale, with 5 being average.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Standard error of measurement (SEM) - is the estimated error of a test. The standard error of measurement is the reliability of the test multiplied by its standard deviation.

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Standard error of measurement (SEM) - is the estimated error of a test. The standard error of measurement is the reliability of the test multiplied by its standard deviation.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Performance assessment - is the practice of evaluating students by observing how well they are able to complete a task. A typical literacy assessment might include having students working alone or in a group to complete a project that includes reading several selections on a topic and producing some sort of product, such as a magazine article, video clip, or letter to the editor.

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Performance assessment - is the practice of evaluating students by observing how well they are able to complete a task. A typical literacy assessment might include having students working alone or in a group to complete a project that includes reading several selections on a topic and producing some sort of product, such as a magazine article, video clip, or letter to the editor.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Percentile rank - is the point on a scale of 1 to 99 that shows what percentage of students obtained an equal or lower score. A percentile rank of 75 means that 75 percent of those who took the test received an equal or lower score.

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Percentile rank - is the point on a scale of 1 to 99 that shows what percentage of students obtained an equal or lower score. A percentile rank of 75 means that 75 percent of those who took the test received an equal or lower score.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Normal curve equivalent (NCE) - is the ranking of a score on a scale of 1 through 99.

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Normal curve equivalent (NCE) - is the ranking of a score on a scale of 1 through 99.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Informal reading inventory (IRI) - is an assessment device in which a student reads a series of selections that gradually increase in difficulty. The teacher records oral reading errors and assesses comprehension in order to determine levels of materials that a student can read.

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Informal reading inventory (IRI) - is an assessment device in which a student reads a series of selections that gradually increase in difficulty. The teacher records oral reading errors and assesses comprehension in order to determine levels of materials that a student can read.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Curriculum-based measures (CBMs) - are brief, standardized assessments of a general outcome in reading, math, or some other content area.

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Curriculum-based measures (CBMs) - are brief, standardized assessments of a general outcome in reading, math, or some other content area.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Criterion-referenced test - sassess how well skills or knowledge in a specific domain, such as comprehension of main ideas, identification of initial consonants, or knowledge of basic academic words, have been learned. The criterion is the domain: Can read high-frequency words. Typically a mastery or cut score is attached to the criterion: Can read high-frequency words with 90 percent accuracy.

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Criterion-referenced test - sassess how well skills or knowledge in a specific domain, such as comprehension of main ideas, identification of initial consonants, or knowledge of basic academic words, have been learned. The criterion is the domain: Can read high-frequency words. Typically a mastery or cut score is attached to the criterion: Can read high-frequency words with 90 percent accuracy.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Computer adaptive testing (CAT) - uses computer technology to adjust the difficulty level of questions administered. Easier or more challenging questions are administered depending on the accuracy of a student’s responses.

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Computer adaptive testing (CAT) - uses computer technology to adjust the difficulty level of questions administered. Easier or more challenging questions are administered depending on the accuracy of a student’s responses.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Cloze - is a procedure in which the reader demonstrates comprehension by supplying missing words. Cloze is short for “closure,” which is the tendency to fill in missing or incomplete information. In modified cloze, which is also known as a maze, each blank is accompanied by answer choices so that students do not have to supply the word; they simply identify the best of three or four possible choices.

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Cloze - is a procedure in which the reader demonstrates comprehension by supplying missing words. Cloze is short for “closure,” which is the tendency to fill in missing or incomplete information. In modified cloze, which is also known as a maze, each blank is accompanied by answer choices so that students do not have to supply the word; they simply identify the best of three or four possible choices.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Anecdotal record - means the recording of the description of a significant incident of student behavior; interpretation of the observation comes later.

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Anecdotal record - means the recording of the description of a significant incident of student behavior; interpretation of the observation comes later.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Aimline - is the line on a progress graph that is drawn from the student’s current performance to the goal the student is expected to reach at the end of the instructional period. See Figure 3.14.

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Aimline - is the line on a progress graph that is drawn from the student’s current performance to the goal the student is expected to reach at the end of the instructional period. See Figure 3.14.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Specific language impairment (SLI) - is delayed or disordered language development not accounted for by brain damage, autism, or other factors.

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Specific language impairment (SLI) - is delayed or disordered language development not accounted for by brain damage, autism, or other factors.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Response to intervention (RTI) - is an assessment and intervention approach in which students’ ability to learn is evaluated by noting how well they respond to instruction of varying degrees of intensity and also providing whatever intervention is needed.

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Response to intervention (RTI) - is an assessment and intervention approach in which students’ ability to learn is evaluated by noting how well they respond to instruction of varying degrees of intensity and also providing whatever intervention is needed.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Multi-tiered system of supports (MTSS) - is a comprehensive assessment and intervention approach that integrates academic and behavioral supports for all students.

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Multi-tiered system of supports (MTSS) - is a comprehensive assessment and intervention approach that integrates academic and behavioral supports for all students.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Learning disability - is a general term used to refer to a group of disorders that are evidenced by difficulty learning to read, write, speak, listen, or do math. The speaking and listening difficulties are not caused by articulation disorders or impaired hearing.

