Combombination of Praxis II Teaching Reading Sets
Phonological Awareness
A broad skill that includes identifying and manipulating units of oral language-parts such as words, syllables, and onsets and rimes.
Bloom's levels of Comprehension
A classification of intellectual behaviors important to learning (knowledge, understanding, application, analysis, synthesis, and evaluation)
Diphthong
A complex speech sound beginning with one vowel sound and moving to another within the same syllable. (boy-oy noise- oi).
Lyric
A short poem with personal feeling; most often put to music
Fable
A short stroy, often with animals as the main characters, that teaches a moral or lesson to the reader
Closed syllable
A short vowel, followed by at least one consonant: much, vet, shell, insect, publish, sunset
Parable
A simple, short story thats used to explain a belief, a moral, or spiritual lesson
fantasy
A story including elements that are impossible such as talking animals or magical powers.
science fiction
A story that blends futuristic technology with scientific fact and fiction.
Folktale
A story that has been passed down orrally form one generation to another; the characters usually follow the extreme (all good or all bad) and in the end are rewarded or punished as they deserve.
Myth
A story that was created to explain some natural force of nature, religious belief, or social phenomenon. The gods and goddesses have supernatural powers but the human characters often do not
realistic fiction
A story using made-up characters that takes place in modern times.
folktale
A story, often with a message, that was initially passed on by word of mouth.
The Input Hypothesis
Argues that learners of second languages progress along the natural order only when they encounter second language input that is one step beyond where they are in the natural order.
Systematic, explicit instruction to develop comprehension skills
Build background knowledge, think alouds, modeling, questioning before, during, after. Critical thinking-finding the deeper meaning.
Six Syllable types acronym
CLOVER C-closed, L for le (ending), o for open (long vowel at end of syllable) v for vowel pair eg:teacup (two vowels go walking), e for magic/silent e, and r for r controlled.
Man vs. Society
Conflict in which societal values and custons are challenged by a person
Man vs. Fate
Conflict in which the problem or struggle appears to be far beyond the person's control
rimes
Part of a syllable that contains the vowel and all that follows it ( the rime of bag is ag and the rime of swim is im)
rimes
Part of a syllable that contains the vowel and all that follows it (i.e., the rime of bag is ag and the rime of swim is im.)
Cue Systems Grapho-phono
Part of the cue system - the letter-sound information. To decode text, good readers use the orthographic information the visual information contained in the letters in the word
The Natural Order Hypothesis
People learn language in four steps: 1. They produce single words. 2. They string words together based on meaning and not syntax 3. They begin to identify elements that begin and end sentences 4. They begin to identify different elements within sentences and can rearrange them to produce questions.
Intermediate development stage
Period of language acquisition following the telegraphic stage and prior to the adult stage
Telegraphic stage
Period of language acquisition in which the child may omit some syllables in words, substitute sounds, and use only a pivot word with other words--much like a telegram (about 28 months old)
Holophrastic stage
Period of language acquisition in which there is one-word communication
phonological
Pertaining to a speaker's knowledge about sound patterns in a language.
Activities to build phonemic awareness cont'd
Phoneme addition:Children make a new word by adding a phoneme to an existing word. "What word do you have if you add /s/ to the beginning of park? Children would respond Spark
Progression of phonics instruction part 3
Phoneme awareness: Identify and match the initial sounds in words, then final and mid. -Segment and produce the initial sound then the final and middle sound. -blend sounds into words- segment the phonemes in two or 3 sound words moving to 4 and 5 sound words as student becomes proficient. - Manipulate phonemes by removing, adding or substituting sound.
Activities to build phonemic awareness contd
Phoneme categorizations; Children recognize the word in a set of three or four words that has the odd sound: "Which word doesn't belong? Bus, bun, rug? Phoneme blending: Children listen to a sequence of separately spoken phonemes and the combine the phonemes to form a word . What word is b/i/g- now let's write the sounds in big , then write word on board and read word
Activities to build phonemic awareness cont'd
Phoneme deletion: Children recognize the word that remains when a phoneme is removed from another word. What is smile without the /S/ Children: smile without the /s/ is mile
Conjunctive adverbs
accordingly, besides, consequently, finally, furthermore, however, indeed, in fact, moreover, nevertheless, next, nonetheless, now, on the other hand, otherwise, perhaps, still, therefore...
Components of fluency
accuracy, automaticity, rate, and prosody
phonograms
also called rimes- letter patterns that help form word families (ad, at, ack, ag an ap ess, en). A grapheme whih represent a phoneme or compbination of phonemes.
