A word part that contains a vowel or, in spoken language, a vowel sound - ANSWER sylla-
ble
Two or more consecutive consonants which retain their individual sounds - ANSWER con-
sonant blend
Two consecutive consonants that represent one phoneme, or sound - ANSWER conso-
nant digraph
Sources of information outside of words that readers may use to predict the identities and
meanings of unknown words. These may be drawn from the immediate sentence containing
the word, from text already read, from pictures accompanying the text, or from definitions,
restatements, examples, or descriptions in the text. - ANSWER context clues
Sounds that can be held for several seconds without distortion - ANSWER continuous
sounds
Sequences for how information is selected, sequenced, organized, and practiced. These oc-
cur within each component of reading where a logical progression of skills would be evident:
easier skills are introduced before more difficult skills, so that skills build progressively. - AN-
SWER Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts. - ANSWER Cumulative Instruc-
tion
Text in which a high proportion of words comprise sound-symbol relationships that have al-
ready been taught. - ANSWER Decodable Text
1
,These words contain phonic elements that were previously taught. - ANSWER Decodable
Words
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness
in likeness). - ANSWER Derivational affix
The matching instruction that can meet the different needs of learners in a given classroom.
- ANSWER Differentiated Instruction
(Keyword: different)
A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in
bread; /ch/ in chat; /ng/ in sing) - ANSWER Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that feels as if
it has two parts, especially the vowels spelled ow, oy, ou, and oi. - ANSWER Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its application, and ar-
ranges for extended guided practice until mastery is achieved. - ANSWER Direct Instruc-
tion
Planned instruction to pre-teach new, important, and difficult words to ensure the quantity
and quality of exposures to words that students will encounter in their reading. - AN-
SWER Direct Vocabulary Instruction
2
,Strategies that help students engage the meanings of a text (e.g., asking questions at critical
junctures; modeling the thought process used to make inferences; constructing mental im-
agery). - ANSWER During Reading Comprehension Strategies
A language-based disability that affects both oral and written language. It may also be re-
ferred to as reading disability, reading difference, or reading disorder. - ANSWER Dyslexia
A part of writing and preparing presentations concerned chiefly with improving the clarity,
organization, concision, and correctness of expression relative to task, purpose, and audi-
ence; compared to revising, a smaller-scale activity often associated with surface aspects of
a text. - ANSWER Editing
A framework used during phonemic awareness instruction. These are sometimes referred to
as Sound Boxes. When working with words, the teacher can draw one box per sound for a
target word. Students push a marker into one box as they segment each sound in the word. -
ANSWER Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional
forms of reading and writing. - ANSWER Emergent Literacy
The ability to translate language into print (writing) is ____________. - ANSWER Encod-
ing
(Remember prefix en- means "put into", you are putting sounds into print).
Students whose first language is not English and who are in the process of learning English. -
ANSWER English Language Learner
The origin of a word and the historical development of its meaning is called
________________. - ANSWER Etymology
3
, This type of instruction is step-by-step, and the actions of the teacher are clear, specific, di-
rect, and related to the learning objective. - ANSWER Explicit Instruction
(Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as informational text) and the relationships
among ideas. This type of text tends to be more difficult for students than narrative text be-
cause of the density of long, difficult, and unknown words or word parts. - ANSWER Ex-
pository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. - ANSWER Expressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That
child is a handful.). - ANSWER Figurative meanings
What are the 5 components of Reading? - ANSWER Phonemic awareness, phonics, flu-
ency, vocabulary, and comprehension.
Grouping students according to shared instructional needs and abilities and regrouping as
their instructional needs change. Group size and allocated instructional time may vary
among groups. - ANSWER Flexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
______________ ______________. - ANSWER Floss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and comprehension.
- ANSWER Fluency
4
ble
Two or more consecutive consonants which retain their individual sounds - ANSWER con-
sonant blend
Two consecutive consonants that represent one phoneme, or sound - ANSWER conso-
nant digraph
Sources of information outside of words that readers may use to predict the identities and
meanings of unknown words. These may be drawn from the immediate sentence containing
the word, from text already read, from pictures accompanying the text, or from definitions,
restatements, examples, or descriptions in the text. - ANSWER context clues
Sounds that can be held for several seconds without distortion - ANSWER continuous
sounds
Sequences for how information is selected, sequenced, organized, and practiced. These oc-
cur within each component of reading where a logical progression of skills would be evident:
easier skills are introduced before more difficult skills, so that skills build progressively. - AN-
SWER Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts. - ANSWER Cumulative Instruc-
tion
Text in which a high proportion of words comprise sound-symbol relationships that have al-
ready been taught. - ANSWER Decodable Text
1
,These words contain phonic elements that were previously taught. - ANSWER Decodable
Words
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness
in likeness). - ANSWER Derivational affix
The matching instruction that can meet the different needs of learners in a given classroom.
- ANSWER Differentiated Instruction
(Keyword: different)
A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in
bread; /ch/ in chat; /ng/ in sing) - ANSWER Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that feels as if
it has two parts, especially the vowels spelled ow, oy, ou, and oi. - ANSWER Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its application, and ar-
ranges for extended guided practice until mastery is achieved. - ANSWER Direct Instruc-
tion
Planned instruction to pre-teach new, important, and difficult words to ensure the quantity
and quality of exposures to words that students will encounter in their reading. - AN-
SWER Direct Vocabulary Instruction
2
,Strategies that help students engage the meanings of a text (e.g., asking questions at critical
junctures; modeling the thought process used to make inferences; constructing mental im-
agery). - ANSWER During Reading Comprehension Strategies
A language-based disability that affects both oral and written language. It may also be re-
ferred to as reading disability, reading difference, or reading disorder. - ANSWER Dyslexia
A part of writing and preparing presentations concerned chiefly with improving the clarity,
organization, concision, and correctness of expression relative to task, purpose, and audi-
ence; compared to revising, a smaller-scale activity often associated with surface aspects of
a text. - ANSWER Editing
A framework used during phonemic awareness instruction. These are sometimes referred to
as Sound Boxes. When working with words, the teacher can draw one box per sound for a
target word. Students push a marker into one box as they segment each sound in the word. -
ANSWER Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional
forms of reading and writing. - ANSWER Emergent Literacy
The ability to translate language into print (writing) is ____________. - ANSWER Encod-
ing
(Remember prefix en- means "put into", you are putting sounds into print).
Students whose first language is not English and who are in the process of learning English. -
ANSWER English Language Learner
The origin of a word and the historical development of its meaning is called
________________. - ANSWER Etymology
3
, This type of instruction is step-by-step, and the actions of the teacher are clear, specific, di-
rect, and related to the learning objective. - ANSWER Explicit Instruction
(Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as informational text) and the relationships
among ideas. This type of text tends to be more difficult for students than narrative text be-
cause of the density of long, difficult, and unknown words or word parts. - ANSWER Ex-
pository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. - ANSWER Expressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That
child is a handful.). - ANSWER Figurative meanings
What are the 5 components of Reading? - ANSWER Phonemic awareness, phonics, flu-
ency, vocabulary, and comprehension.
Grouping students according to shared instructional needs and abilities and regrouping as
their instructional needs change. Group size and allocated instructional time may vary
among groups. - ANSWER Flexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
______________ ______________. - ANSWER Floss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and comprehension.
- ANSWER Fluency
4
