7812 Reading- Language

Sequential

In order of events (first, second, third) OR consequently, therefore

Comprehension

Understanding a story If a student comprehends a story, they can put it down and tell the main idea of the story and details that occurred in the story

Tier 2

You will see this word over multiple subjects- across curriculum predict- reading predict- science reduce, natural, and imprint

all have the short "o" sound

clock, socks, pot

Directionality

read from left to right (point to text)

Phoneme categorization

recognize a word with a sound that does not match the sounds in other words Ex. What word does not belong, "cat" "can" "hat" (hat because it starts with an h)

Syntactic

grammatical

Semantic

having to do with the meaning of words or language

Pie Chart

illustrates a part of the whole

Compare and Contrast

*Venn Diagram* -compare (two alike) -contrast (two different)

44-63

44-63

The student thinks that each sound is only represented by one letter

A student spells the words "sail", "throne', and "ship" as "sal", "ton", and "ship" What can you conclude from this pattern of errors?

Emergent spelling

Children string scribbles, letters, and letter like forms together, but they don't associate the marks they make with any specific phonemes.

context clues

Clues in surrounding text that help the reader determine the meaning of an unknown word

Tier 3

Ex. isotope -use in a specific subject (chemistry)

morphemes- words that can be broken into parts (focus on suffix/prefix)

Ex. uncaring, running, smallest, dogs un/car/ing (3), runn/ing (2), small/est (2), dog/s (2), the (1)

Narrowing the focus

Going from a big topic to a small topic (going to camp to climbing a rope at camp)

Reading a big book with a pointer to the class

How to teach Directionality and One-to-one matching?

Point to each word as they read (one-to-one correspondence)

If a student shortens sentences as he or she reads

Root words

Main part of the word that provides the word's basic meaning also known as 'base words'.

initial phonological unit- C

Onset in cat?

th

Onset in think?

Counterargument

Opposite point to the point you are making (then return to your point)

Phoneme Segmentation

Recognize the separate sound units of words

Phoneme deletion

Removing phonemes from words to make new words Ex. "Say mice without the m"

Phoneme substitution

Students see the following directions on their homework: Replace the beginning sound of each word with the /m/, /k/, and /p/ sound to create a new word that matches the picture. What is the teacher testing them on?

Reading rate

The speed at which a person reads accurately, usually measured in word per minute.

Consonant blends

Two or three consonants that appear together in a word, with each retaining sound when blended (fl, gr, sp, mp)

Sorting words into different "ed" sounds Students should make a chart for all of the "red" ending word, "ed" ending words, and "ted" ending words

The teacher hands out the spelling list. Words on the list include words that end in "red", "ed", and "ted" such as scared, started, closed. What will help the students learn the words?

1. students knows how to space words 2. student knows words move left to right *Student does not know words are make of sequences of letters*

The writing sample shows evidence of:

Consonant Digraphs

Two consonant letters that together stand for a single sound (sh, th, wh)

Narrative

Use I- story about an experience

A. Ship/shape

Which has identical onsets? A. ship/shape B. scrape/skirt

Sentence Frames

___________ make a good point. But _________________________.

long "a" sound

ate, fate, late

Consonant Vowel Patterns

boat (cvvc) hat (cvc) ate (vce)

short "a" sound

cab, dab, gab

Phonetically regular

common phoneme-grapheme relationships Ex. Teach, land, Fine

Prosody

expression in your voice as you read/ punctuation (pause at commas and stop at periods)

Fluency

flow of reading If a student is fluent with a text they DO NOT need to sound out words or stop to look up a word.

summarize

give a brief statement of the main points of a passage

informational text

gives facts and examples about a topic

it's

it is It's hot outside!

Building suspense

on the edge of your seat- really excited about what will happen next- she was about to drive close to the cliff

contrast

opposite

its

possessive The dog lost its collar.

Descriptive

see, smell, hear, feel (describing with details) Ex. The dog is wet and furry

narrative text

tells a story

phoneme

unit of sound s- s th- thuh fl- fluh

Developing a character

who is the girl? what does she wear? what is her personality? What is her favorite outfit?

One-to-one matching

word in the book relates to the word you are saying out loud

Graphophonemic

words that share some letters and similar construction Ex. stories, storing

Tier 1

words that you see everywhere girl, boy, us