VIII. Extra Flash Terms

Print Awareness Skills

Understanding that print has meaning, recognizing book features, letters, words, and how to handle a book

Non-Decodable words

Words that can’t be sounded out easily and must be memorized by sight (e.g., said, was)

Receptive Language Skills

The ability to understand spoken or written language

Multisensory instruction

Using sight, hearing, touch, and movement in learning (Multiple Senses )

Morphological Awareness

Understanding how word parts (prefixes, roots, suffixes) affect meaning and spelling

Foundational Reading Skills

Core early literacy skills including print awareness, phonemic awareness, phonics, fluency, and vocabulary

Multisyllabic

Words with more than one syllable (e.g., “elephant” or “unhappy”)

Expressive Language

The ability to use words, sentences, and gestures to communicate thoughts and feelings

Phoneme-Grapheme Correspondence

The relationship between a sound (phoneme) and the letter(s) that represent it (grapheme)

Grapheme

A letter or group of letters that represent a sound

(e.g., “sh”, “a”, “igh”)

Directionality

Understanding the way we read and write: left to right, top to bottom

Open Syllables

Syllables that end in a vowel and the vowel makes its long sound

(e.g., “go,” “me”)

Closed Syllables

Syllables that end in a consonant and the vowel makes its short sound

(e.g., “cat,” “nap”)

Prosody

Rhythm and expression in reading

Automaticity

Recognizing words instantly

Tier 1 words

• dog

• run

• house

• mom

• happy

• ball

Tier 2 words

• analyze

• predict

• describe

• contrast

• fortunate

• solution

• evaluate

Tier 3 words

• photosynthesis

• evaporation

• gravity

• ecosystem

• fraction

• polygon

Schema

Background knowledge a reader brings to a text that helps them understand it`

Inference

A logical guess made by using clues from the text plus background knowledge

Emergent Reader

Just beginning to understand print

Metacognition

Thinking about thinking. (Understanding, How to, etc.)

Syntactic

Focuses on sentence structures

Language Usage (S. P. W)

Use of -

• Structures

• Phrases

• Words

Choice of intonation (tone) to convey meaning and types of grammatical structures. (e.g. nouns, verbs)

Semantic

Relates to the meaning of words, phrases, and sentences.

Morphology

Study of words and their forms.

• Firehouse (fire-house)

• Walked (walk-ed)

• Uniform (uni-form)

Prefix, Suffix, Roots

Structural Analysis

using prefix and suffix to breakdown the structure of words

(e.g. )

Word: unhappy

• Breakdown:

  • Prefix: un- (means “not”)

  • Base word: happy

Word: Kindness

• Breakdown:

  • Base word: kind

  • Suffix: -ness (turns it into a noun)

• Meaning: the quality of being kind

Letter-Sound Correspondence

Knowing which sounds go with which letters.

Vowel Team

Two vowels making one sound.
e.g., "ea" in "team", "oa" in "boat"

Roots/Affixes

Word parts that hold meaning (e.g., un-, -able, bio)

Writing Stages

(P.D.R.E.P.R)

• Prewrite

• Draft

• Revise

• Edit

• Publish

• Reflect

Semiphonetic Stage

Early stage where students write partial sounds (e.g., "U" for "you").

Parallel Structure

Using the same pattern of words (e.g., “She likes running, swimming, and biking.”)

Pronoun-Antecedent Agreement

Pronouns must match the noun they refer to in number/gender.

Subject-Verb Agreement

Subjects and verbs must match in number.
e.g., "He runs", not "He run".

Declarative Sentence

Makes a statement.
e.g., "I am tired."

Hyperbole –

A deliberate and obvious exaggeration used for emphasis or effect.
Example: "I'm so hungry I could eat a horse."

Foreshadowing –

Hints about future events in a story.

Onomatopoeia –

Words that imitate sounds.
e.g., "buzz", "bang"

Characterization –

How a character is developed by an author.

Fable –

Short story with a moral, often using animals.

Sonnet –

14-line poem with a specific rhyme scheme

Haiku

A traditional Japanese 3-line poem with a 5-7-5 syllable structure.

Focus: Nature, seasons, or fleeting moments; emphasizes simplicity and depth.

Limerick

Humorous 5-line poem (AABBA rhyme scheme).

Epic Poetry

• Long poem about heroic deeds.

Narrative Poetry

Tells a story in poetic form.

Meter / Metre

The rhythmic structure of a poem.

APA format

Style guide for social sciences.
Focuses on in-text citations with (Author, Year).

MLA format

Style guide for humanities.
Uses in-text citations with (Author Page#).

Determine Mode

Determines if a text is narrative, persuasive, expository, or descriptive.

Language Acquisition (P.E.E.F)

• Preproduction

  • Silent period; students listen but rarely speak.

