Podcast
Questions and Answers
Which of the following is the most accurate definition of reading fluency?
Which of the following is the most accurate definition of reading fluency?
- The ability to convey emotions and tones while reading a text.
- The ability to decode words accurately but without regard for speed or expression.
- The ability to read quickly, without necessarily understanding the text.
- The ability to read text with accuracy, speed, and appropriate expression. (correct)
Which of the following components is a primary measure of reading fluency?
Which of the following components is a primary measure of reading fluency?
- Ability to identify the theme of the text
- Knowledge of vocabulary
- Ability to summarize the text
- Speed or pace of reading (correct)
Automaticity in reading refers to the ability to read words effortlessly.
Automaticity in reading refers to the ability to read words effortlessly.
True (A)
What is the primary focus of the Language Experience Approach (LEA)?
What is the primary focus of the Language Experience Approach (LEA)?
What does WPM stand for in the context of reading fluency?
What does WPM stand for in the context of reading fluency?
Match the stages of second language acquisition with their descriptions:
Match the stages of second language acquisition with their descriptions:
Which of the following best describes phonological awareness?
Which of the following best describes phonological awareness?
Which of these skills falls under phonemic awareness?
Which of these skills falls under phonemic awareness?
Phonological awareness focuses on letters and spellings, not just sounds.
Phonological awareness focuses on letters and spellings, not just sounds.
What is the ability to hear when words rhyme or sound the same at the end called?
What is the ability to hear when words rhyme or sound the same at the end called?
What is the term for the ability to identify when words have the same first sound, like 'candy' and 'cookie'?
What is the term for the ability to identify when words have the same first sound, like 'candy' and 'cookie'?
In the word 'fish', which part represents the rime?
In the word 'fish', which part represents the rime?
Print knowledge refers to a child's understanding of numbers, not letters.
Print knowledge refers to a child's understanding of numbers, not letters.
What does alphabetic knowledge involve?
What does alphabetic knowledge involve?
The understanding that speech sounds are represented by letters is known as the ______ principle.
The understanding that speech sounds are represented by letters is known as the ______ principle.
What is the main purpose of word analysis?
What is the main purpose of word analysis?
Phonics is a method of teaching math skills by associating numbers with objects.
Phonics is a method of teaching math skills by associating numbers with objects.
What does the term 'grapheme' refer to?
What does the term 'grapheme' refer to?
According to the Texas Prekindergarten Guidelines and TEKS for English Language Arts and Reading (ELAR), what skill should pre-kindergarten students demonstrate regarding sounds?
According to the Texas Prekindergarten Guidelines and TEKS for English Language Arts and Reading (ELAR), what skill should pre-kindergarten students demonstrate regarding sounds?
A consonant blend consists of two or more consonants that ______ together in a word, with each consonant retaining its own sound.
A consonant blend consists of two or more consonants that ______ together in a word, with each consonant retaining its own sound.
Which of the following is an example of a 'vowel digraph'?
Which of the following is an example of a 'vowel digraph'?
In a diphthong, the sound remains constant and does not require a glide between two sounds.
In a diphthong, the sound remains constant and does not require a glide between two sounds.
Which of the following words contains a 'silent e' that makes the vowel have its long sound?
Which of the following words contains a 'silent e' that makes the vowel have its long sound?
A suffix added to a word that changes its grammatical function, but not its core meaning, is called an ______ ending.
A suffix added to a word that changes its grammatical function, but not its core meaning, is called an ______ ending.
Which of the followoing is not a example of cueing system?
Which of the followoing is not a example of cueing system?
An analogy-based phonics approach involves memorizing word lists without understanding sound-spelling relationships.
An analogy-based phonics approach involves memorizing word lists without understanding sound-spelling relationships.
In an asset-based approach to education, what is the focus?
In an asset-based approach to education, what is the focus?
Which of the following is an example of Tier 1 vocabulary?
Which of the following is an example of Tier 1 vocabulary?
Readers understand facts explicitly stated in the text on the ______ level of comprehension.
Readers understand facts explicitly stated in the text on the ______ level of comprehension.
What is the focus of the qualitative measures of text complexity?