Rubric
also known as a scoring guide. It is used as a set of guidelines for evaluating a student's work.
suffix
an affix that is added at the end of the word
Phonological Awareness
an awareness of an the ability to manipulate the sounds of spoken words; it is a broad term that includes indentifying and making rhymes, recognizing alliteration, identifying and working with syllables in spoken words, identifying and working with onsets and rhymes in spoken syllables.
monitoring
an awareness of one's understanding of text while the text is being read
Hyperbole
an exaggeration or overstatement that may or may not be realistic and is not meant to be taken literally
Allusion
an indirect reference to a person, place, thing, or event considered to be known to the reader
alphabetic principle
an understanding that letters and letter patterns represent the sounds of spoken words.
onsets
any consonant sounds before the vowel
Imagery
appeals to the readers senses
Interactive Writing
approach to writing in which students and teachers co-construct text during explicit demonstration of writing and writing strategies; they individually share the pen by contributing letters, words, or phrases to the written piece
cloze
assessment to determine instructional, independent or frustration reading levels. A great way to assess the whole class at once. Passages need to be > 275 words. Teacher deletes every fifth word. Independent = 60% or more of the words, Instructional = 40-60% of the words, Frustration = less than 40% of the words.
miscue analysis
assessment, reading errors (miscues) are the basis for determining the strengths and weaknesses of students' decoding ability and word analysis skills (correction, insertion, omission, repetition, reversal, substitution)
Speech production
expressive language skill. Includes articulation or pronunciation of speech sounds and speech-sound sequences- unconscious skill
word families
groups of words that have the same ending sound (rime) but a different beginning sound (onset), such as can, man, fan.
grammar
in a language, a system of rules that enables us to communicate with and understand others
morpheme
in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)
phoneme
in a spoken language, the smallest distinctive sound unit
phonics
n. The study of the sounds of the letters of the alphabet. Reading instruction that teaches sound-symbol correspondences
Summative Assessment
occurs after learning has taken place and summarizes students' progress at the end of a unit or a semester or at some other point in time
Indefinite pronouns
one, any, each, anyone, somebody, all...
literature circles
small, temporary, and heterogeneous groups of student that gather together to discuss a book that each of them are reading with the goal of enhancing comprehension.
supporting ideas
smaller ideas that help support your main idea
morphemes
smallest meaningful units of speech; simple words, suffixes, prefixes; examples: red, hot, calm, -ed, pre-
Activities to Build Phonemic Awareness
Phoneme isolation: Recognize individual sounds in words.What is the first sound in Van (V) Phoneme Identity- Children recognize same sounds in different words: What sound is the same in fix, fall and fun
Assessment of Phonological skills
Phoneme segmentation and blending tasks are the most reliable and accurate predictors as well as letter recognition. Students whose PA is underdeveloped will also have difficulty associating phonemes with graphemes during word reading and spelling tasks
Phonological awareness
sound-symbol recognition
short vowel
sounds represented by vowel letter as in the word bat.
invented spellings
spelling children use early in their reading and writing development as they begin to assciate letters to sounds
Orthography
spelling patterns
comprehension strategies
strategies used to help students understand and remember text, self-monitoring, re-reading, summarizing, note-taking and outlining, mapping, learning logs where they generate questions about the text
Affixes
subordinate additions to rood words with grammar-like functions. They can either be added to the beginning (prefixes) or the end (suffixes)
Do not capitalize
systems of government or individual adherents to a philosophy; compass directions or seasons
analogic phonics
taugh to notice patterns in words known to figure out other words; spelling based and making words
3 ways to connect to a story
text-to-text text-to-word text-to-self
Phonemic awareness
the ability to notice, think about, and manipulate the individual sound in words
Fluency
the ability to read a text accurately and quickly. It frees students to understand what they read.
Tone
the attitude or feeling that a pieve of literature conveys through the characters, word choice, and writing style. EX. humorous, sad, serious,etc
Objective case
the category of nouns serving as the direct object of a verb. me, us him, her, whom, them
Nominative case
the category of nouns serving as the grammatical subject of a verb. I, we he, she, who, they
Inciting force
the character or event that triggers the central conflict
vowel
the letters a, e, i, o, u, and sometimes y
denotative meaning
the literal or dictionary meaning of a word or phrase
Decoding
the process of translating written language into verbal speech sounds.
expository
the purpose of the author is to inform, explain, describe, or define his or her subject to the reader.
Falling action
the series of events that occur after the climax which wrap up the story
Phonemes
the sound-symbol correspondence of words
Context
the student has trouble using context clues to figure out the meaning of an unknown word
morphology
the study of word formation and structure
Analogy clues
Readers are able to draw connections between patterns, simple words, and syllables.
