Cloze Procedure: is the deletion of words in a

systematic way from a piece of text. Students will read

the text and attempt to fill in the deleted words in order
to understand the piece. The Cloze Procedure can be
used to teach vocabulary in a content area or to focus on
the use syntax.
Cognitive strategy: is a learning strategy that learners
use to learn more successfully. Cognitive strategies help
a student build on and understand that content better, it
increases the efficiency with which learners approach an
objective. Implementing cognitive strategies along with
instructional strategies will allow students to understand
content better and more effectively.
Content-area literacy: is a method of instruction in
content-area classrooms (music, arts, English/Language
Arts, foreign language, science, social studies,
mathematics, physical education), in which the teacher
facilitates learning through one or more of the various
literacies. Sometimes referred to as "content-area
reading," content-area literacy is now the preferred term,
as the definition of literacy encompasses more than just
reading, but also listening, speaking, writing, viewing,
visually representing, and hands-on doing.
Dialectic Journal: a type of annotation. The student will
typically be provided with a worksheet listing passages in
a left column and page numbers in the center column.
The right column is left blank for students to reflect,
analyze, and list questions about the presented passages.
The dialectic journal can be used to help students
prepare for a Socratic seminar by focusing annotation to

stimulate and enhance future discussion.

Disciplinary literacy: focuses on how reading and
writing are used in the discipline being studied. It
emphasizes the unique tools that the experts in a
discipline use to participate in the work of that discipline
Learning to read: Basic knowledge of words and their
relationships to one another. Typically only focuses on
word and sentence meaning rather than big ideas. The
act of acquiring skills and strategies to aid in the process
of absorbing and comprehending words and word
meanings.
Reading to learn: Advanced reading capabilities where
structure and vocabulary are developed enough that a
reader may read a selection with ease. The act of
acquiring new information and understanding through
reading.
Reading Identity: term that refers to how capable
individuals believe they are in comprehending texts, the
value they place on reading, and their understandings of
what it means to be a particular type of reader within a
given context.
Target Text: is the main text in a set. This is usually the
most challenging text, and it prompts the selection of the
supplementary texts. The target text can be a novel, a
short story, a primary document, or a scientific research
article that requires background knowledge and extra
information to understand.
Textually Explicit Questions: Require students to
locate answers that have the exact wording in the text
they read. The answers are right there in the text.
Textually Implicit Questions: Require students to

gather information from at least two different parts of the

text to answer.
Scriptually Implicit Questions: Require students to
have background knowledge with utilizing the text to get
the answer.
Text Set: is a set of texts of varying degrees of difficulty
combined to build background knowledge and give
context to aid in understanding a more challenging
anchor (target) text.