Fort Vocabulary

The smallest meaningful unit of language.

The study of the meaning in language; the analysis of the meaning of words, phrases, and sentences.

When a teacher overtly demonstrates a strategy, skill, or concept; use of punctuation, intonation, and expression.

Reading with expression, proper intonation, and phrasing.

The pattern or structure of word order in a sentence, clauses, and phases; the grammatical rules that govern language.

A word opposite in the meaning to another word.

The study of the relationships between letters and the sounds they represent.

Sensitivity to, explicit awareness of, the structure of words in one's language (# of words in a sentence, syllables...)

Used with early and emergent readers to build fluency and expression; adult reads a line of text & student repeats it.

The concept that letters and letter combinations represent individual phonemes in written words.

A type of text that reports factual information and the relationships among ideas.

Understanding of the basic facts that the student has read.

Used with very early readers; children are involved in reading with an adult who models strategies and concepts.

A morpheme that precedes a root and that contributes to or modifies the meaning of the word.

The task of combining sounds rapidly to accurately represent the word.

The understanding an individual has about the rules that govern the use of print (use of spaces between words).

A type of text that contains facts and information (non-fiction books).

A unit of meaning that can stand alone as a whole word (ex: friend, pig). Can also be called a free morpheme.

Two or more consecutive consonants which retain their individual sounds.

A segment of a word that contains one vowel sound.

Separating the individual phonemes, or sounds, of a word into discrete units.

A succession of letters that represent the same phonological unit in different words, such as igh in flight, might, high

Breaking words into manageable parts.

The smallest unit of sound within our language system.

Recalling the content of what was read or heard.

The ability to read text quickly, accurately, and with proper expression.

The initial consonant or consonants in a syllable; fl in the word flip.

Text in which a high proportion of words comprise sound-symbol relationships that have already been taught.

A vowel that feels as if it has two parts (examples: ow, ou, oi).

A method for developing oral reading fluency whereby 2 or more individuals read aloud from the same text.

Two consecutive consonants that represent one phoneme or sound.

Understanding what one is reading; the ultimate goal of all reading activity.

The ability to notice, think about, or manipulate the individual sounds in words.

The rules that govern the use of print and the use of written language (reading left to right, punctuation, etc.).

A group of two consecutive letters whose phonetic value is a single sound.

Phonetically regular or irregular words that are recognized immediately.

A book intended for general reading that is not a textbook.

An affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word.

Two vowels together that represent one phoneme or sound.

A letter or letter combination that spells a phoneme; it can be 1, 2, 3, or 4 letters in English (ex: e, ei, igh, eigh)

Which of the following is not a 3rd grade sight word:

Paying attention to one’s own reading process while reading.

Words that are spelled the same but have different origins and meanings.

A reading level at which a reader can read text with 95% or more accuracy.

The speed at which a person reads.

Recognizing individual sounds in a word (/p/ is the first sound in /pan/).

Which of the following is not a kinder-1st grade sight word:

Words that have similar meanings.

A small group of regular or irregular words that account for a large percentage of the words in print.

A strategy used to unlock the plot and important elements of a story.

The process of using strategies to figure out or decode unfamiliar words.

The vowel and any consonants that follow the onset of a syllable; ip in the word flip.

The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences.

Reducing large sections of text to their bare essentials: the gist, the key ideas, the main points that are worth noting

Reading with fluency provides a bridge between word recognition and comprehension.

A type of text that tells a story about fiction or real events.

A part of fluency that involves reading words in text with no errors.

Reading without conscious effort or attention to decoding.

Drawing meaning from a combination of clues in the text without explicit reference to the text.

A reading level at which a reader reads at less than a 90% accuracy.

Adding, deleting, and substituting sounds in words (adding /b/ to /oat/ to make /boat/).