GACE terms

a comprehensive set of materials designed for the purpose of teaching reading

attention is geared towards having an emotional response to the text.

attention is geared towards gathering information from a text

text found in the environment (sign, posters)

the process of constructing links between text and one's experience to other texts, or to outside knowledge.

reader's attention is focused on textual cues.

incorporating contemporary and classical literature in student anthologies.

the study of how language is organized in written text

books that are not designed to specifically teach reading ( found in library's and stores)

collections of books and other materials that are organized around a particular theme or concept

ability to combine individual phonemes to form words

a variety of language used by people in a particular geographic area.

smallest part of written language that represents a phoneme in the spelling of a word

smallest linguistic unit that carries meaning

part of the single syllable word that precedes the vowel

smallest unit of sound in a language

ability to make a new word by adding a phoneme to an existing word

recognizing the word that remains when a phoneme is removed

ability to recognize the same sounds in different words

ability to recognize individual sounds in words

• blending, segmenting, deleting, adding, or
• substituting phonemes

• substitution of one phoneme for another to make a new
• word

• to consciously attend to sounds in language
• (ability to hear, identify, and manipulate individual sounds (phonemes)

• ability to articulate the sounds of the
• word together

ability to recognize the word in a set of three or four words that has the “odd” sound

• : ability to segment a word into the individual sounds
• or phonemes

• : Studying how we articulate and segment various
• phonemes (**this is DIFFERENT than phonemic awareness)

association between letter and sounds

Instructional materials and pedagogy that focuses on letters and sounds as the primary component of learning to read

• provides explicit and systematic instruction in
• phonics. Stories are designed to teach letter-sound correspondence

• (phonemic awareness is only one type of phonological awareness. Worded
• differently, phonemic awareness is a subcategory of phonological awareness.)
• Identifying and manipulating larger parts of spoken language, such as words,
• syllables, onsets and rhymes, and phonemes. It also includes awareness of
• sounds (i.e., rhyme, alliteration, and intonation).

part of the single syllable word that includes the vowel and all succeeding consonants

ability to break words into their individual phonemes

word part that contains a vowel or vowel sound

children use parts of known word families to identify unknown words

children analyze letter-sound relationships in known words (they do not pronounce sounds in isolation)

the focus is on the letter-sound relationship and structure of words

children use letter-sound relationships during the reading of connect texts

the letter-sound correspondence of words

children identify the sound of the letter(s) before the first vowel (onset) in a one-syllable word and the sound of the remaining part of the word (rime)

children segment words into phonemes to make words by writing letters for phonemes

• children convert letters/letter combination into sounds and blend sounds to
• make recognizable words

• fast, effortless word recognition that comes with practice reading (refers only
• to accurate, speedy word recognition-does
• not account for expression).

ability to read a text quickly and accurately with intonation

100-95% accuracy

95-90% accuracy

90-below% accuracy

noticing patterns in words to decode unfamiliar words

invites students to learn words in context through sentences, scenarios, and drama

invites students to identify a number of aspects ofa word, such as a definition, synonym, antonym and category

words learned through explicit strategies

sight words that readers frequently encounter

words learned indirectly through seeing and hearing in various contexts

words we must know to understand what we hear

words we must know to understand what we read

words we must know to use when we speak

the study of the rules or patterned relations that govern the way words combine

: words we must know to communicate effectively

words we use in writing

word that share the same rime pattern

: examining the shades of sound, structure, and meaning of words

: Linguist elements that are added to words to change the meaning

show a meaning relationship between the word and the root word

: the study of word origins

words with same spelling but different pronunciation and meaning

words that are pronounced the same but have different spelling and meaning

the suffix changes the tense of the verb, indicates plurality, or demonstrates comparison

an affix that attaches to the beginning of a word

word/word part that comes from another language

an affix that attaches to the end of a word

students are assessed on predetermined criteria

ongoing assessments that measure progress in the context ofthe activity

assessments that have consequential outcomes

reading assessment that is individuallyadministered to determine a student’s reading level

an unexpected response to printed text-omission, substitution, or insertion ofanother word

an assessment that documents the miscues a reader makes whilereading aloud

tests that compare student performance to a cross section of students at thesame grade in other parts of the country

• : a collection of student work that documents growth and progress
• over time

• assessments that sum up what a student has learned at a
• predetermined point in time

a group of people interested in the results of summative assessments

a linguistic term meaning to alternate between one or more languages, dialects,or registers in a single stretch of talk.

sets of cues or clues built into the structure and patterns of the language.

• Teaching into the academic and social needs of
• culturally and linguistically diverse students

• dynamic sets of ideas, images, questions, anticipations, and hunches that a
• reader has while reading, speaking, or writing

a perspective that focuses on the informal learning of literacyin home, preschool, or kindergarten settings

children need to experience prerequisite skills to acceleratereadiness (nature)

• mental age is a determining factor in whether formal reading
• instruction should begin

• : literacy practices that are carried across multiple
• sites/texts/or media

• federal initiative to apply scientifically based reading
• research and instruction in grades K-3.

a mental set of representation

a strategy that encourages readers to stop and reflect on their ownmetacognitive processes

focuses on the reader or audience rather than the authoror text

• meaning is central to the reading process. The emphasis
• moves from meaning to letters and sounds

relationship between the reader and the text,whereby what is interpreted is mediated by the reader’s experiences and background

children use digital media to composelanguage experience stories

directed reading thinking activity to promote comprehension

Children are placed in groups based on com moninterests, strengths, or needs

A comprehensive view of reading that includes code breaking, textparticipant, text user, and critical practices

flexible reading groups based on students’ needs. Leveledtexts are commonly used.

a time during reader/writer workshopwhere students read selections of their own choosing

an interaction pattern whereby the teacher initiates a question, studentsrespond, and the teacher evaluates the response Integrated approach: code breaking is taught by using authenticpieces of literature

a strategy whereby the teacher writes the story as achild tells it. The story is then read by the teacher and child

an approach to literacy instruction that teaches code breakingand other skills through an explicit and systematic manner with controlledtexts

Readers transact with the text, creating new understandingsbased on prior experiences

structure for teaching reading and writing thatindividualizes instruction

a perspective that believes that children need to betaught a series of prerequisite skills prior to reading and writing

: an instructional approach whereby a student reads aloud a passagea number of times with guidance and feedback on pausing, intonation, andphrasing

an interactive reading experience where teachers read aloud andfocus students’ attention on how print works, story structures, and wordrecognition

Reading is seen as an all-encompassing act involving the 4cueing systems graphophonemic, syntactic, semantic, and pragmatic.