Final Exam Study Guide PDF

**Concepts About Print** - Pretend Reading is the initial stage of the reading process. During this first phase, children are getting familiar with sounds, simple words, images, and other concepts related to reading. They can recognize these concepts from stories, previously read to them. -...

**Concepts About Print** - Pretend Reading is the initial stage of the reading process. During this first phase, children are getting familiar with sounds, simple words, images, and other concepts related to reading. They can recognize these concepts from stories, previously read to them. - Through active intervention by adults who reference this concept and through direct prompting of questions formulated like *"What was this story about?"* after concluding the end of a story. Compare their response to the book, if the student only provides answers that were supported by the pictures instead of also including details that are supported by the text, the student may lack print meaning. - Through active intervention by adults who reference this concept and through direct prompting of questions formulated like *"Can you show me a word? Can you show me a space? Point to a drawing."* - Through active intervention by adults who reference this concept and through direct prompting of questions formulated like *"Can you show me which way I should go when I read this book?"* - Understanding the physical components of a book, like the cover, spine, and pages. - Encompasses a broader understanding of how written language functions on a page, including directionality (left to right), word boundaries, and the idea that print carries meaning. - By the end of Kindergarten a student: - - - - - - - - **Phonological Awareness** - Phonological awareness is an umbrella term that includes the awareness of the larger parts of spoken languages, such as words, syllables, and onsets and rimes, as well as the smaller parts, phonemes. Phonemic awareness refers to one's ability to detect, identify, and manipulate phonemes in spoken words. It is the understanding that spoken words can be broken into phonemes. - Isolate - Blend - Segment - Add or delete - Substitute (levels of skills) Word - Syllable - Instrasyllable - Phonemes (phonological awareness tasks) - Isolation - Identify - Categorization - Blending - Segmentation - Deletion - Addition - Substitution. - [Phonemic awareness activities:] Activities that only involve phonemes and still do not involve print. This will involve blending, isolating, segmenting, adding, and deleting the phonemes in a word. [Phonological awareness activities:] Activities that involve all word parts, not just phonemes. This still does not involve print. Reading aloud at the carpet and having students work on blending, isolating, segmenting, adding, or deleting phonemes/ word parts/ syllables/ words. - The smallest unit of sound that can distinguish one word from another. For example, "cat" has three phonemes - /k/ /a/ /t/. Phonemes are the building blocks of language and are crucial for understanding speech. - This refers to the Identify level in the hierarchy of skills in phonemic awareness, or the level second from the bottom. Example: Given a word, student selects the word that has a common sound from a set of 4 different words. - The ability to blend and segment sounds (phonemic awareness skills) indicate that a child is ready for phonics instruction. - [Pre-K & K:] Begin at Isolating first sound [1st Grade & Up:] Start at the individual sound level (blending and segmenting) [Older Learners:] May benefit from more complex phonological awareness skills such as phonome addition/ deletion, and phoneme substitution. **Phonics** - [Consonant blends:] Two consonants that appear together in a word, with each retaining its sound blended. Examples: /fl/ /gr/ /sp/ /mp/ [Consonant digraphs:] Two consonant letters that together stand for a single sound. Examples: /sh/ /th/ /wh/. [Vowel digraphs:] (Sometimes called vowel teams or vowel pairs). Two vowel sounds that together make one sound. Examples: /ai/ in bait, /ee/ in feet, /ie/ in pie, /oa/ in coat. [Variant Vowel digraph:] Sounds that are not commonly classified as long or short vowels. Examples: aw, au, o [Vowel diphthongs:] Two vowel graphemes placed adjacently within the same syllable that work to make a new vowel sound. Examples: the /oy/ in boy, the /oi/ in coin, the /ou/ in cloud [R-Controlled vowel:] The letter r affects the sound of the vowel(s) that precedes it. Examples: er, ir, ur, ar, or. - Some activities include: bingo, read an alphabet big book, letter tiles, alphabet eye-spy, alphabet beads. - The alphabetic principle is the idea that letters and letter combinations represent the sounds of spoken language. The following activities help students build their alphabetic principle: Word ladders and sound boxes to help children build awareness of how letters and their sounds are connected to spelling and pronunciation. - +-----------------------------------+-----------------------------------+ | CVC pattern | CVC stands for consonant, vowel, | | | consonant. CVC pattern words | | | describe 3-letter words that | | | follow the CVC basic structure. | | | | | | Examples: cap, red, kit | +===================================+===================================+ | CVCe pattern | CVCe stands for consonant, vowel, | | | consonant-e. CVCe words are CVC | | | words with the vowel 'e' added to | | | the word, changing the middle V | | | vowel from a short vowel to a | | | long vowel sound. | | | | | | Example: cape, kite, race | +-----------------------------------+-----------------------------------+ | CVVC pattern | CVVC stands for consonant, vowel, | | | vowel, constant. CVCV pattern | | | words describe words with a vowel | | | team in the middle. | | | | | | Examples: deep, feet, book, look | +-----------------------------------+-----------------------------------+ - From easiest to most difficult: 1. 