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The knowledge and understanding of the world that students have acquired through their
everyday experiences.
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A process of making sense of text; by connecting one’s knowledge with the print, the reader
builds an understanding of what the text is about.
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Information from the surrounding text that helps identify or gives meaning to a specific word or
phrase.
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Any of the various sources of information that may aid identification of a word.
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Analyzing text in order to identify and understand individual words.
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Different types of texts including: fiction, fantasy, poetry, historical fiction, biography, realistic
fiction and informational books.
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Referring to the relationship between letters and the letter sounds of language.
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A method by which an experienced reader provides structure and purpose and models strategies
in order to move readers towards independence.
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Students read on their own. They choose their own books to read.
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Drawing meaning from a combination of clues in the text (and from prior knowledge) without explicit
reference to the text.
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A text that provides facts, ideas, and principles that are related to the physical, biological, or social
world; classified as non-fiction text.
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A pre-reading strategy or during reading activity to support understanding in which the teacher and
child develop a chart organized in 3 columns: (1) what the reader KNOWS about the topic, (2)what
the reader LEARNS about the topic, (3)what the reader WANTS to know about the topic.
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Accessing explicit information from text.
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Any substitution of a word in a text that a reader makes.
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An examination of reading errors or substitutions (miscues) as the basis for determining the strengths
and weaknesses of the student’s reading skills.
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An experienced reader’s oral reading of a text to aid students in learning strategies, understanding,
intonation, and expression.
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A story, actual or fictional, expressed orally or in writing; a text that tells about a sequence of events.
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Awareness of the sound structure of language. It includes skills such as breaking sentences into
words,breaking words into syllables, recognizing and producing rhyming words, and blending,
segmenting and manipulating phonemes in spoken words.
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Teaching reading and spelling in a way that stresses the connection between letters and the sounds
they represent-teaches the dissection of words into parts and then blending the sounds together again.
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A person’s use of knowledge about language and the context in which it occurs to anticipate what is
coming in writing or speech.
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Activities that take place just before reading-these activities prepare the student for reading.
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The teacher reads a book to the children. Often this book is more difficult than the child can read on
his/her own and includes picture books, stories, poems, non-fiction texts, etc.
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Provides an opportunity for student to write about what they are reading. The student may comment on
the story, write about their favorite part, illustrate a part of the text, respond to open ended questions,
relate the text to his/her own life, relate the book to their books, develop questions for discussion.
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The speed at which a person reads; generally measured as words per minute or words correct per minute.
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Students tell in their own words what they have just read or heard.
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Metacognitive awareness and processes whereby the reader realizes that what is being read is or is nor
making sense, and adjusts reading strategies to improve comprehension.
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The study of the meaning in language-the analysis of the meanings of words, phrases, and sentences.
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An interactive process in which the teacher and the students share in the reading and rereading of a
range of literature including rhymes, songs, charts, and stories.
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The teacher and the students work together to produce a piece of writing on a chart, overhead or
chalkboard.
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A word that is immediately recognized as a whole and does not require word analysis.
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To synthesize the important ideas in a text-identify and connect main ideas, eliminate unnecessary
information, remember what they read.
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A set of conventions that govern different kinds of texts such as character, plot, setting in
fiction-comparison/contrast, cause/effect in non-fiction.
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Teachers demonstrating their thinking processes when reading
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The pattern or structure of word order in sentences, clauses and phrases-the grammatical rules that
govern language.
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The process of using strategies to figure out or to decode unfamiliar words.
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A group of words that share a common feature or pattern.
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Literacy Glossary PDF Version