The largest source of increasing one's vocabulary
Reading
3 reasons why some students struggle to become fluent
Reading books too difficult, Reading very little, Frequently asked to read aloud and then teachers interrupt and correct them
Indirect Vocab instruction cont'd
Reading extensively on their own- the more they read on their own, the more words they encounter and the more word meanings they learn
Fluency
Reading is done with expression, is automatic and flowing (does not require comprehension)
Balanced Reading Program
Reading to children, reading with children,& reading by children
Fluency
Reading with proper speed, accuracy, automaticity, expression, and intonation - aids in comprehension
The 3 parts of Language acquisition
Receptive, Cognitive, Expressive
Ways to assess phonemic awareness
Recognizing Rhyming words, Oddity Tasks (which one does not belong), Syllable and sound counting task, initial consonant sound test, same different word pair task, auditory sound blending task, segmenting sounds
Word structure clues
Recognizing frequent letter groups.
Reading Speed
Refers to the rate at which students read. Readers should adjust their speed depending on the difficulty of what they're reading and their purpose
Preposition
Relates a noun or pronoun to another word in the sentence. (Anywhere a squirrel can go)
Cue system
The Three Cueing System model suggests that there are three cues that good readers make use of to identify individual words in text (Sementics, Syntax, Grapho-phono)
Phonemic Awareness
The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words
phonemic awareness
The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language.
Prosody
The ability to orally read sentences expressively, with appropriate phrasing and intonation
Accuracy
The ability to recognize familiar words automatically, without conscious thought
Structural Analysis
The ability to study words to identify their individual meanings.
Context clues
The ability to use words, meanings, and context to extract the meanings of unknown words.
449 CE
The accepted date of the birth of the English language.
Phonology
The basic sound units of language (phonemes)
three features of expository writing
This is an essay that may describe a thing or a process. It can analyze people, events and objects. It can provide facts and notions that can be supported by proofs.
Decode
This is when we analyze a spoken or written word to discover its pronunciation or meaning.
Teaching Words with multiple meanings
Words with multiple meanings and idiomatic expressions are difficult for students. Dictionaries may provide to many definitions and students will have difficulty trying to figure out what context to use.
Synonyms
Words with the same meaning (cold, cool, chilly, frigid, frosty, freezing)
Nonfiction
Writing in which the information is presented as a fact or as a truth. Does not necessarily mean that the info is accurate or valid. Examples: Essays, journals, textbooks, book reports, letters, menus
Realism
Writing in which the reality of life is shown
figurative language
Writing or speech that is used to create vivid impressions by setting up comparisons between dissimilar things, [examples are metaphor, simile, and personification.
Ideographic writing
Written abstract symbols that represent ideas--not just concrete objects and actions.
antonym
a word that means the opposite of another word
automaticity
ability to respond quickly and efficiently while mentally processing or physically performing a task
Consonant-le syllable
AKA final stable syllables. Bubble, maple, kettle, and fiddle.
Phonological awareness
Ability to identify, think about and manipulate the parts of words, including syllables, onsets and rimes and phonemes.
Components of Fluency
Accuracy, Identifying unfamiliar words quickly, To read fluently a student needs to read a piece of text that is independent level 95% accuracy, Reading Speed and Prosody
Language acquisition v. Language learning
Acquisition: subconscious, has an emphasis on communication and reception, results in fluency. Learning: conscious, has an increased emphasis on syntax and grammar, and fluency is not a guarantee.
Reading Strategies
Activating prior knowledge; predicting or asking questions; visualizing; drawing influences; determining important ideas; synthesizing information; repairing understanding; confirming; using parts of a book; reflecting
Visualizing
Active readers create images based on the words they read in the text, which increases understanding.
Affixation
Adding a prefix or suffix to a word.
11 Processes of word formation
Affixation Compounding Conversion Stress shift Clipping Acronym formation Blending Backformation Using brand names Onomatopoeia Borrowing
Discussion circles
After a text is read the teacher prompts the student, perhaps asking for funny or unusual words.
Ages of Phonological Awareness
Age 4 Rote imitation and enjoyment of rhyme and alliteration, Age 5 Rhyme recognition- odd word out, recognition of phonemic changes in words, Hey diddle fiddle- (child would recognize not correct) Clapping and counting syllables
non-fiction
All of the information is based on true facts and not made up.
Onset
All the sounds in the syllable before the vowel
man vs. nature
Conflict in which a person or people have a run-in w. the forces of nature
Improving reading speed
Best way to improve is through repeated readings. Practice reading at independent level, record progress monitoring data, have guided reading lessons, and listening centers
Man VS. Man
Conflict in which one person is pitted against another
Connotation
The impression or feeling a word gives beyond its exact meaning.
