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Graphic Organizers:
charts that arrange information to highlight big ideas and relationships among them. These charts take many forms, and the form reflects the information being provided.

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Rubrics:
Teachers use rubrics, or scoring guides, to evaluate children's performance according to specific criteria and levels of achievement. They specify what children are expected to be able to do.

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List Poems - children create a poem from a brainstormed list. List poems usually have a list in the middle, plus a few lines in the beginning and end. List poems typically rhyme an are often funny.

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How to Develop a Thematic Unit:
1. Determine the focus.
2. Collect a text set of books.
3. Locate internet, digital, and other multimedia materials.
4. Plan instructional activities.
5. Identify topics for minilessons.
6. Devise a way to differentiate instruction.
7. Brainstorm possible projects.
8. Plan for assessment.
-Mackenzie Lindenberger

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Frustrated Reading Level:
Books that are too difficult for students to read successfully, even with assistance. Children don't recognize enough words automatically and their accuracy is less than 90%. Their reading is choppy and word by word, and often doesn't make sense. They show little understanding of what they have read.
-Mackenzie Lindenberger

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Informal Reading Inventories - an individually administered reading test used to determine children's independent, instructional, and frustration levels and listening capacity level. "An individually administered survey designed to help you determine a student's reading instructional needs"

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Poetic Forms:
there are many different forms of poetry that is written, some include; rhymed verse, narrative poems, free verse, and concrete poems.Poets who write for children employ a variety of these poetic forms

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Fluency:
the ability of a reader to read quickly and efficiently. Since fluent readers recognize most words automatically, their cognitive resources aren't consumed by the decoding of unfamiliar words and they can devote their attention to comprehension.

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expository text structures - the organizational patterns of nonfiction texts - descriptions, comparison, sequence, cause-effect, and problem-solution. When readers are aware of these patterns, its easier to understand what they're reading, and when writers use these structures to organize their writing, it's easier to understand,

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Omniscient Viewpoint:
the author is god-like, seeing and knowing all. The author tells readers about the thought processes of each character without worrying about how the information is obtained.
-Mackenzie Lindenberger

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Repairing:
readers use this to fix comprehension problems that arise while reading. It involves figuring out the problem and taking action to solve it. Children can go back and re-read or skip ahead and read; also try visualizing, questioning or another strategy that may help, they check the meaning of an unfamiliar words, examine the structure of a confusing sentence, use picture clues, learn more about an unfamiliar topic related to the text or ask a classmate or teacher for assistance.
-Mackenzie Lindenberger

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Writers Voice:
-Writing children produce that have a personal style, distinctive vocabulary and incorporate particular sentence structures into their writing. This should be expressive, sounding natural and no stilted.
-Mackenzie Lindenberger

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Interactive Read Aloud - share high-quality, grade-appropriate books that interest children and challenge them to think. Children then are able to build background knowledge and expand their vocabulary, watch their teacher demonstrate comprehension strategies, and practice the strategies theyre learning. Then they use comprehension strategies to ask questions, make connections, draw inferences and evaluate the book.

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high-frequency words - a common english word, usually a word among the 100 or 300 most common words. Many high-frequency words are tough to learn because they cant be easily decoded.

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Prosody
when children learn to read expressively , they use their voices to add meaning to the words.  There are several components of Prosody:
* Expression
* Phrasing
* Smoothness
* Pacing

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Idioms:
Groups of words, such as "in the dog house" and "raining cats and dogs", that must be interpreted figuratively. We use them to create word pictures that make language more colorful.
-Mackenzie Lindenberger

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Derivational Relations:
students explore the relationship between spelling and meaning and learn that words with related meanings are often related in spelling despite changes in pronunciation.
-Mackenzie Lindenberger

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Homographic homophones - words sound alike and are spelled alike. They are like words with multiple meanings because the noun and verb forms have different definitions.

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Invented Spelling - children's attempts to spell words that reflect their developing knowledge about the spelling system. Invented spelling is sometimes criticized because it appears that children are learning bad habits by misspelling words, but researchers have confirmed that children grow more quickly in phonemic awareness, phonics, and spelling when they're encouraged to use invented spelling, as long as they're also receiving spelling instruction.

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Teachers use two different types of word walls in their classrooms. One type features "important" words from books children are reading or from thematic units. The second type of word wall displays high-frequency words. Researchers have composed a list of the most commonly used words and recommended that children learnt to spell at least 100 of these words because of their usefulness

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Words that have nearly the same meaning as other words. These related words are useful because they're more precise. Synonyms can help reduce the amount of repetitiveness that may be present in one sentence or paragraph. Teachers can use lessons where students find other words that have similar meaning to one another in order to gain practice and an eye for synonyms.

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Test of Phonological Awareness (TPA):
designed to measure children's ability to isolate individual sounds in spoken words and understand the relationship between letters and phonemes. Administered in 40 minute time span.

-Mackenzie Lindenberger

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alphabetic principle - there should be a one-to-one correspondence between phonemes and graphemes, so that each sound is consistently represented by one letter.
According to the internet, alphabetic principle is "the understanding that letters represent sounds which form words; it is the knowledge of predictable relationships between written letters and spoken sounds".

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Children's basic understanding that speech is composed of a series of individual sounds, and it provides the foundation for phonics and spelling. Developing phonemic awareness enables children to use sound-symbol correspondences to read and spell words

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Three categories; too-easy, too- hard, and just right, are used to help students decide which books are right for their reading level. Charts can be made to help students identify which books are too easy, too hard or just right.
-Mackenzie Lindenberger

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One of the best ways to nurture children's love of reading and ensure that they become lifelong readers is through literature circles- small, student led book discussion groups that meet regularly in the classroom. The children should read something that interests them and is manageable for their reading levels. The children should also set a reading and discussion schedule. Typically literature circles are independent, but teacher can join in for support and guidance.

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Goldilocks Strategy- "a technique for choosing 'just right' books"
categorizing books based on if its "too easy" "too hard" or "just right". it changes based on the reader.

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A term coined by New Zealand educator, Marie Clay, as "how children learn to read and write".  On the web it is defined as "a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words." It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate.

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Defined in the book as "children's interest in and awareness of words and their meanings". On the web, it is defined as "we prioritize finding new words, figuring out what they mean, looking for multiple meanings, and adding them to our linguistic repertoire"

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Defined in the chapter as "letters represent sounds". On the web it is defined as "composed of two parts: Alphabetic Understanding: Words are composed of letters that represent sounds; and Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to the pronunciation of an unknown printed string or to words."