Standard 2 ICLA Terms

text consisting of people, events, and/or places that are imaginary -- not based strictly on history or fact

Literary works of prose, poetry, drama, hybrid forms, or other literature distinguished by shared literary conventions

Word or pictorial maps, webs, etc. that allow students to construct relationships among words and ideas; visual displays

Direct teaching method for specific reading skills, strategies, & concepts to small group of students with similar needs

Conclusions or connections made based on a combination of information from the text and background/external knowledge

Extracting and constructing meaning through interaction and involvement with written language

Pre-reading/discussing to obtain a general idea or overview of the material that helps students gain knowledge of topic

A formal discussion, based on a text, in which the leader asks open-ended questions

Words that are spelled the same but pronounced differently, and have different meanings and origins

Group discussion held to generate ideas and solve problems

Two or more words that have the same pronunciations but different spellings, meanings, and origins

Integration of information from the text with prior knowledge while reading is occurring

The rules or conventions of written language: capitalization, punctuation, and spelling

Generalized description, plan, or structure; system of cognitive structures stored in memory

Relating known to unknown. Teachers model how to generate what is already known about a text, and decide what to teach

Writing's level of correctness -- extent to which writer uses grammar and mechanics with precision

A rule system for describing the structure or organization of language

A list of words that are related in meaning and arranged from one opposite to another; helps to learn word differences

Rules for a language consistently used to put words together in grammatically correct sentences

Words in a language that have highly similar meanings

Questions for which answer appears directly in the text

Takes a position on an issue and supports it

Listing of 3+ debatable statements about a topic on which students indicate whether they agree before reading

Reading speed, usually reported as the average number of words read correctly in one minute

The act of combining information from multiple sources

A full-length story combining words and images

Thinking about what the author is saying and creating a picture in your head

Readers survey the text, activate appropriate prior knowledge, make predictions, and decide how to read the text

Figures of speech that enable speakers and writers to express ideas in fresh, new ways

High frequency words used by mature language users across content areas.

Readers reflect on what they have read, continue to integrate new information with old information & evaluate new info

Small groups read the same text, with an assigned focus, and meet to discuss it; discussion is guided by the students

In-depth word study, exercises that increase vocabulary knowledge through study and strategy knowledge

Actively involving students as they read aloud in unison, as a whole class or small group, along with a teacher

Words produced; vocabulary used in speaking and writing

Words that are opposite or nearly opposite in meaning

Resources that come from evolving types of media that expand the way we communicate (blogs, text messages, videos, etc.)

Reader's ability to use comprehension strategies to measure their own awareness of how well they understand the material

The ability to orally read text expressively, with appropriate pacing, phrasing, and intonation

Concise restatement of what the author has said in a work or a section of work

Educators actively plan instruction for students with learning differences

Word identification strategy: identify root that carries base meaning of the word and affixes that modify base meaning

A figure of speech where a comparison is implied by analogy but is not stated

Accurate reading of connected text at a conversational rate

Organizational patterns of text

knowledge a student has, or is explicitly taught before reading a text, related to topic/content

A published book that is not a textbook; the type of books in bookstores and libraries

The study of the origin of words and how their meanings have developed throughout history

Read and understand written material associated with content areas, write using content-area conventions/styles

The form and layout -- how pleasing the piece is to the eye

Text based on facts, real events, and real people

A procedure where teachers or students verbalize their thoughts while reading or writing to describe their strategy use

Smallest meaningful units of language that contains both sound and meaning

Collections of fiction and nonfiction books at varied reading levels on a shared topic

Good readers read and learn more, poor readers read and learn less, leading to a larger gap in reading skills over time

Instructional context where teacher reads a text with students, typically the whole group

Text in which meaning if conveyed through combinations of visual, written, and spatial models

Actively reading text by connecting text info with prior knowledge, using learned procedures to interact with text

Two or more words having the same spelling and pronunciation but different meanings and origins

Reading difficulty level of texts that can be computed through the use of statistical formulas

Questions for which the answer is implied in the text, but not explicitly stated in the text

Reading, writing, speaking, and listening are skills associated with:

Nonfiction text meant to inform the reader

Application of literacy skills in reading informational texts to acquire knowledge across disciplines

Oral or written reconstructions of material that is read

Conscious plans that readers apply and adapt to make sense of and get the most out of what they read

An expression that cannot be understood by the meanings of the individual words within it

Formal device or grammar used for specifying relations among episodes in a story and formulate rules for making stories

Informational text that communicates facts about the natural or social world

A person's belief in their abilities to perform a task/meet a goal

Commonly accepted meaning and definition of a word; literal meaning of a word

A comparison of two things that are not alike, usually using like or as

The internal structure of writing, the thread of meaning, the logical pattern of ideas

The point of a text; the key concepts being expressed in a text

Refers to word meaning, including sense, implication, reference, and logical forms

Figures illustrating conceptual relationships

A person's use of knowledge about language and the context in which it occurs to anticipate what is coming

Support mechanism that helps a child successfully perform a task within their zone of proximal development

Knowledge and beliefs about one's own cognitive processes, and efforts to regulate those processes to maximize learning

Careful analysis of text that involves: rereading, identifying evidence, literary devices, and text structure

Words not frequently used except in specific content areas. Instruction of these words should be embedded in content.

Making text-to-text, text-to-self, and text-to-world associations

The words that readers recognize and understand when they hear or see them; listening and reading vocabularies

Associations and emotions connected to a word; refers to the feeling association with a word

A group of words sharing a common phonic element; a group of words sharing the same root or base

A composition in writing or speech that tells a story or gives an account of something

A graphic organizer that shows the nature of a word's meaning relationships

Systematic notes within a document that provide explanations of and connections to the text

Interactive reading experience between teacher and students; teacher models, guides, and leads discussion about text

Basic words that commonly appear in spoken language. Rarely require explicit instruction because they are so familiar.

A framework for determining a student's readability level and/or determining the level of a text's complexity

A way to determine the comprehension demands of a book or other text using reader and text factors