Exposition (plot element)
The intro of the story in which the reader is introduced to the setting, the tone, the characters, and initial understanding of the story
Activating prior knowledge
Thinking about connections between the text, real life experience, and the larger world. Readers pay more attention when they relate to the text.
metacognition
Thinking about one's own cognitive processes
Meter
The rhythm of the poem; the accented and unaccented syllables
Interpretive/Inferential Comprehension
The second level of understanding. It requires the student to read between the lines and may require readers to define figurative language or identify terms. They may have to figure out the meaning on their own. Ex. determining author's purpose, main idea of a passage, point of view of the author, or essential message of the piece.
Stanza
The sections or lines of a poem. There are six common stanzas: couplet: 2, triplet: 3, Quatrain: 4, sestet: 6, septet: 7, octane:8
Plot
The sequence of events within a story. The plot is the reason that the events occur w. in a story. Has 8 elements
Rising action
The series of events that builds up from the conflict ending with the climax
Phonemes
The smallest units comprising spoken language. Combine to form syllables and words. For example, the word 'mat' has three phonemes: /m/ /a/ /t/
Grapheme-Phoneme Correspondence
The sound-symbol relationship between letters and sounds
Reading Rate
The speed at which a person reads; generally measured as words per minute or words correct per minute. (is able to read and comprehend)
Repetition
The stating of a word or phrase more than once which adds rhythm or focus.
Omniscient
The story is told be a narrator who is all knowing and knows everything about all the characters (inner thoughts included.
Limited Omniscient
The story is told by a narrator whose knowledge is limited to knowing all inner thoughts and feelings of one character (major or minor)
Objective (POV)
The story is told through actions and dialogue; the reader must infer what the characters think and feel. The narrator is a detached observer.
First Person (POV)
The story is told through an inside voice ( the narrator is participating in the sotry as a character). The reader receives info from a narrator who is directly involved in the action, and the narrator may or may not be reliable; narrator is biased
Third Person (POV)
The story is told through an outside voice ( the narrator is NOT one of the characters) but informs the reader about how the characters feel.
biography
The story of a real person's life that is written by another person.
autobiography
The story of a real person's life that is written by that person.
Maze Passage
The student chooses from three or more words the one that is the correct replacement for a deleted word.
Concepts/Schema
The student does not comprehend the new word because of a lack of conceptual knowledge related to the word
Clarifying and enriching the meaning of a known word.
The student is learning finer, more subtle distinctions or connotations, in the meaning and usage of words. For example, he is learning the differences between running, jogging, trotting, dashing and sprinting.
Semantics
The study of meaning as conveyed through language.
morphemic analysis
The study of the meaningful parts of a word including its prefix, root, and suffix
Euphemism
The substitution of less-offensive words for words considered explicitly offensive. Using "passed away" rather than "died."
Cue System semantics
(Context) The range of possible words is restricted by the context, so when children come to a word they do not know, they can "guess" based upon context (ex.; using a picture to help identify a word)
Instructional Strategies for Teaching Letter Recognition
(Graphemes)-letter name (Phonemes-letter sounds)
KWL Chart
- activating prior knowledge K: know W: want to know L: learn & still want to learn
Interrelatedness between print and speech
- print is speech written down
Specific word instruction
-deepens students knowledge of word meanings. Helps both vocabulary learning and reading comprehension- best when students are provided over an extended period of time and they work actively wit the words. Use in different contexts- more likely they are to learn the words. Repeated exposure
Ways to use Graphic organizers
-guide students through a text, elicit what students already know about a topic, assist students in summarizing what they have read and prepare students for writing
Indirect Vocabulary instruction
-students are engaged is oral language daily- they hear new and interesting words- the more oral language experiences children have the more word meanings they learn. Adults reading to them- engages child in a book discussion after reading- helps them learn new words & concepts to relate them to their prior knowledge and experience
Word learning strategies
-use of dictionaries & other reference aids, use information about word parts to figure out the meanings of words in text and how to use context clues to determine word meanings.
Importance of students ability to differentiate between words and spaces
...
John Macnamara
...holds that children have an innate capacity to read meaning into social situations, rather than having an in-built language device, that makes them capable of understanding language.
Jerome Bruner
...holds that while there may be a Language Acquisition Device (LAD) as Chomsky suggests, there must also be a LASS, Language Acquisition Support System.