What is the focus of the qualitative measures of text complexity?
Identifying the main idea of a text requires inferential comprehension.
Identifying the main idea of a text requires inferential comprehension.
What is the meaning of metacognition?
What is the meaning of metacognition?
What is the difference between Running records and Miscue analysis?
What is the difference between Running records and Miscue analysis?
Match the type of miscue with its description:
Match the type of miscue with its description:
At which stage of word recognition do students rely primarily on memorization and visual cues rather than alphabetic knowledge?
At which stage of word recognition do students rely primarily on memorization and visual cues rather than alphabetic knowledge?
Flashcards
Fluency
Fluency
The ability to read text with accuracy, speed, and prosody (expression, emphasis, tone).
Accuracy (in reading)
Accuracy (in reading)
The reader's ability to correctly pronounce words.
Automaticity
Automaticity
The ability to read words effortlessly.
Prosody
Prosody
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Speed (reading)
Speed (reading)
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Words Per Minute (WPM)
Words Per Minute (WPM)
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Pre-Production/Silent Period
Pre-Production/Silent Period
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Early Production Stage
Early Production Stage
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Speech Emergence/Productive Language Use
Speech Emergence/Productive Language Use
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Intermediate Fluency
Intermediate Fluency
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Advanced Fluency
Advanced Fluency
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Rhyme Awareness
Rhyme Awareness
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Alliteration
Alliteration
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Word Awareness
Word Awareness
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Syllable Awareness
Syllable Awareness
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Onset-Rime Production
Onset-Rime Production
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Phonemic Awareness
Phonemic Awareness
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Phoneme Isolation
Phoneme Isolation
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Phoneme Blending
Phoneme Blending
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Phoneme Segmentation
Phoneme Segmentation
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Phoneme Addition
Phoneme Addition
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Phoneme Deletion
Phoneme Deletion
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Phoneme Substitution
Phoneme Substitution
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Print Knowledge
Print Knowledge
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Alphabetic Knowledge
Alphabetic Knowledge
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Alphabetic Principle
Alphabetic Principle
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Word Analysis
Word Analysis
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Phonics
Phonics
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Sight Words
Sight Words
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High-Frequency Words
High-Frequency Words
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Decodable Words
Decodable Words
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Semantic Cueing System
Semantic Cueing System
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Syntactic Cueing System
Syntactic Cueing System
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Decoding
Decoding
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Study Notes
Fluency
- The ability to read text with accuracy, speed, and prosody (expression, emphasis, tone)
Measuring Reading Fluency
- Accuracy: the ability to correctly pronounce words, with automaticity, which is the ability to read words effortlessly.
- Prosody: the ability to convey expression, refers to using the appropriate inflection and rhythm when reading a sentence aloud.
- Speed: pace at which the reader reads the text
- Students who read at the right speed are easily understood.
- WPM (words per minute) is used to determine if students are reading at the right speed.
Notes on Fluency
- Supervised oral reading improves student fluency.
- Oral reading fluency helps improve reading comprehension.
- Improving students' fluency improves their ability to comprehend what they read.
- Building student fluency can be improved by having them read familiar texts orally
- Reading comprehension increases when reading fluency is increased.
- Modeling how to read demonstrates good fluency.
- Oral language skills help support reading and writing skills.
- The Texas Prekindergarten Guidelines offer suggestions on ways to deliver developmentally appropriate prekindergarten experiences.
- LEA (Language Experience Approach) promotes reading and writing using personal experiences and oral language; materials are learner-generated.
- Reading comprehension is enhanced by promoting oral language.
- The better an individual understands oral language skills, the better they understand reading comprehension skills.
Stages of Second Language Acquisition
- Pre-Production / Silent Period: learner is listening actively, but not yet producing oral language.
- Early Production: learner is listening and absorbing new information and collecting new words, communicating mainly in one and two-word phrases and making many errors.
- Speech Emergence/Productive Language Use: speech becomes more frequent, words and sentences are longer, but the learner still relies heavily on context clues and familiar topics; vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.
- Intermediate Fluency: learner begins to communicate in more complex sentences and often begins to think in one's second language.