2. 3. 4. 5. 6. 7. 8. - Phonemic awareness is about kids understanding the different phonemes in words without given access to visually seeing those words. The ability to sound out words, identify phonemes, and work on the following: blending sounds, segmenting words, adding sounds, deleting sounds. Phonics is about the connection between sounds and LETTERS. This involves you seeing letters, in other words phonics involves PRINT! - Decoding is in reference to one's ability to break down written words into sounds, which is essential for comprehension. A strong ability to decode is necessary to accurately understand what is being read, if a students is not able to decode, they will not be able to read a text, and therefore will have more difficulty comprehending the text. - Word recognition is the ability to understand the meaning of a word when it seen or heard. This is a vital part of reading comprehension. Automatic word recognition is one's ability to do this automatically. - - - - - - - To decode longer multisyllabic words, teachers can use the following approaches: pattern detection, and syllabication. - To identify patterns in students\' reading and spelling errors, carefully analyze their mistakes, noting specific types of errors like letter substitutions, omissions, inversions, or additions, and look for recurring themes related to phonics patterns, syllable structure, morphology (word parts), or visual discrimination, which can reveal underlying areas where the student needs more support. - Spelling and reading are both connected as they both rely on understanding sound and letter correspondences. However, spelling is the process of encoding sounds into letters to write a word (the process of writing after hearing information) whereas reading is decoding those letters to sound out a word (the process of reading and understanding written text). - - - - - - - Reference the physical sheet of affixes in my READ folder. - Invented Spelling: When students use their best guess to spell a word they haven't learned yet. This is acceptable to use in a classroom because it helps students practice recognizing the phonemes that connect with graphemes. It helps students practice phonemic awareness. - Some sounds are different, specifically when comparing Spanish and English. Note that H in Spanish is silent, J in Spanish is pronounced /h/, and Z is pronounced /s/. **Decoding Strategies** - When decoding one-syllable words, the primary strategy is to sound out each letter in the word and blend them together, while decoding multisyllabic words involves identifying the syllables within a word by looking for vowel patterns, dividing the word into parts, and then blending the syllables together to read the whole word; this often includes recognizing prefixes and suffixes to aid in decoding. For mulisyllabic words remember the strategies we learned or decoding propeller. **Fluency** - Decoding is the foundational skill of breaking down words into their individual sounds to identify them, while fluency is the ability to read text smoothly, accurately, and with appropriate expression, meaning that decoding acts as the building block for achieving fluency; essentially, a reader must first be able to decode words accurately before they can read fluently. - When a student can comprehend the text as recognized through a student's ability to recognize words automatically, students are able to focus on the meaning of the text. If a student can focus on the meaning of a text they are able to increase their comprehension of a text. IF a student has a strong awareness of the comprehension of the text then they are able to read more fluently because they can accrediate less time to trying to comprehend the words in a text. - A student might struggle with reading fluency due to several reasons, including weak decoding skills, limited sight vocabulary, difficulty with comprehension, speech and language challenges, lack of practice reading aloud, insufficient exposure to diverse texts, anxiety about reading, and underlying learning disabilities like dyslexia, which can affect their ability to automatically recognize words and read smoothly. - - - - - **Text Selection** - Predictable texts are characterized by repetitive patterns in words, phrases, or sentences, often accompanied by supportive illustrations, allowing readers to anticipate what comes next in the story by using visual cues and familiar structures, essentially \"guessing\" words based on the context and repetition, making them ideal for early readers. - - - - **[Instructional Purpose for Each Text Type:]** - a. - b. - c. - d. e.