Progression of Oral Language Development
0-3 Months coo, cries, smiles, 4-6 Months babbles are more speech like may include sounds such as p, b, m. 7mo-1 year Imitates different speech sounds, longer groups of sounds, begins saying words such as bye, and mama, dada
Progression of Oral Language Dev. continued
1-2 years= uses more words each month. Puts two words together in to phrases, asks questions, Where Daddy? 2-3 yrs= words for almost everything uses 2-3 words together more easily understood
Factors that affect a student's ability to understand reading text
1. Accuracy and Fluency 2. Reading Level of Text 3. Word Recognition skills 4. Prior Knowledge or Experiences 5. Vocabulary 6. English Language Development
7 Crucial Understandings About Print
1. Children who have had many print experiences know why we read & write. 2. Greater knowledge to make sense of the info they read. 3. Understand the conventions & jargon of print. 4. Have higher levels of phonemic awareness. 5. Can read some important-to-them words. 6. Know some letter names and sounds. 7. Are eager and confident in their reading and writing
Progression of teaching 6 syllable types
1. Closed 2. Vowel consonant e 3. Open syllables, 4. Vowel teams, 5 Vowel _r or r controlled 6 Consonant Le
4 Levels of communication
1. Concrete 2. Semi-concrete 3. Semi-abstract 4. Abstract
6 thinking processes:
1. Connect 2. Organize 3. Image 4. Predict 5. Self monitor 6.Generalize
Early Readers
1. ID most high frequency words. 2. Use pics to confirm meaning . 3. Use Syntax & Phonics to figure out most simple words. 4. Use spelling patterns to figure out words. 5. They are gaining control of reading strategies. 6. Use their own experiences & background info to glean meaning.
Sonnet
A 14 line poem that states the poet's personal feelings. Shakespearean(english) and Petrarchan (Italian)
When to use a comma
1. In a series 2. With a long introductory phrase (not a short phrase, unless it includes a verb form being used as another form of speech: "When eating, Mary..." or "Having decided to leave, James...") 3. To separate sentences with two main ideas 4. To separate an introductory subordinate clause: "Whenever I can, I try to..." 5. To slow the flow of the sentence: appositives, interjections, direct address, tag questions, geographical names and addresses, transitional words and phrases, parenthetical words and phrases, unusual word order) 6. With nonrestrictive elements 7. To set off direct quotations or contrasting elements. 8. In dates
3 levels of comprehension?
1. Literal 2. Interpretive 3. Applied
4 Levels of Comprehension
1. Literal, 2. Interpretive or Inferential, 3. Critical, and 4. Creative
5 Steps in the Reading Process:
1. Pre-Reading 2. Reading 3. Responding 4. Exploring 5. Applying
Phonological awareness activities for preschool or beginning Kindergarten
1. Read aloud books w/ rhyme and alliteration, 2 Rhyme Judgment- give examples then ask what two words rhyme in this sentence? 3. Rhyme matching- what word rhymes with bake? Corn , cow, steak? 4. Alliteration- Peter Piper, etc, make up new ones. 5. Syllable blending- say a 2 syllable word slowly then have them guess what word you are saying
Four main components of a reading program
1. Reading 2. Oral Language 3. Writing 4. Spelling
Directed Reading Thinking Activity
1. Sample the Text 2. Make Predictions 3. Sample the Text to Confirm or Correct Predictions
5 Systems of Language:
1. Sound- Phonology 2. Meaning -Semantics (vocabulary) 3. Word Order - Syntax 4. Grammar - Morphology 5. Social Uses -Pragmatics
Assessment Tool Categories
1. Student Profile 2. Auditory Discrimination and Phoneme Awareness 3. Emerging Literacy assessment 4. Sight Word Assessment 5. Formal Reading Assessment
4 Ways to build Phonemic Awareness?
1. Tell Rhymes 2. ABCs & read alphabet books 3. Alliteration 4. Give the ability to sound and blend their letters (slap, trap)
Stephen Krashen's 5 Components of Second Language Acquisition Theory
1. The acquisition-learning hypothesis. 2. The monitor hypothesis 3. The natural order hypothesis 4. The input hypothesis. 5. The affective filter hypothesis.
Balanced Approach characteristics
1.Literacy is viewed as involving reading & writing 2.Lit is the heart of the program 3. Skills & strategies are taught both directly & indirectly. 4. Reading involves learning word recognition, fluency, vocabulary & comprehension. 5.Writing involves learning to express meaningful ideas & use conventional spelling, grammar & punctuation. 6.Reading & writing for learning in the content areas. 7.Goal is to develop lifelong readers and writers.
Components of a Reading Program
1.Reading-engagement of the written word 2.Oral Language-connection between oral & written 3.Writing-allow students to practice 4.Spelling- correlates w ability to identify words
concepts children must recognize in order to be phonemically aware
1.Rhyming 2. Word Blending 3. Phonemic Segmentation 4. Sound addition and Subtraction 5. Sound Manipulation
Progression of phonics instruction
1st- Word awareness- tracking the words in sentences 2nd- Responsiveness to rhyme and alliteration 3rd-stllable awareness=counting, tapping, blending or segmenting a word into syllables
dipthong
2 vowels in which the sound begins at the first vowel and moves toward the sound of the second vowel (snout=ou/boy=oy)
Progession of Oral Language Dev. continued
3-4 Yrs- Says sentences with four or more words, talks about activities and or people is easily understood by all 4-5 yrs= Uses clear voice, detailed sentences, sticks to topic, uses appropriate grammar, says most sounds correctly
Reciprocal Teaching
4 Comprehension strategies- Asking questions about the text they are reading, summarizing parts of the text, clarifying words and sentences they don't understand and predicting what might occur next in the text.
