Reading Praxis

Phonological Awareness

This is the ability to hear and work with sounds in spoken language (clapping syllables in bas ket ball)

Phonemic Awareness

This is the ability to hear and manipulate individual sounds (changing cat to bat)

Phoneme

This is the smallest unit of sound in a word (the sound kuh in cat)

Rhyme

This is when words end with the same sound (cat and hat)

Alliteration

This is the repetition of beginning sounds (big brown bear)

Syllable Segmentation

This is breaking a word into syllables (bas ket ball)

Blending

This is putting sounds together to form a word (b a t becomes bat)

Segmenting

This is breaking a word into individual sounds (cat becomes c a t)

Onset and Rime

This is when the onset is the beginning sound and the rime is the rest of the word (c is onset and at is rime)

Phoneme Manipulation

This is changing sounds in words by adding or deleting or substituting (change cat to cap)

Deletion

This is removing a sound from a word (smile without s becomes mile)

Substitution

This is replacing one sound with another (cat becomes hat)

Expressive Language

This is the language students produce (saying or writing a sentence)

Receptive Language

This is the language students understand (following directions)

Concepts About Print

This is understanding how print works (knowing where to start reading on a page)

Directionality

This is knowing text is read left to right (tracking words with a finger)

Return Sweep

This is moving from the end of one line to the start of the next (eyes move down to next line)

Emergent Literacy

This is early reading behavior before formal instruction (pretending to read a book)

Uppercase & Lowercase Recognition

This is identifying capital and lowercase letters (matching A with a)

Formal Assessment

This is a planned and standardized test (taking a reading screener)

Informal Assessment

This is teacher observation and notes (watching a student read aloud)

Phonics

This is the relationship between letters and sounds (b says buh)

Decoding

This is using letter sound knowledge to read words (sounding out dog)

Encoding

This is using sounds to spell words (hearing dog and writing it)

Phoneme Grapheme Correspondence

This is matching sounds to letters (the sound sh matches sh)

Explicit Instruction

This is when the teacher clearly models and explains a skill (teacher shows how to blend sounds)

Systematic Instruction

This is teaching skills in a planned order (teaching letters before words)

Recursive Instruction

This is reviewing skills over time (revisiting phonics patterns weekly)

Consonant Digraph

This is two letters that make one sound (sh in ship)

Blend

This is two or more consonants blended together; each letter has its sound (st in stop)

Diphthong

This is a vowel sound that glides (oi in coin)

Schwa

This is the unstressed vowel sound uh (a in about)

Word Families

This is a group of words with the same pattern (cat and hat and mat)

Morphology

This is the lingustic study (the why) of word parts and meaning (unhappy has un and happy)

Prefix

This is a word part added to the beginning (un in undo)

Suffix

This is a word part added to the end (ing in running)

Root Base Word

This is the core meaning of a word (play in replay)

Syllable Types

This refers to patterns used to decode longer words (There are six of these of rules)

Multisensory Instruction

This is using sight and sound and touch and movement (tracing letters while saying sounds)

Irregular Non decodable Words

These are words that do not follow phonics rules (the and was)

Vocabulary

This refers to the words students understand and use (knowing what huge means)

Expressive Vocabulary

This is the words students can say or write (using the word enormous in a sentence)

Receptive Vocabulary

This is the words students can understand (knowing what enormous means when heard)

Explicit Vocabulary Instruction

This is directly teaching word meanings (teacher explains enormous means very big)

Repeated Exposure

This is seeing or hearing words multiple times (reading the same word across several texts)

Word Complexity

This is how difficult or abstract a word is (justice is more complex than dog)

Structural Analysis

This is breaking down ALL word parts to determine meaning (unhappy means un = not, happy = joyful)

Word Solving Strategies

This is using context and morphology and decoding to figure out words (using a sentence clue to understand a new word)

Automaticity

This is reading words quickly and accurately (recognizing the word the instantly)

Fluency

This is reading with accuracy and rate and expression (reading smoothly without stopping)

Prosody

This is reading with expression and phrasing and intonation (voice rises at a question)

Repeated Reading

This is reading the same text multiple times (rereading a passage to improve fluency)

Choral Reading

This is when students read aloud together (class reads a paragraph in unison)

Partner Reading

This is when students read with a partner (taking turns reading aloud)

Fluency Comprehension Connection

This is the idea that fluent readers understand text better (less effort on words leads to better understanding)

Listening Comprehension

This is understanding spoken language (answering questions after hearing a story)

Reading Comprehension

This is understanding written text (retelling what was read)

Background Knowledge

This is what students already know about a topic (knowing about farms helps understand a farm story)

Explicit Comprehension Instruction

This is directly teaching strategies for understanding text (teacher models how to summarize)

Metacognition

This is thinking about ones own thinking (asking does this make sense)

Monitoring Comprehension

This is noticing when meaning breaks down (realizing a sentence does not make sense and rereading)

Text Self Selection

This is choosing books at an appropriate level (picking a just right book)

Differentiation

This is adjusting instruction to meet student needs (providing different reading levels)

Culturally Responsive Instruction

This is teaching that values students cultures (using texts that reflect student backgrounds)

Graphic Organizer

This is a visual tool to organize ideas (using a story map)

Semantic Organizer

This is a tool for organizing word meanings (creating a word web)

Literary Genres

These are categories like poetry and prose and drama (identifying a poem)

Story Elements

These are parts like characters and setting and plot and theme (identifying the main character)

Literary Devices

These are tools like figurative language and alliteration and nuance (finding a simile in text)

Informational Text

This is text that provides facts or information (reading a science article)

Text Structures

These are patterns like cause effect and sequence and description (identifying a sequence of events)

Digital Literacy

This is evaluating and using online information (checking if a website is reliable)

Scarboroughs Reading Rope

This is the model showing how word recognition and language comprehension intertwine (decoding + understanding = reading)

Ehri Phases of Reading Development

These are the stages from pre alphabetic to automatic reading (moving from guessing to full decoding)

Writing as a Recursive Process

This is writing that involves planning and drafting and revising (editing after writing a draft)

Simple View of Writing

This is the idea that writing = transcription + composition (spelling and idea generation)

Not So Simple View of Writing

This is the idea that writing includes cognitive and language processes (planning and memory and language skills)

Reading Writing Connection

This is the idea that reading and WRITING complement each other (reading improves writing skills)

Summarizing

This is writing the main ideas briefly (shortening a passage to key points)

Annotation

This is writing notes while reading (underlining and jotting notes)

Informational Writing

This is writing that explains or informs (writing about how plants grow)

Argument Persuasive Writing

This is writing that states and supports an opinion (writing why school uniforms are good)

Narrative Writing

This is writing that tells a story (writing a personal story)

Decoding and Encoding Reciprocity

This is the idea that reading and SPELLING support each other (spelling helps reading and vice versa)

Multisensory Spelling Instruction

This is using multiple senses to learn spelling (saying and tracing words)

Grammar and Mechanics

These are the rules of written language (using correct punctuation)

Structured Literacy

This is explicit and systematic and multisensory instruction (teaching phonics in a planned order)