For each term below, first note how you would define the term. Then, click on the arrow to reveal the book’s definition.
The language that teachers and students use for imparting information, acquiring new knowledge and skills, describing abstract ideas, and developing content area and conceptual understanding.
Bound morphemes that change the meaning or function of a root or stem to which they are attached, as the prefix ad- and the suffix -ing in adjoining.
The principle that there is a one-to-one correspondence between phonemes (or sounds) and graphemes (or letters); letters represent sounds.
Commonplace words that are the building blocks of everyday language.
Brief teaser that teacher presents to interest students in a particular book.
A graphic organizer used to help children understand the meaning of complex terms.
A word composed of two separate words that have meaning on their own, such as baseball and lipstick.
A spelling stage characterized by the ability to recognize and spell bases and roots correctly. Correlates to an advanced stage of reading and writing.
Text that provides helpful clues for figuring out word meanings.
The study of the history of words.
More complex words that are used often by proficient readers and speakers but tend not to be specific to any particular subject.
A method for teaching vocabulary in which adults read aloud to learners, stopping on occasion to discuss individual words.
Spelling characterized by literally matching letters to sounds in a linear sound-by-sound fashion.
The words a person is able to understand aurally; also known as receptive vocabulary.
Less frequently encountered words that are usually found in particular content areas.
That body of words the meaning of which one understands and can use.
The aspects of language structure related to the ways words are formed from prefixes, roots, and suffixes (e.g., “re-heat-ing”) and are related to each other.
Text that does not provide helpful context clues for determining a word’s meaning.
All the sounds of a word that come before the first vowel.
The ability to hear, identify, and manipulate individual sounds in spoken words.
Instruction in the association of speech sounds with printed symbols.
Words that can have different meanings depending on the context in which they are used.
Word created from a combination of two existing words (e.g., motel = motor + hotel).
The words a person is able to understand in written form; part of receptive vocabulary.
The first vowel in a word and all the sounds that follow.
An instructional activity in which students select a group of related words and then create a chart to classify them according to distinguishing characteristics.
Examination of words for meaningful parts (affixes, contractions, endings, compound words).
Spelling stage characterized by considering the conventions of preserving pattern-to-sound relationships at the place where syllables meet.
Words containing elements that are also found in many other words.
A reader who is aware of letter pattern units, or word families, and frequently occurring rimes.
The words that a person knows and uses.
Students’ awareness of new words and their desire to learn them and then to use them when speaking and writing.
Analyzing words to discover the regularities, patterns, and rules of English orthography needed to read and spell.