How many phonemes are there in the English language?
44
Progression of phonics instruction part 2
4th Onset and Rime manipulation- ability to produce a rhyming word depends on understanding that rhyming words have the same rime. Recognizing is much easier than producing a rhyme. Phoneme awareness-
Phonological awareness activities for preschool or beginning Kindergarten cont'd
6. Syllable deletion- break a two syllable word into parts eg: snowflake. What word do I have without flake? 7. Syllable counting: have them tap syllables when you give them a word. 8. Initial sound matching: Match first names with same beginning sounds. 9. Onset-rime division: say whole word and divide into two parts- use manipulatives 10- Rhyme production: say 3 words that rhyme and have students give 4th All activities must be modeled!!!! A lot!
Poetry
A creative form of writing. Meant to be read aloud. Written in lines called stanzas. Poetry has many techniques that are utilized
phoneme
A distinct unit of sound b=buh
novel
A fictional narrative of book length in which characters and plot are developed in a somewhat realistic manner
historical fiction
A fictional story with real and invented characters that takes place during a historical time.
Haiku
A form of Japanese peotry often about nature. It contains stanzas of three lines with 5,7,5 syllables
literal language
A form of language in which writers and speakers mean exactly what their words denote.
Free Morpheme
A freestanding root or base of any word that cannot be further divided and still have meaning. (Farmer, farm is the root word)
comedy
A genre of literature in which life is dealt with in a humorous manner, often poking fun at people's mistakes
Science Fiction
A genre of literature in which real or imaginary scientific developents and concepts are prevalent and is often set in the future
Fantasy
A genre of literature in which the story is set in an imaginary world, involving magic or adventure in which the characters often have supernatural powers
Tragedy
A genre of literature in which there is a downfall of the hero due to a tragic flaw or personal characteristic; often ends with an unhappy ending.
macroprocesses
A global understanding of the text
Phrase
A group of words without a subject and predicate. It can function as a noun, ,an adjective, an adverb, or a verb. They may be prepositional, participial, gerunds, infinitives, and verbs.
Consonant Cluster
A group or sequence of consonants that appear together in a syllable without a vowel between them.
Tall Tale
A humorous and exaggerated story often based upon the life of a real person. The exaggerations increase and build until the character can achieve impossible tasks
Limerick
A humorous poem of 5 lines. Lines 1,2,5 rhyme and lines 3 and 4 rhyme
Consonant
A letter and a sound. All letter except for the vowels, a, e, i, o, u and sometimes y and w
Vowel
A letter and a sound. All letters, except the consonants
Verse
A line of poetry written in meter and named for hte number of feet per line. there are 8 common types
Brainstorming
A method of shared problem solving in which all members of a group spontaneously contribute ideas
biography
A narrative in which an author writes about another person's life
autobiography
A narrative in which the author writes about his/her own life
allegory
A narrative in which the characters and events represent an idea or truth about life in general.
Short Story
A narrative that can be read in one sitting. Has few characters and often one conflict or problem. The characters often go though some sort of change by the end of the story
Digraph
A pair of characters used to write one phoneme (distinct sound) or a sequence of phonemes that does not correspond to the normal values of the two characters combined.
Consonant Digraph
A pair of consonants that makes a single sound that is different from each individual letter sound.
synthetic phonics
A part-to-whole phonics approach to reading instruction in which the student learns the sounds represented by letters and letter combinations, blends these sounds to pronounce words, and finally identifies which phonic generalizations apply (a.k.a. inductive phonics, Bottoms-Up)
Noun
A person, place, thing, or idea.
Elegy
A poem about death or the sadness related to the death of an important person
Epic
A poem of length proportions that is a story or tells the adventures of a hero; it must have a hero and villlain
Blank Verse
A poem that is unrhymed but as meter. Each line is usually 10 syllables
Ballad
A poem that tells a story usually written in quatrains.
Free Verse
A poem with out meter or rhyme scheme
Stanine
A point on a 9-point scale, with 5 being average.
Analytic Scoring
A process for scoring that uses a description of major features to be considered when assessing a written piece.
Holistic Scoring
A process for sorting or ranking students' written pieces on the basis of an overall impression of each piece.
Fry's readability scale
A reading formula used to determine a person's reading level (averaging the number of sentences and syllables correctly read withing a one hundred word passage)
Alliteration
A repetition of the beginning consonant sound. Ex. The green grass grows.
