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ICLA STANDARD 2 STUDY GUIDE
1. comprehension: an ability to understand the meaning or importance of something (or the knowledge
acquired as a result)
2. Idaho content standards for English Language arts: Idaho's Standards for English Lan-
guage Arts prioritize the following content:
• Foundational Reading Skills
• Building Knowledge
• Comprehending Grade-Level Complex Texts
• Valuing Text Evidence
The ELA standards are organized into seven strands:
• Foundational Reading Skills
• Reading Comprehension
• Vocabulary Development
• Research
• Writing
• Oral and Digital Communications
• Grammar and Conventions
3. Readability levels: Independent Level - The level of reading material that a student can read independently
with high comprehension and accuracy. Instructional Level - The level of reading material that a student can read and comprehend with the support and instruction. Frustration Level - The level of reading material that is too diflcult for a student to read successfully with adequate comprehension and accuracy.
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4. comprehension strategies: specific techniques that promote reading comprehension such as predict-
ing and gaining word meanings from context
5. Interactive Read-Aloud: An instructional context in which the teacher reads a text with the students, typi-
cally whole-group. Best practices suggest the teacher preview the book, provide an introduction, read with expression, discuss in a lively manner, and encourage children's participation and responses
6. context: discourse that surrounds a language unit and helps to determine its interpretation; the social or cultural
situation situation in which a spoken or written message occurs
7. schema: an internal representation of the world; how the mind categorizes incoming stimuli
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23. story grammar: the components in a story and how they function; the structure or key elements of a story,
including: the characters, the problem, the attempts to solve the problem, the results of the attempts, and the conclusion
24. main idea: the gist of a passage, central thought, or chief topic of a passage expressed or implied in a word
or phrase
25. story retell: Recounting in your own words a story or article that has just been read.
26. anticipation guide: Listing of three or more debatable statements about a topic on which students indicate
whether they agree with each statement before the read about a topic
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27. antonym: a word opposite in meaning to another word
28. Basal Reader: a collection of student texts and workbooks, teacher's manuals, and supplemental
materials for developmental reading and sometimes writing instruction, used chiefly in the elementary and middle school grades
29. Fluency: Accurate reading of connected text at a conversational rate with appropriate prosody (expression)
30. Genre: Literary works of prose, poetry, drama, hybrid forms, or other literature that are distinguished by shared
literary conventions. These include for example, realistic fiction, folk tales, essays, poems, informational pieces and others.
31. Presentation: The form and layout - how pleasing the piece is to the eye
32. choral reading: a group reading aloud to develop oral fluency or to make a presentation to an audience
33. concept map or concept sort: a graphic representation designed to show the relationships among
ideas or topics in text; a plan for writing
34. Literacy: Reading, writing, speaking, and listening.
35. content literacy: reading and writing across the content areas; content-specific literacy skills
36. Directed Listening/Thinking Activity (DL/TA): an instructional strategy used to expand listen-
ing vocabulary, closely related to DR/TA
37. Direct Reading Activity (DRA): step-by-step process for presenting a reading lesson, including: (1)
motivation for reading, (2) silent reading, (3) vocabulary & skills development, (4) silent or oral reading, (5) follow-up or culminating activities
38. Direct Reading/ Thinking Activity (DR-TA): a newer version of DRA, adding a prereading stage
where students make predictions, then verify and check their predictions during and after reading the text
39. Discussion web: a discussion strategy that uses a think-pair-share cycle to encourage students to examine
multiple points of view; a graphic aid to help clarify student thinking by eliminating inconsistencies and contradictions in their thought processes
40. Sustained Silent Reading (SSR): a designated period of time in the school day when students read
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46. Visualizing: Thinking about what the author is saying and creating a picture in your head. Our ability to create
pictures in our heads based on text we read or words we hear. It is one of many skills that makes reading comprehension possible.
47. grammar: a linguistic description of some language; a set of statements saying how a language works
48. graphic novels: novels written in a comic-like format
49. graphic organizer: Word or pictorial maps, webs, and other organizational devices that allow students to
construct relationships among words and ideas. Visual displays that help students remember information
50. guided reading: reading instruction in which the teacher provides the structure and purpose for reading
and for responding to the material read
51. homonym: a word with a ditterent origin and meaning but the same oral or written form as one or more
words; this term includes both homophones & homographs (ex: row, row & row)
52. homograph: a word with the same spelling as another word, whether or not it's pronounced alike; 'same
write' ; (bow & bow)
53. homophone: a word with ditterent origin and meaning but the same pronunciation as another word; 'same
sound' ; (hare & hair)
54. Lexile: A framework for determining a student's reading ability level and/or a determining the level of a text's
complexity / diflculty
55. KWL: a comprehension strategy chart with 3 columns: What I know, What I want to know, and What I Learned
56. Language Experience Approach: an approach to language learning in which students' oral com-
positions are transcribed and used as materials of instruction
57. literal questioning: questioning that asks for recall of information or basic facts
58. literature circles: the part of a literature-based reading program in which students meet to discuss books
they are reading
59. mechanics: conventional aspects of writing, such as spelling, grammar, punctuation, and capitalization
60. metacognitive strategies: strategies that help students recognize when their reading comprehension
8 / breaks down and how to repair it
61. metaphor: a figure of speech in which a comparison is implied by analogy but is not stated (ex: "life is a stage")
62. Morphemic or Morphological Analysis: Key instructional elements are the analysis of mor-
phemes which includes the examination of the meaning of root or base words and aflxes
63. morpheme: a meaningful linguistic unit that cannot be divided into smaller meaningful elements
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76. expressive vocabulary: Words produced; vocabulary used in speaking and writing
77. Reader's Theatre: a performance of literature, as a story, play, poetry, etc., read aloud expressively by one
or more persons, rather than acted
78. Reader's Workshop: a part of a literature-based reading program in which students engage in reading
and responding to trade books, either individually or in small groups
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79. Receptive vocabulary: The words that readers recognize and understand when they hear them or see
them; listening and reading vocabularies.