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Learning disability - is a general term used to refer to a group of disorders that are evidenced by difficulty learning to read, write, speak, listen, or do math. The speaking and listening difficulties are not caused by articulation disorders or impaired hearing.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Intellectual disability - refers to a condition in which a person has a low level of cognitive functioning, such as an IQ score below 70 or two standard deviations below the mean, which was manifest before age 18, and has difficulty with adaptive behavior. The term intellectual disability replaces the older term, mental retardation.

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Intellectual disability - refers to a condition in which a person has a low level of cognitive functioning, such as an IQ score below 70 or two standard deviations below the mean, which was manifest before age 18, and has difficulty with adaptive behavior. The term intellectual disability replaces the older term, mental retardation.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Autism spectrum disorder (ASD) - is a developmental disorder that usually appears before age 2 and impacts communication and behavior. People with this disorder typically experience difficulty communicating with others and acquiring social skills. They may have limited interests and may engage in repetitive behaviors. Severity of symptoms varies (NIH, 2018).

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Autism spectrum disorder (ASD) - is a developmental disorder that usually appears before age 2 and impacts communication and behavior. People with this disorder typically experience difficulty communicating with others and acquiring social skills. They may have limited interests and may engage in repetitive behaviors. Severity of symptoms varies (NIH, 2018).

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Attention deficit/hyperactivity disorder (ADHD) - refers to a difficulty focusing and maintaining attention. It can exist on its own or coexist with hyperactivity and impulsivity.

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Attention deficit/hyperactivity disorder (ADHD) - refers to a difficulty focusing and maintaining attention. It can exist on its own or coexist with hyperactivity and impulsivity.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Zone of proximal development (ZPD) - is the difference between independent performance and potential performance as determined through problem solving under the guidance of an adult or more capable peer.

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Zone of proximal development (ZPD) - is the difference between independent performance and potential performance as determined through problem solving under the guidance of an adult or more capable peer.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Top-down approach - refers to deriving meaning by using one’s background knowledge, language ability, and expectations. The emphasis is on the reader rather than the text.

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Top-down approach - refers to deriving meaning by using one’s background knowledge, language ability, and expectations. The emphasis is on the reader rather than the text.

# data[].attributes.body
Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Syntax - is the language component that has to do with the way in which words are arranged in a sentence.

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Syntax - is the language component that has to do with the way in which words are arranged in a sentence.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Semanticsis the component of language that has to do with meaning.

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Semanticsis the component of language that has to do with meaning.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Scaffolding - refers to the support and guidance provided by an adult or more capable peer that helps a student function on a higher level.

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Scaffolding - refers to the support and guidance provided by an adult or more capable peer that helps a student function on a higher level.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Pragmatics - is the component of language that has to do with engaging in effective communication, such as knowing how to take turns in a conversation, using proper tone, and using terms of politeness.

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Pragmatics - is the component of language that has to do with engaging in effective communication, such as knowing how to take turns in a conversation, using proper tone, and using terms of politeness.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Phonology - is the language component that consists of producing and understanding speech sounds.

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Phonology - is the language component that consists of producing and understanding speech sounds.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Morphology - is the component of language that has to do with meaningful word parts, such as roots and affixes.

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Morphology - is the component of language that has to do with meaningful word parts, such as roots and affixes.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Accommodation - is the process by which concepts or schemes are modified or new ones created to accommodate new knowledge.

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Accommodation - is the process by which concepts or schemes are modified or new ones created to accommodate new knowledge.

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Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

# data[].attributes.headline
Behaviorism - is a philosophy of learning that describes the activities of an organism in terms of observable actions or behaviors.

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Behaviorism - is a philosophy of learning that describes the activities of an organism in terms of observable actions or behaviors.

# data[].attributes.body
Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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English learners (ELs)- are students whose native language is not English and who cannot participate effectively in the regular curriculum because they have difficulty speaking, understanding, reading, and writing in English-speaking classrooms.

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English learners (ELs)- are students whose native language is not English and who cannot participate effectively in the regular curriculum because they have difficulty speaking, understanding, reading, and writing in English-speaking classrooms.

# data[].attributes.body
Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

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Bottom-up approach - refers to a kind of processing in which meaning is derived from the accurate, sequential processing of words. The emphasis is on the text rather than the reader’s background knowledge or language ability.

# data[].attributes.subject
Bottom-up approach - refers to a kind of processing in which meaning is derived from the accurate, sequential processing of words. The emphasis is on the text rather than the reader’s background knowledge or language ability.

# data[].attributes.body
Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

# data[].attributes.headline
Constructivism - is a cognitive philosophy of learning that describes learning as an active process in which the learner constructs mental models of reality.

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Constructivism - is a cognitive philosophy of learning that describes learning as an active process in which the learner constructs mental models of reality.

# data[].attributes.body
Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.

# data[].attributes.headline
Cognitivism - is a philosophy of learning that describes the activities of an organism in terms of both observable actions or behaviors and internal or mental states.

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Cognitivism - is a philosophy of learning that describes the activities of an organism in terms of both observable actions or behaviors and internal or mental states.

# data[].attributes.body
Gunning, T. G. (2016). Creating Literacy Instruction for All Students (10e ed.). Pearson.