Foundational Reading and Literacy Instruction Flashcards

A set of vocabulary flashcards based on lecture notes covering literacy instruction, phonological awareness, assessment types, and instructional strategies.

Metacognition

Thinking about one's own thinking; identifying the processes used to make comprehension happen.

Scaffolding

Resources and support given to students to help them achieve goals while gradually reducing the need for support to become proficient.

Systematic Instruction

Breaking words apart by decoding them and starting with easier skills before moving to harder ones.

Recursive Instruction

Going back to teach or review a skill that was previously covered.

Phonemic Awareness

The awareness of sounds only in words, including isolation, blending, substitution, segmentation, addition, and deletion.

Phonological Awareness

A broad category involving sounds only, encompassing onset and rime, syllables, and word segmentation.

Phonics

Instruction based on letter-sound or phoneme-grapheme correspondence and decoding print.

Onset

The beginning sound of a word (e.g., the "c" in "cat").

Rime

The ending sound of a word (e.g., the "at" in "cat"); used in word families to decode.

Schema

Background knowledge or what students already know.

Inflectional Suffix

A suffix used for changing a word from singular to plural.

Derivational Suffix

A suffix that creates a new word with a new meaning (e.g., teach to teacher).

Fine-motor skills

Small movements involving the hands, such as cutting, gluing, and writing.

Gross-motor skills

Larger body movements such as running, jumping, and skipping.

Preliterate stage

The stage of writing characterized by drawing and scribbling.

Early emergent stage

The writing stage involving strings of letters, random letters, and letter-like forms.

Transitional writing

The stage of writing where students use invented spelling.

Self-Awareness

Recognizing one's emotions and values as well as one's strengths and challenges.

Responsible Decision-Making

Making ethical, constructive choices about personal and social behavior.

Fluency

The ability to put words together and read accurately and automatically.

DIBELS

A common assessment used to measure student fluency.

Running records w/ miscue Analysis

An assessment where a student reads a text and the teacher analyzes the mistakes or "miscues."

Cloze

A vocabulary assessment featuring a word bank at the bottom for blanks in a text.

Maze

A vocabulary assessment where students must choose the correct word from a set of choices next to each blank.

Morphology

The study of meaning in words and their structure, including prefixes, suffixes, and root words.

Tier 1 Vocabulary

Everyday words students know from daily life that rarely need direct instruction.

Tier 2 Vocabulary

High-frequency academic and cross-curricular words (e.g., analyze, predict) that are the most important tier to teach.

Tier 3 Vocabulary

Content-specific, technical vocabulary (e.g., photosynthesis) that is low frequency but essential to a specific field.

Cognate

Words in different languages that share a common origin and meaning, used to support ELL students.

Closed Syllables

Syllables that end in a consonant where the vowel is generally short (e.g., rabbit).

Vowel-Consonant-e (VCE) Syllables

Syllables that have a long vowel and end with a silent e (e.g., cupcake).

Diphthongs

Vowel teams where the sound moves from an original sound to a different sound (e.g., the "oi" in "boil").

Gradual Release Model

An instructional strategy following the sequence of "I do, we do, you do."

Diagnostic Assessment

An assessment designed to pinpoint the specific cause of a learning gap.

Summative Assessment

An assessment given at the end of learning to provide a score.