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How you will measure if your students reached the objective that they should in their learning during your lesson.

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When someone has an issue with their phonological processing system of language.

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How a text is organized and presented

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Predictions made upon information that you have read so far in a book. “What you think will happen”.

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Describing what happened in a book or chapter of a book in more short concise terms.

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Ways that a teacher can check the understanding that a student has of a text that they are currently reading.

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How difficult a piece of text is for a reader to both read and understand.

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A plan of action you use to achieve a goal.

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Text that uses elements of both narrative and expository techniques to teach the reader about a topic.

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Non-fiction text that uses creative literary techniques to tell the story of a real life event or teach about a topic using accurate information.

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Non-fiction that gives facts information about a specific topic to readers

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Checking students level of understanding of the text while reading

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Words with the same spelling as another but different meaning and pronunciation

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Words with the same pronunciation or spelling but different meaning

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What influences and gives meaning to a particular text or event

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The act of reading written material aloud

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Another name for a student who is having English or another language taught to them for the first time while already knowing another language.

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Gaining ability to understand and use a language properly in speech, reading, and writing.

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A word, syllable, or letter at the end of a word that changes it’s meaning or creates a different word

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A word, syllable, or letter at the beginning of a word that changes it’s meaning

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A word made up of two usually separate words that are put together to create new meaning . Ex. Pancake (Pan-cake), Ice cream (Ice-cream)

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When two consonants are placed together in a word and make one single sound.

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2 or three consonants placed adjacent to each other that make a new sound. Ex. (sl)ope, (pl)ay

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The sound that you get when two vowels are right beside each other in the syllable of a word. When reading the word the reader moves smoothly from one vowel to another Ex. Loin

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Words a student can recognize and use in when writing and reading.

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Being able to read continuously and accurately with proper emotion and tone.

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Small units of speech containing one or more vowel sounds. There are closed and open syllables depending on if the vowel has a long or short sound.

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The ability to write words down properly

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Recognizing words and letters while also being able to put letters in the right order to make words.

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The smallest unit in a type of writing system (ex. Letters)

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Smallest distinctive units of sound in words/language.

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How we understand the meanings of words and phrases.

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Smallest pieces of words with meaning.

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Breaking words apart into the different sounds that they are made up of.

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How sentences are put together.

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How written letters/symbols and their sounds are connected

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Thinking through a process out loud when engaging in focused instruction with students. (Ex. When reading a story to your students you explain the thoughts going through your mind as you read, such as keeping the book upright, reading left to right, etc.)

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Providing support for students with different skill sets to complete tasks that they may have otherwise not been able to do.

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How instruction or teaching is planned and put into place in order to give students the most interesting and effective learning experience.

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The ability to recognize words while reading without having to put in an excess amount of effort.

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The ability to find the meaning of words when heard in sentences.

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This is a research based concept that continues to evolve. It is not something that can be bought, but rather it is put into practice through the teaching of the 5 main components of reading which are phonemic awareness, phonics, fluency, vocabulary, and comprehension.

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Students complete work in connection with the lesson on their own. (Usually after focus, guided, and collaborative instruction/practice)

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Framework that is separated into teacher instruction (focus lesson), Guided Practice where students and the teacher work together to learn and practice the concept, collaborative learning where the students help each other to practice the concept, and independent practice where the students work on the concept on their own.

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Period of the class that is focused on teacher instruction and introducing the concept to the students as a whole.