80. reading rate: how fast a person reads; reading speed
81. Reciprocal teaching: a teaching strategy in which both students and teacher share the responsibility to
discuss literature by summarizing, question-generating, clarifying, and predicting
82. ReQuest procedure: a comprehension strategy where students ask their own questions to develop a
purpose for reading and adopt an inquiring attitude about reading
83. scaffolding: support activities provided by an adult during the reading instructional process; the goal is to
gradually withdraw this support, transferring more and more autonomy to the student
84. semantic web: a graphic display of a cluster of words that are meaningfully related; also called a map or
organizer
85. Sentence Fluency: The flow of language, the sound of word patterns - the way the writing plays to the ear,
not just to the eye.
86. semantics: the study of meaning in language, as the analysis of the meanings of words, phrases, sentences,
discourse, and whole texts
87. sentence combining: a teaching technique developed to improve writing skills; complex sentence chunks
and paragraphs are built from basic sentences by means of syntactic manipulation
88. Syntax: Rules for a language consistently used to put words together in grammatically correct senctences.
89. shared reading: an early childhood instructional strategy in which the teacher involves a group of young
children in the reading of a book, generally in large-print format, in order to help students learn aspects of beginning literacy
90. simile: a comparison of two unlike things using the words 'like' or 'as' (ex: 'my love is like a red, red rose')
91. SQ3R: a strategy for reading and studying from a textbook; survey, question, read, recite, review
92. Story Impression: a prereading activity that involves names, concepts, or dates that the teacher has chosen
from a piece of literature; students use this list to write their own story or prediction of how these key words might fit together
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97. Socratic Seminar: a formal discussion, based on a text, in which the leader asks open-ended questions.
Students listen closely, think critically, and articulate their own thoughts and their responses to the thoughts of others, thinking critically for themselves.
98. text structure: the various patterns of ideas that are embedded in the organization of text; common patterns in
nonfiction text include: expository, cause-ettect, comparison/contrast, problem-solution, description, sequence, argument
99. Tier 1 Vocabulary: Basic words that commonly appear in spoken language. Because they are heard
frequently in numerous contexts and with nonverbal communication, these words rarely require explicit instruction. Examples of are clock, baby, happy and walk.
100. Tier 2 Vocabulary: High frequency words used by mature language users across several content areas.
Because of their lack of redundancy in oral language, these words present challenges to students who primarily meet them in print. Examples ords are obvious, complex, establish and verify.
101. Tier 3 Vocabulary: Words that are not frequently used except in specific content areas or domains. These
words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Terms central to scientific, mathematical, legal, medical, etc., fields are all types of these words.
102. Think-aloud: a literacy instructional technique in which the teacher verbalizes what he/she is thinking while
reading a passage; orally modeling the process of comprehension
103. Trade book: a book that is published for sale to the general public; commercial books (other than basal
readers) that are used for reading instruction
104. vocabulary development: the growth of a person's stock of known words and meanings
105. New literacies: Resources that come from a ditterent, evolving types of media that change and expand the
way we communicate. These include text messages, blogs, videos, etc.
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106. Vocabulary Self-Collection Strategy: an after-reading vocabulary instruction strategy;
107. word family: a group of words sharing a common phonic element (ex., hat, cat, fat, flat); a group of words
sharing the same root or base (ex., phonetics, telephone, antiphonal)
108. word sort: a vocabulary development and word study activity in which words on cards are grouped according
to designated categories such as spelling patterns, vowel sounds, shared meanings, etc.
16 / predict what the text will be about, set goals, and decide how to read the material (Gunning, 2016, p. 378). Using an anticipation guide is one example of how teachers can implement a before reading strategy.
120. Close Reading: A careful analysis of the text. Typically requires rereading to determine what the author is
saying, the language the author is using, the evidence being provided, and literary devices and text structures. Students
17 / focus on text-dependent questions, but they also make inferences and judgements based on the text (Gunning, 2016, p. 295)
121. Text sets: Collections of fiction and nonfiction books at varied reading levels on a shared topic.
122. Inferential Questions: Questions for which the answer is implied in the text, but not explicitly stated in
the text
123. Inferences: Conclusions or connections made based on a combination of information from the text and
background/external knowledge
124. Conventions: represents the writing's level of correctness - the extent to which the writer uses grammar and
mechanics with precision
125. Informational text: Nonfiction text meant to inform the reader. Four types of this kind of text include:
argumentation, description, exposition, and narration
126. Disciplinary Literacy: Students applying their literacy skills in reading informational texts in order to
acquire new knowledge in the subject areas or disciplines of mathematics, science, social studies, English language arts, etc. (Reutzel & Cooter, 2019). The development of students' ability to engage in social, semiotic, and cognitive practices compatible with those undertaken by disciplinary experts (Fang, 2014)
127. Voice: The "soul" of the writing. It is wat makes the writer's style singular, as his or her feelings and convictions
come out through the words.