- Advanced Fluency: learner has reached a level of near-native proficiency, which may last for a long time.
Phonological Awareness
- Phonological awareness encompasses phonemic awareness, syllable awareness, word awareness, rhyme / alliteration, and onset-rime.
Rhyme Awareness / Alliteration
- Rhyme: ability to hear when words rhyme or sound the same at the end.
- Like blue and flew
- Alliteration: ability to identify when words have the same first sound.
- Like candy and cookie
- Activities to use include: songs/chants, read aloud with rhyming words, hand signal
Word Awareness
- Word Awareness: knowing that individual words make up a sentence
- There are 5 words in the sentence "My dog has black spots."
- Activities include: read alouds, clap it out, provide sentences; show how many words.
Syllable Awareness
- Syllable Awareness: the ability to hear the individual units with vowel sounds that make up a word
- "education" has four syllables: ed-u-ca-tion
- Approaches include: clap it out; Elkonin box
Onset-Rime Production
- Hearing the sounds or sounds before the vowel in a syllable as the onset, and the vowel sound and everything after it as the rime
- Onsets can be consonants, consonant digraphs, or consonant blends
- /f/ is the onset and /ish/ is the rime in the word fish
- /gr/ is the onset and /ape/ in the rime in the word grape
- Activities include: Practice blending; practice segmenting
Phonemic Awareness
- Phonemic awareness is the ability to hear and use individual units of sounds, or phonemes.
- Phonological awareness is all about sounds, not letters or correct spellings.
- Phonemes are the smallest individual sounds in a word; there are several skills that fall under phonemic awareness, which also develop in a simple to complex progression.
Phoneme Isolation
- Ability to separate a single sound in a position of a word
- Initial Isolation: /j/ is the first sound in jet
- Final Isolation: /t/ is the last sound in jet
- Medial Isolation: /e/ is the middle sound in jet
Phoneme Blending
- Ability to blend individual sounds to make a word
- /j//e/ /t/ makes jet
Phoneme Segmentation
- Ability to break down a word into separate sounds
- jet is made from /j/ /e/ /t/
Phoneme Addition
- Ability to add one phoneme to a word
- Jet with /s/ at the end sounds like jets
Phoneme Deletion
- Ability to remove a phoneme from a word
- jet without the /j/ sounds like et
Phoneme Substitution
- Ability to replace a phoneme in a word with another
- Changing the /j/ in jet to /s/ sounds like set
- Activities for phonemic awareness include: Phonemic skill questions, hand signal activities, Elkonin boxes
- Phoneme addition, deletion, and substitution are all considered phoneme manipulation.
Print Knowledge
- Child's understanding of the nature and uses of print
Alphabetic Knowledge
- Ability to recognize, name, and form letters (aka letter recognition)
- Students' alphabetic knowledge is a strong predictor of early reading success.
Alphabetic Principle
- Understanding that speech sounds (phonemes) are represented by graphemes made of letters
- This understanding is the basis for phonics instruction and should be taught through direct instruction.
- Activities for students: have students recite sound of letters (alphabetic principle) and have students recite letter names (alphabetic knowledge).
Informal Assessment of Alphabetic Knowledge and the Alphabetic Principle
- For the earliest literacy skills, much assessment will be ongoing, informal, and based on classroom observations.
- Activities to informally assess the understanding of alphabetic knowledge and the alphabetic principle during class:
- Provide playdough or clay to make letters
- Ask students to use their fingers or body to form the shape of letters
- Use carpet, small sandboxes, or even the air for drawing letters
- Play quick games like "thumbs up, thumbs down" to identify correct or incorrect letter/sound pairings
- If you are assessing alphabetic knowledge, provide the letter
- If you are assessing the alphabetic principle, provide the sound
Formal Assessment of Alphabetic Knowledge and the Alphabetic Principle
- In order to assess students, the teacher needs to do individual assessments.
- Provide a set of letters to the student; the letters can be printed on a list or in manipulative form, such as magnetic letters or letter tiles.
