MTEL 71 key terms

The ability to notice and manipulate the individual sounds, or phonemes, in spoken words without relying on print, such as blending, segmenting, or deleting sounds in a word.

The smallest unit of sound in a spoken language that can distinguish one word from another, such as the three distinct sounds in the word cat.

An approach to reading instruction that teaches the predictable relationships between letters or letter patterns and the sounds they represent, used to decode unfamiliar written words.

The process of translating printed letters and letter patterns into spoken sounds and words, especially important for beginning readers encountering unfamiliar words in text.

The capacity to read text accurately, at an appropriate rate, and with suitable expression, allowing attention to shift from word recognition toward comprehension of meaning.

The rhythmic and intonational features of oral reading, including phrasing, stress, and pitch, that signal meaning and are a key component of reading fluency.

The body of words a reader or listener understands and can use, including both words recognized in context and words known well enough to define and apply independently.

The active process of constructing meaning from text by integrating prior knowledge, vocabulary, and text information, ranging from literal understanding to inference and evaluation.

A conclusion drawn by combining clues in a text with the reader's background knowledge, filling in information the author implies but does not state directly.

The central point or most important message of a passage or section, which the supporting details explain, illustrate, or develop.

Information surrounding an unfamiliar word in a sentence or passage, such as definitions, examples, or contrasts, that helps a reader infer the word's meaning.

The study of the structure of words, including roots, prefixes, and suffixes, and how these meaningful units combine to form words and change meaning.

A meaningful word part attached to a base or root, such as a prefix added at the beginning or a suffix added at the end, changing a word's meaning or function.

The early stage of literacy development in young children, marked by awareness of print, interest in books, and foundational oral language and phonological skills before formal reading instruction.

Understanding of how printed language works, including that text carries meaning, that words are read left to right, and that spaces separate words.

A recursive approach to composing that typically includes planning or prewriting, drafting, revising, editing, and publishing or sharing the completed piece with an audience.

The stage of writing in which an author reconsiders and changes content, organization, and clarity to improve the overall effectiveness of a draft for its intended audience.

The stage of writing focused on correcting conventions such as grammar, spelling, punctuation, and capitalization, distinct from revising content and organization.

The agreed-upon rules of written language, including grammar, usage, punctuation, capitalization, and spelling, that help readers understand text consistently.

A sentence that states the central claim or argument of an essay, guiding the organization of supporting reasons and evidence throughout the piece.

Writing that tells a story or recounts events, typically developing characters, setting, plot, and a point of view to engage and convey meaning to readers.

Writing whose purpose is to explain, inform, or describe a topic using facts, examples, and clear organization rather than to tell a story or persuade.

Writing intended to convince readers to adopt a position or take an action, using claims supported by reasons, evidence, and appeals to logic or emotion.

The perspective from which a story is told, such as first person, third-person limited, or third-person omniscient, shaping what information readers receive.

A deliberate technique an author uses to convey meaning or create effect, such as metaphor, simile, personification, foreshadowing, or symbolism.

Language that departs from literal meaning to create vivid comparisons or effects, including metaphor, simile, hyperbole, and personification, often enriching description and tone.

A central message, insight, or underlying idea about life or human experience conveyed by a literary work, often implied rather than stated directly.

A category of literary or informational text sharing recognizable conventions, such as poetry, drama, fiction, biography, or informational article, guiding reader expectations.

The organizational pattern an author uses to arrange ideas in a text, such as cause and effect, comparison and contrast, sequence, or problem and solution.

Awareness and regulation of one's own thinking and learning, including monitoring comprehension and selecting strategies when understanding breaks down during reading.

A deliberate plan or technique a reader uses to construct meaning, such as predicting, questioning, visualizing, summarizing, or monitoring understanding while reading.

Ongoing evaluation during instruction that informs teaching decisions by revealing what students currently understand and where support is still needed.

Evaluation conducted at the end of a unit or period to measure overall student achievement against learning goals, often reported as a grade or score.

A scoring guide that lists criteria and describes levels of performance, used to evaluate student work consistently and to communicate expectations clearly.

Adjusting content, process, or product to match students' readiness, interests, and learning profiles so that all students can access and succeed with the curriculum.

Temporary instructional support, such as modeling, prompts, or graphic organizers, that helps a learner accomplish a task and is gradually removed as competence grows.

The range of tasks a learner can complete with guidance from a more capable person but cannot yet do independently, a concept central to scaffolded instruction.

An assessment in which a teacher records a student's oral reading behaviors, including errors, self-corrections, and fluency, to analyze strengths and instructional needs.