| A | B |
|---|
| schema theory | explains how our previous experiences, knowledge emotions, and understanding have an major effect on how and what we learn (p. 17) |
| explicit instruction | showing how to do something instead of telling how to do an activity (p. 21) |
| strategic reading | thinking about reading in ways that enhance learning and understanding (p. 23) |
| background knowledge | the knowledge and experience readers bring to a text (p. 29) |
| real world reading | nonfiction reading which resembles the type of reading adults do each day (i.e. newspaper) (p. 38) |
| constructing meaning | building knowledge and promoting understanding (p. 15) |
| think aloud | the process of making our thinking public by showing how skilled readers think (p. 46) |
| read aloud | teacher reads aloud the text while students listen, talk to each other, and jot down their thinking about text (p. 48) |
| anchor text | chart connecting past teaching and learning to future to build understanding of what is coming next(p. 50) |
| short text | type of writing recognized for its length because it is more accesible than full-length novels or textbooks (p. 62) |
| easy book | a book in which you can read every word and understand every idea (p. 72) |
| challenge book | a book where there are many wods you can't read and many ideas you can't understand (p. 72) |
| just-right book | a book where you can read most of the words and understand most of the ideas, but not all (p. 72) |