To assess alphabetic knowledge
- Teacher says a letter name, student points to the letter
- Teacher points to a letter, student says the letter name
To assess the alphabetic principle
- Teacher makes a letter sound, student points to the letter
- Teacher points to a letter, student makes the letter sound
Language Inference
- Differences between a learner's native language and the language being learned can cause confusion.
- When a learner applies knowledge from one language incorrectly to another language, it results in word, syntax, or pronunciation errors.
Word Analysis
- Breaking down words into morphemes, or the smallest units of meaning.
- Word analysis can be useful as a decoding tool and can help to determine word meaning.
Intervention - Word Analysis
- Word analysis can help with reading short words with multiple syllables, even for early readers.
- Students struggling with word analysis may need an adjustment in the pacing of instruction; these students could use small-group instruction to play word games or review the meanings of these common word parts with the teacher.
Word Identification & Phonics
- Phonics is a method of teaching the reading and writing of an alphabetic language.
Pre-K Skills (Phonics)
- Demonstrate growing understanding of sounds and intonation of language
- Recognize and name letters and sounds
Kindergarten Skills (Phonics)
- Identify and match the common sounds that letters represent
- Use letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words
- Recognize that new words are created when letters are changed, added, or deleted
- Identify and read at least 25 high-frequency words
Grade 1 Skills (Phonics)
- Decode words in isolation and in context by applying common letter-sound correspondences
- With initial and final consonant blends, digraphs, and trigraphs
- With closed syllables; open syllables; VCe syllables; vowel teams (e.g. vowel digraphs and diphthongs); and r-controlled syllables
- With inflectional endings, including -ed, -s, and -es
- Common compound words and contractions (using knowledge of base words)
- Identify and read at least 100 high-frequency words
Grade 2 Skills (Phonics)
- Decode words with short, long, or variant vowels, trigraphs, and blends
- With silent letters
- With final stable syllables (multisyllabic words)
- Compound words, contractions, and common abbreviations
- Using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV
- With prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
Grade 3 Skills (Phonics)
- Decode words with multiple sound-spelling patterns such as eigh, ough, and en
- Using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts
- Using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants
Grade 4 Skills (Phonics)
- Decode words with specific orthographic patterns and rules, including regular and irregular plurals
- Using advanced knowledge of syllable division patterns such as VV
Grade 5 Skills (Phonics)
- Decode words with consonant changes, including /t/ to /sh/ such as in select and selection and /k/ to /sh/ such as music and musician
- Using advanced knowledge of the influence of prefixes and suffixes on base words
Teaching Phonics
- Phonics instruction connects the sounds in language (phonemes) to their written symbols (graphemes).
- Decoding is using these phonics skills when reading,
- Encoding is using these phonics skills when writing
- Systematic phonics instruction is most effective when introduced at an early age because it improves students' word recognition and spelling
Consonant Blends
- Two or more consonants that blend together when decoded, but with each retaining its own sound
- bl, cl, fl, gl, pl, br, cr, dr, fr, gr, pr, tr, sk, sl, sm, sn, sp, st, str, spr, sw, tw
- St, sp, sk, ct, ft, pt, lt, rk, ld, rd, mp, nt, nk, lf, lp
Consonant Digraphs
- Two consonants that make a single consonant sound when together in a word
- sh, ch, th, wh, kn, wr, ph, mb
Silent e
- A vowel is followed by a consonant and then a silent e at the end of the word that makes the vowel have its long sound
- a_e, e_e, i_e, o_e, u_e
Vowel Digraphs
- also known as vowel teams
- Two vowels that make a single vowel sound when together in a word
- ai, ay, au, ee, ea, ey, ie, ou, oi, oy
Diphthongs
- One vowel sound made by the combination of two vowel sounds; words with diphthongs require a glide between the two sounds
- au, aw, oy, oi, ou, ow, oo
R-Controlled Vowels
- A vowel followed by the letter r when the r dictates how the vowel is pronounced; the vowel will not make its normal short or long sound
- ar, er, or, ir, ur
Inflectional Endings
- A suffix added to a word that changes its grammatical function, but does not change its meaning
- -ed, -er, -est, -ing, -s
Di, graph, and tri
- "Di-" means "two"
- "Graph" means "letter."