Rhyme
A scheme of low words organized into patterns: Internal Rhyme and End rhyme
Language Experience Approach
A student's dictated composition is written by the teacher and used as a text for reading instruction; it is generally used with beginning readers.
Literature circles
A students' equivalent in the classroom of an adult book club. The goal it to encourage student choice and a love of reading in young people
Ethno linguistics
A study of how language determines and reflects world views of people. Most contemporary linguists stress the importance of one's language to the group and the individual.
Backformation
A suffix identifiable from other words is cut off from a base which has previously not been a word: "burger" from "hamburger" or "self-destruct" from "self-destruction." Different from clipping b/c the bit chopped off is a recognizable affix or word (ham or -tion).
mystery
A suspenseful story about a puzzling event that is not solved until the end of the story.
narrative text
A text that tells a story
Analogy approach to phonics instruction
A variation of onset and rime instruction, using prior knowledge of word families (ed. -eep, peep, sleep, weep).
Theme
A view on life and of how people conduct themselves. In a narrative, the theme is not directly presented but left up to the reader to extract from the characters/events/setting
context clues
A vocabulary strategy in which the reader looks at the words around an unfamiliar word to find clues to its meaning.
R-Controlled Syllable
A vowel followed by an r. The r affects the sound the vowel makes, and both sounds are heard within the same syllable: or, ir, er, ar, ur
long vowel
A vowel that says its name
Miscue analysis
A way of acquiring insight into children's reading strategies by studying the mistakes they make when reading aloud.
Nonrestrictive elements
A word or group of words that are not vital to the meaning of the sentence. These are set off by commas: My sister, THE GIRL WHO WROTE THE STORY, has always loved to write.
Restrictive elements
A word or group of words that are vital to the meaning of the sentence. These are NOT set off by commas: The girl WHO WROTE THE STORY is my sister.
Syllable
A word or part of a word that contains one vowel
Verb
A word or phrase (was writing, has been sewing) that shows action (writing, sewing) or a state of being (is, are, am, was, were).
Pronoun
A word that can replace a noun. Ex. I, you, who, one, any, myself...
Adverb
A word that limits or describes a verb, an adjective, or another adverb. Ex. Herman walks QUICKLY. Jane colors VERY WELL. Billy out the cat OUTSIDE EARLIER. (OUTSIDE modifies "put" with regard to location; EARLIER modifies "put" with regard to when it happened)
Conjunction
A word that may connect words, phrases, and clauses.
root word
A word to which prefixes and suffixes can be added (example: HELP - helpful, unhelpful, helpless, helper)
Homonym
A word which is spelled & pronounced identically to another, but has a different meaning.(Swimming POOL- POOL table).
Orthography (Parts, prefix, root, suffix)
A writing system for representing language. Every English word ending in v is spelled with -ve
Rubric
A written description of the traits or characteristics of standards used to judge a process or product
Articles
A, AN, THE
Trochaic
An accented syllable followed by an unaccented syllable (dum-da, dum-da) EX. PETer PETer, PUMPkin, EATer
Dactylic
An accented syllable followed by two unaccented syllables (dum-da-da, dum-da-da)
LEA (Language Experience Approach)
An approach to literacy in which the teacher asks the student to dictate a sentence or story based on some past experience. The teacher prints the student's dictation and reads it back to the student. The student rereads it until he/she can read it independently
Running Record
An assessment device in which a student's oral reading errors are noted and classified in order to determine whether the material is on the appropriate level of difficulty and to see which reading strategies the student is using.
Running record
An assessment method that documents a child's reading as he or she reads aloud and allows the teacher to evaluate the reading level as well as to not explicit types of miscues. Specific marks are made to indicate the types of errors. Training is required, but once trained, it is quick and easy to do.
Reflecting
An important strategy is for students to think about what they have just read. This can be simply thinking or more formal, such as a discussion or writing in a journal.
Sentence fragment
An incomplete thought is not grammatically correct. Ex. Making his way in the world today.
Informal Reading Inventory (IRI)
An informal instrument designed to help teachers determine a child's independent, instructional, frustration,& capacity levels.
Miscue
An oral reading response that differs from the expected (correct) response.
Iambic
An unaccented syllable followed by an accented syllable (da-dum, da-dum)
Directionality of Print
Another critical pre-reading skill..., read left to right and top to bottom, front to back. Tracking is evidence that it has been learned.
Ways to Activate prior knowledge
Anticipation guides exclusion brainstorming graphic organizers KWL charts Prereading plans
Pragmatics
Appropriate word choice and use in context to communicate effectively
Man vs. Self
Conclict that centers around internal struggles of a character; a test of the values and inner strength of a character
Confirming
As students read and after they read, they can verify the predictions they originally made. There is no wrong answer. Determining whether a prediction is correct is a goal.