• Early Production

  • One- or two-word responses; limited speaking. uses pictures.

• Emergent Speech

  • Phrases and short sentences.

• Fluency

  • more complex sentences.

    • Engage in academic conversation

Sociolinguistics –

The study of how language is influenced by social factors like culture, class, gender, age, and region.

Linguistic Complexity –

The sophistication of sentence structure, word use, and syntax in spoken or written language.

Oral Presentations (V.A.A)

• Voice: Clarity and tone

• Articulation: Pronunciation

• Audience Awareness: Adjusting delivery based on who’s listening

  Attention - Support - Rapport - Expand Thesis

Prepositions (P, T, D, M)

location or relationship words

• Place: (in, on, under)

• Time: (at, after, before)

• Direction: (to, from, toward)

• Manner: (with, by, like)

Stages of Writing Development (P. P. E. T. F)

• Preliterate Drawing

  • 🟨 Child uses drawings to stand for writing.

• Preliterate Scribbling

  • 🟨 Marks look random but are intended as writing.

• Emergent Writing

  • 🟨 Letters begin to appear (often capital letters).

• Transitional Writing

  • 🟨 More conventional spelling and spacing.

• Fluent/Conventional Writing

  • 🟨 Writing is well-formed with standard spelling, punctuation, and grammar.

Phonic Spelling (B. E. M. V)

• Beginning: /s/

• Ending: /sn/

• Middle: /sun/

• Vowels: /u/

Reading comprehension

The ability to understand, interpret, and make meaning from written text.

Cognitive Endurance

The mental stamina to stay focused, think clearly, and process information over extended periods.

Fluency

Reading with speed, accuracy, and expression.

World-Class Instructional Design and Assessment (WIDA)

A research-based system that helps educators support English learners (ELLs) through language development standards, assessments, and instructional tools to promote academic achievement.

Cooperative Learning

An instructional approach where students work together in small groups to achieve shared learning goals.

Effective ELL Approaches

Research-based strategies that support English learners in developing language skills and mastering academic content.

• Visual Supports

• Modeling & Sentence Frames

• Interactive Activities

• Culturally Responsive Teaching

Appropriate Feedback

Feedback that is clear, constructive, timely, and supportive of student growth.
Examples:

• ✔ “You used strong evidence—try adding a transition word here.”

• ✔ “Great decoding—let’s work on expression next.”

Different Types of Learning

(V. A. K. R/W. I. I. L. L-M)

• Visual

• Auditory

• Kinesthetic

• Read/Write

• Interpersonal

• Intrapersonal

• Linguistic

• Logical-Mathematical

Visual Learner

Learns best through: Images, diagrams, charts, and spatial understanding.

• Example: Prefers infographics, mind maps, and color-coded notes.

Auditory Learner

Learns best through: Listening and speaking.

• Example: Benefits from lectures, discussions, and reading aloud.

Kinesthetic Learner

Learns best through: Movement, hands-on activities, and physical experiences.

• Example: Prefers labs, role-playing, or building models.

Read/Write Learner

Learns best through: Written words, reading texts, and writing notes.

• Example: Absorbs information through lists, essays, and written instructions.

Interpersonal Learning (Social)

Learns best through: Group work, peer interaction, and collaboration.

• Example: Thrives in study groups or class discussions.

Intrapersonal Leaner (Solitary)

Learns best through: Independent study and self-reflection.

• Example: Prefers working alone, setting personal goals, and self-paced tasks.

Linguistic Learner (Verbal Learner)

learns best through language—reading, writing, listening, and speaking.

Logical-Mathematical

Learns best through reasoning, problem-solving, and logical thinking.

• Example: puzzles, patterns, and abstract thinking

Morpheme

The smallest unit of meaning in a language.
Example: Un + happy = unhappy (2 morphemes)

Orthographic Mapping

The process of connecting sounds (phonemes) to written letters (graphemes) to store words in memory.

• Example: A child learns that the sounds /d/ /o/ /g/ match the letters d-o-g and stores it as a known word.

Semantic Mapping

A visual strategy that shows relationships between words and concepts to build vocabulary and deepen understanding.
Purpose: Helps learners organize and connect meanings of words.

• Example:
  For the word “transportation”, a semantic map might include:

  • Land → car, bus, train

  • Air → airplane, helicopter

  • Water → boat, ferry

Expository Texts

Informational texts that explain, describe, or provide facts about a topic.

Examples:

• Textbooks

• News articles

• How-to guides

• Encyclopedias

Homophone

Words that sound the same but have different meanings and spellings.

Examples:

• Two / Too / To

• Their / There / They’re

• Flour / Flower

Intonation

The rise and fall of the voice when speaking, which helps convey meaning, emotion, and sentence type.