- Digraph: two letters that make one sound
- "Tri-" means "three"
- Trigraph: three letters that make one sound
Read and Write (Instructional Strategies - Phonics)
- Provide opportunities for children to read from high-interest texts that include many words that adhere to taught rules of sound-letter relationships.
- Encourage students to use newly-acquired phonics skills in their writing.
Word Building Activities (Instructional Strategies - Phonics)
- Students make words focusing on a specific phonics pattern using a variety of materials, such as letter cards, tiles or blocks.
- This is a great way to work with word families; when students know word families, the number of words they can decode and encode increases greatly.
Phonics and Word Analysis for English Language Learners
- Teachers must ensure that ELLs have the basic phonemic awareness skills to perceive individual sounds in words before beginning phonics instruction.
- ELLs need to know the sounds of letters and letter combinations to decode words as they read and to write.
- Letter-sound correspondence in English is inconsistent (deep orthography), and some English sounds do not exist in English learners' native languages.
ELL Struggles
- Consonant digraphs (two consonants together in words that make a distinct consonant sound, such as th)
- English vowel sounds, especially diphthongs and differences between long and short vowels
- Spanish doesn't distinguish between short and long vowel sounds, like English does. Inflectional suffixes in English can cause confusion for ELLs.
- ELLs commonly drop inflectional endings or forget to alter the pronunciation of some root words when an inflectional ending is added.
- Explicitly teaching students the rules for the different -ed sounds (/d/, /t/ or /id/) can be helpful.
Strategies Used by Teachers (Phonics)
- Emphasizing letters that may have different pronunciations in English than in the students' native language
- Grouping words that contain similar sound patterns, using charts and word banks to categorize words according to similar patterns
- Practicing concepts (like letter recognition, pronunciation of specific sounds, and inflectional endings) in context using content material
- Providing visual representations to help with identification and understanding of vocabulary
- Clarifying and reviewing the meanings of new words as they are introduced
Transfer of Skills Between Languages
- Phonics skills can transfer from one language to another, making it easier for students to learn to read in English if they can read in their native language.
- ELLs should be taught word analysis, which is how to break words down into their smallest units of meaning, morphemes.
- Explicit instruction in the use of roots and affixes can help students improve their vocabulary (and reading) comprehension, pronunciation and spelling.
- Teachers can use cognates to help ELLs to decipher unfamiliar prefixes, suffixes, and root words.
Decoding
- The ability to use letter/sound relationships to read words; the process involves seeing a word, making a connection between the letters and sounds, and blending the sounds together.
- Students need to practice segmenting phonemes, chunking words into manageable parts, and blending them back together
- /s//u/ /n/ sun for segmenting and blending
- /sun//set/ sunset for chunking and blending
- This process is also commonly known as "sounding out words."
Decoding Skill Progression (simple to complex)
- Monosyllabic Words: CVC, CCVC, CVCC, CVCe, CVVC/Vowel Digraphs/Teams/Diphthongs
- Multisyllabic Words: kitten, together, about, photosynthesis
Assessment - Phonics and Word Analysis
- Teachers should continuously assess students' phonics and word analysis skills to inform their instruction
- Students use their knowledge of letter/sound relationships to decode and encode words when using phonics or graphophonemic skills.
- Students break down more complicated, multisyllabic words when they use word analysis skills; this can be useful as a decoding tool and can help to determine word meaning.
- Teachers can assess these skills by listening to students read, observing, and making notes; teachers may record errors in pronunciation phonetically (how they sound) or use the short vowel symbol or long vowel symbol to indicate how the vowel was pronounced.
Varity of Tools for Phonics Assessment
- Nonsense/pseudoword assessments: students read words that are not really part of the English language The idea behind this type of assessment is that students should be able to accurately decode nonsense words based on their phonics knowledge and word analysis skills.
- Connected text: students read multiple sentences that relate to each other, such as a reading passage or book.
- Word list: students read words in isolation off a list.
- Gaps in phonics knowledge can also be observed through students' writing.
Intervention - Phonics Knowledge and Skills
- Challenges related to specific letter sounds, or short and long vowel sounds, are typically easily identified.
