Vocabulary: collection of words that

we recognize, know, and use for

reading, writing, and/or
communication.

Concept circles are a strategy that includes words

that are all related through a concept. The words
chapter, pages, words, and paragraphs would be the
main idea of a book concept circle.

Semantic maps are webs are a strategy for showing how

words relate to one another. A central concept is selected
where ideas can be branched off seasons (in Maine);
winter, fall, spring, summer. Then, new branches are built
off of the ones created; spring rainy, flowers blooming,
muddy, etc.

Comprehension: the ability to form

an understanding of something.

Reciprocal Questioning (ReQuest) encourages

students to ask questions about what is read. The
teacher leads by modeling questions, then the
students work in groups with different sections of text
to form their own questions.

Reciprocal Teaching teachers introduce strategies, and

then model them while encouraging use of the strategies by
the students. The strategies include; predicting what the text
is about, raising questions about the text, summarizing the
text, and clarifying difficult vocabulary and concepts.

Phonemic Awareness: the ability to

notice, think about, and manipulate
individual sounds in words.

Engage children in numerous occasions to write the

more children write, the better they become at
hearing sounds in words as they attempt to invent
spelling. Children should sound out words from what
they know about letter-sound relationships.

Create games and gamelike activities clap the number of

syllables in a word, have children act based on them
recognizing letter sounds, play I Spy games by following
letter sounds, and play tongue twisters for children to
recognize the sounds in beginning letters.

Phonics: A method of teaching

reading by associating letters with
their sound values.

Cube words students roll letter cubes and form

words based on what they roll. Words are recorded in
a chart numbered 1-5, based on how many letters are
in the words made.

Favorite foods children match letters and their

sounds to their favorite foods b; bread, c; chocolate,
f; french fries, g; green beans, etc.

Fluency: the ability to read easily and

well.

Echo reading a teacher reads a section of text to

his/her students and the students read the same
section the same way the teacher did, imitating
his/her intonation and phrasing.

Repeated readings is an approach designed to

increase reading fluency and comprehension by
having students to read and re-read (several times)
short selections from stories until they are able to
read it fluently.

Constructing Meaning: determining

meaning from a word based on its
context.

Rereading when students are strategic readers, they

are able to monitor their reading for comprehension.
If what they are reading isn't making sense, they can
reread for a second try at comprehension.

Question Generating students generate their own

questions that can be answered as they read.

Prior Knowledge: what a reader

applies to unfamiliar words to sound
them out and comprehend their
meaning.

KWL Know, want to know, and learned charts allow

children to record what they already know about a topic
before they begin a lesson, they record what they want to
learn, and then what they have added to their brain's filing
cabinet (what they've learned).

Text connections having students relate what they are

reading to their previous knowledge through their own
experiences. Text-to-self; relating the text to themselves
personally. Text-to-text; relating the text to another text
they've read. Text-to-world; relating the text to real world
issues.