- When a student is struggling with specific syllable types or letter combinations, a teacher can listen to the student read aloud or examine their writing in order to diagnose the problem.
- e.g., if a student reads a paragraph aloud and struggles with the words rake, tale, time, and smile, the teacher will know to plan intervention instruction related to vowel-consonant-e words.
Student Needs
- Phonics support: students do not associate the correct sound with letter or letter combination Mispronouncing consonant sounds, vowel sounds (short or long), blends, or digraphs
- Decoding multisyllabic words: students pronounce only part of a multisyllabic word correctly
- Decoding multisyllabic words with roots and affixes: students leave off or mispronounce prefixes or suffixes in words
Instructional Strategies
- Word sorts
- Direct phonics instruction
- Chants and read alouds (students must be able to SEE the words for phonics practice, not just hear the sounds)
- Teach students syllabication and the 6 syllable types (open, closed, vowel digraph/diphthong, r-controlled, VCe, final -le)
- Review morphology (word formation) and proper pronunciation
Sight Words
- Words that students are expected to know without decoding; Memorization (recognizing it by sight) stops the word from inhibiting student progression through a text when a word is very common but isn't decodable e.g., some, was, what
High-Frequency Words
- May or may not be decodable, but appear in text so often that it is best for students to know them by sight instead of decoding them repeatedly
- e.g., know, fly, went, etc.
Decodable Words
- Words that students are expected to need to decode that follow the regular letter/sound correspondence rules
- e.g., sit, dog, on, etc.
Word Identification Skills
- Several strategies readers can use to identify a written word involve decoding, which is the ability to use knowledge of letter-sound relationships (including groups of letters) to correctly pronounce words.
- Phonics: Understanding the relationship between letters and sounds, such as applying the knowledge the 'sh' makes the /sh/ sound to decode the word "ship"
- Structural/Morphemic Analysis: Using knowledge of word parts (morphemes); such as breaking up the word "redo" into its prefix "re" and its root, "do," to decode the word "redo"
- Sight Words: Recognising a word without decoding such as "who, of, you, they, etc.". Some words are introduced as sight words because they do not follow the standard rules of phonics and cannot be decoded
- Contextual Analysis: Uses surrounding information in a text to help determine a word
Cueing Systems
- Semantic Cueing System: Prompt, "Does that make sense?" draws on cues for meaning
- Syntactic Cueing System: Prompt, "Does that sound right?" draws on structural cues
- Graphophonic Cueing System: Prompt, "Does that look right?" draws on visual cues
Synthetic Phonics Approach
- Phonics instruction is systematic, sound/spelling relationships are taught explicit, meaning instruction is direct
- Students learn to make letters and combinations of letters into sounds and blend those sounds together to form words.
- Practice materials, such as decodable text, are provided so students have the opportunity to practice learned phonics rules in context.
Analogy-Based Phonics Approach
- Students learn to use a rime (phonogram) in a familiar word to read an unfamiliar word with the same rime.
- The unfamiliar word is decoded by blending the shared rime with the new onset.
- e.g., if students are unfamiliar with the word track the teacher can introduce the rime -ack in the familiar word back and then point out that track and back both contain ack. The teacher would then prompt students to blend -ack with the onset tr to read track.
Analytic Phonics Approach
- Instruction begins by identifying a familiar word; the teacher then introduces a sound/spelling relationship within the familiar word.
- e.g., the teacher could begin with the familiar word sit and bring the medial sound /i/ to the students' attention. The teacher would then show students additional words with the same medial sound such as lip, bib, and fin, and ask them to read the whole words aloud.
Embedded Phonics Approach
- Instruction is embedded within authentic literacy experiences, which means rules of phonics are introduced informally as students come across them in their reading and writing. Instruction is focused on word-solving skills; meaning students are taught to use context, illustrations, and familiar word parts, including the first and last letters of words to identify unfamiliar words.
Roots
- The bases to which affixes may be attached and provides the core meaning of a word, which may be free (stand alone as its own word) or bound (cannot stand alone)
Affixes
- Morphemes that can be attached to roots to modify them in some way, can be categorized as prefixes or suffixes, but cannot stand alone as their own word
Derivational Affix
- Alters the meaning or part of speech of a word
- Eg. Adding the prefix re- to "do" to = redo changes the meaning to "to do again“
- Or adding the suffix -ful to "joy" to become the adjective "joyful"
Inflectional Affix
- Alters the form of the word, but typically does not change it’s meaning.
- E.g., loud, louder, and loudest can all be used as adjectives or adverbs, or jump, jumps, jumped, and jumping are all verbs, but they are in different tenses
- Derivational affixes can be prefixes and suffixes, while inflectional affixes are usually only suffixes.
Compound Words
- Complete words joined together to create a word with a new meaning.
- Ex. bed+time= bedtime
Six Syllable Types
- Closed - Spelled with one vowel letter and ends in one or more consonants; vowel makes short sound
- Open - Spelled with a single vowel letter that ends with its long vowel sound Vowel-Consonant-e (VCe)- Made from one vowel + one consonant + silent e; vowel said it's long sound
- Vowel Team (Digraphs and Diphthongs) - uses 2-4 letters to spell the vowel sound (long, short, or unique)
- Final Stable - Made with a consonant + l + silent e
- R-Controlled - follow a vowel where r changes how the the vowel is pronounced
Asset-Based Approach to Education
- Builds learning around a student's strengths and existing knowledge, rather than focusing on what they lack
- The asset-based approach views diversity in thought, culture, and traits as positive assets that should be valued and contrasts with the deficit-based approach, which focuses on students' shortcomings
Texas Essential Knowledge and Skills - Reading (Kindergarten)
- Identifies and produces rhyming words
- Identifies uppercase and lowercase letters
- Identifies and matches the common sounds that letters represent
- Recognizes that new words are created when letters are changed, added, or deleted
- Identifies, spells, and reads at least 25 high-frequency words
- Understands print directionality
- Demonstrates basic comprehension skills of texts read aloud. e.g., identifies main characters, makes predictions and inferences, synthesizes information, evaluates details, etc.
Texas Essential Knowledge and Skills - Reading (Grade 1)
- Sounds out new words
- Identifies, spells, and reads at least 100 high-frequency words
- Demonstrates basic comprehension skills. e.g., makes connections, establishes purpose for reading, etc.
- Recognizes organizational pattern/structure of texts e.g., chronological order
Texas Essential Knowledge and Skills - Reading (Grade 2)
- Decodes words with silent letters, short and long vowels, multisyllabic words, compound words, etc.
- Fixes mistakes while reading
- Uses context to determine the meaning of a word
- Reads grade-level text independently with fluency and comprehension
- Identifies plot, main idea, and characters
- Synthesizes information to create new understanding
- Recognizes characteristics and structures of informational and persuasive texts, narratives, and simple poetry
- Understands the use of descriptive, literal, and figurative language
Texas Essential Knowledge and Skills - Reading (Grade 3)
- Understands roots, suffixes, and prefixes
- Decodes multiple-syllabic words with multiple sound-spelling patterns
- Predicts what will happen next
- Uses context within and beyond a sentence to determine the meaning of a word
- Analyzes basic plot elements, infers more advanced themes, compares and contrasts stories, explains relationships among characters, and understands the influence of setting on plot
- Recognizes characteristics of argumentative texts
- Understands literary techniques including similes, onomatopoeia, and hyperbole
Texas Essential Knowledge and Skills - Reading (Grade 4)
- Decodes words with specific rules
- Understands homophones
- Follows written directions
- Uses references and prior knowledge to learn new words
- Paraphrases
- Analyzes more advanced plot elements (e.g. rising and falling action)
- Identifies the author's purpose and style choices
Texas Essential Knowledge and Skills - Reading (Grade 5)
- Understands literary techniques including metaphor and personification
- Recognizes characteristics of multimodal and digital texts
- Reads different genres fluently
- Identifies most important information in text
Response to Intervention (RtI)
- A research-based instructional intervention process used in general education classrooms to monitor and measure student progress in order to preemptively identify struggling students and provide support
- The goal is to provide a systematic process for students experiencing learning and behavior difficulties, who may not meet the grade-level achievement standards
- The RtI process includes these fundamental elements:
- High-quality, research-based classroom instruction
- Ongoing progress monitoring
- Frequent communication with parents
- Tiered instruction based on a three-tier model: core classroom, targeted small group, intensive
3 tiers
- Tier 1: Assess all students in the class and use differentiated instruction during the class time to tailor the teaching approach to meet student needs.
- Tier 2: If students need more targeted help, introduce small groups to work on specific skills during enrichment activities to avoid distractions.
- Tier 3: Smallest groups who require extremely specialized one on one or very small groups to make progress.
Running Records
- Notes made while listening to a student read aloud to identify strengths and weaknesses, and guide future reading instruction
- Used to document student behaviors and errors while reading a text (oral fluency assessments, fluency probes, or miscue analysis)
- Documented behaviors and errors are called miscues
Examples of Teachers Recorded Miscues
- Repetition: repeating word or group of words
- Pause: pause before or in the middle of the word
- Self-Correction: Recongizing and correcting error
- Substition: word replaced with another word
- Insertion: A word or group is added
- Omission: Word is skipped
Stages of Word Recognition
- Students require direct instruction on letter/sound relationships and are likely to need practice with foundational reading skills
- Stages are Pre-Alphabetic (recognizing memorize logo), Partial-Alpabetic (combine limited knowlege), Full-Alphabetic (decode familiar words) and Consolidated-Alphabetic stage (use structures).
- Each stage requires different learning instructions.
- Automatic Stage: Able to read fluently
Five Stages of Spelling Development
- Precommunicative spelling: uses letters from the alphabet to represent words without demonstrating knowledge of letter-sound correspondence. (Letters are random)
- Semiphonetic spelling: Some knowledge of letter-sound correspondence apparent, and often single letters are used to represent whole words, syllables, or sounds with used multiple letters.
- Phonetic spelling: A child can use a letter or group of letters to represent every sound heard in a word, but maybe unconventional.
- Transitional spelling: A child moves from depending on letter correspondence to incorporating knowledge of word structure.
- Conventional spelling: A child apply knowledge of letter-sound relationships, general spelling rules, and morphology.
- Gradual progress is normal in these states which unfold in a predictable order.
Levels of Comprehension
- Literal Comprehension: understand the stated main idea and other facts from the text.
- Inferential Comprehension: understand parts of the text which were not explicitly stated (make conclusions based on the text)
- Evaluative Comprehension: evaluate and analyze the text through questioning All levels are important to work together to deeper explain understanding of the test.
Metacognition
- Essential component of active reading or thinking about ones own thinking.
Relationships Among Words
- Use graphic organizer while creating connections between words.
Includes:
- Synonyms: words with same or similar meaning.
- Antonyms: words with opposite meaning.
- Homographs: words spelled same with different meaning.
- Homophones: words or pronounced same with different meanings or spelling.
- Analogies: usually different thing with same common characteristics.
Tiers of Vocab
- Teir 1: Common vocab people enter school with
- Tier 2: Academic: Often heard from multiple context areas.
- Tier 3: Academic in words that are specific All levels are specific in the area.
Qualitative Measures
- Aspects of texts can only be measured with a reader or meaning.
- Meaning includes structure and language or knowledge.
Quantitative measurez
- Aspects of the text will be too hard to read; complex word choices, and high test cohesion
Reader and task considerations
- All aspects texts will relate and have to be used correctly.
Vocab
- Decoding: Read and letters sounds relationship
- Print : High word frequency
- Based phonics: focusing words
- Consonant blends and sound related to the blend. Dysgraphia: Messy handwriting.
- The Matthew effect where reader becomes better over time. Inflectonal change in tone number of intensity (changes number like plural or past to present)
- Deriviational: changing meanings
Foundational Reading Skills
- Phonemtic awareness, phonics, recognition of high frequency, reading fluency
Reading Comprehension
- Vocabulary, structures, evaluative with informational texts
Steps After Writing
- 1: Identify the weakness
- 2 Descrition: Describe the strategy of intervention
- 3 Effect of description All steps are need too be successful
- TEKS are need for your success
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