Semantics
As students read they can guess at words they do not know by considering the rest of the passage.
Interrogative sentence
Asks a question.
Authentic Assessment
Assessment activities which reflect the actual workplace, family, community and school curriculum. Involves using tasks that are typical of the kinds of reading or writing that students perform in school and out.
Components of strategy instruction
Assessment, Explanation, Awareness, Modeling and Demonstration, Guided practice application
Types of graphic organizers
Attribute Wheel, Classification example map, process (time sequence Map), reason/explanation map, compare/contrast paragraph or essay
Comparative and Superlative adjectives
BIGGER house, ROUNDER shape, HOTTER weather BIGGEST house, ROUNDEST shape, HOTTEST weather
Prerequisites for Comprehension
Background knowledge - need word and literature knowledge Vocabulary - important to comprehension Fluency- read quickly and efficiently; can devote time to comprehension
Stress shift
Changing the stress from one syllable to another changes the meaning and the pronunciation, as in "reCORD" (verb) and "REcord" (noun)
Embedded Phonics
Children learn letter sound relationships by reading. Not systematic or explicit.
Analogy Based Phonics
Children learn to use parts of word families they know to identify words that have similar parts.(root words, suffixes, prefixes)
Independent clause
Clause that contains both a subject and a verb and expresses a complete thought.
6 syllable types
Closed, open, vowel-consonant-silent e, vowel pair, R-controlled, and consonant-le.
Assessing Comprehension
Cloze Procedures Story Retellings Running Records Think-Alouds
Blending
Combining two words, such as "breakfast" and "lunch" to form "brunch"
Basal Reading Program
Commercially produced reading programs. May include guided reading, workbooks, practice books, manuals, tests
-er
Comparative case of adjectives
Demonstrating Comprehension Skills
Compare/Contrast Cause/Effect Sequencing Paraphrasing
Age 6 Phonological Awareness
Compound word deletion say butterfly but don't say butter. Syllable deletion: Say parsnip but don't say par. Blending of two and three phonemes- m oo, sh ut, g ow n, Phoneme segmentation of words that have simple syllables with two or three phonemes- no blends h i p, f o g, (move a chip for each sound)
Role Vocabulary Plays in Comprehension
Comprehension is highly dependent on knowledge of word meanings. Knowledge of a word is learned gradually after multiple exposures to words in speech and print.
Background Knowledge and comprehension
Comprehension is increased when the reader has some background knowledge of the subject they are reading about- more background knowledge the more comprehension can take place
Complex sentence
Contains a dependent clause and an independent clause. Ex: Because I do not feel well, I will not be attending the concert.
Dependent clause
Contains a subject and a verb and does NOT express a complete thought.
Clause
Contains a subject and a verb. It may be independent or subordinate (dependent).
Complex-compound sentence
Contains at least two independent clauses and at least one dependent clause. Ex. I am going to town, and Bill is going when he gets his car repaired.
Ways to foster emergent literacy
Create an environment that promotes active reading, writing, listening, and speaking. Examples: A student-run post office so that children can correspond with each other. E-mail (if computers are available). Modeling (allowing students to observe you as you write notes to parents, the principal, etc.). Encourage adults to write to the class and post their letters.
comprehension
Critical thinking and processing of content read.
Assessing Fluency
DIBELS Fluency Checks Informal Reading Inventories Running Records
Methods of Assessing Reading Progress
Daily observation, Checklist, Rubric, Running record, Informal reading inventory, Diagnosis of errors,
3 types of sentences
Declarative, Interrogative, Imperative
The first step in building higher-level literacy
Determine your students' level of literacy development by using an informal reading inventory, running records, or other placement measures to find out their general reading level.
Steps of Explicit Instruction of Comprehension strategies
Direct explanation, teacher modeling "thinking aloud", guided practice and application.
Ages of Phonological Awareness continued 5 1/2
Distinguishing and remembering separte phonemes in a series. Blending onset and rime- ch urch, Producing a rhyme- Tell me word that rhymes with ---. MATCHING INITIAL SOUNDS, ISOLATING AN INITIAL SOUND. SAY THE first sound in Hop
Intransitive verbs
Do not require an object: The chorus WAS SINGING as they entered the building.
Venn diagrams
Enables a reader to compare two characters, concepts, places, or things by placing specific criteria or critical attributes in the appropriate places on the diagram.
Open Syllable
End in a vowel that is usually long: Shy, go, me, silo, zero.
Etymology
Etymology: Latin etymologia "etymology," from Greek etymon "true meaning of a word" and Greek -logia "study, science," from etymos "true" and logos "word, reason" : the history of a word shown by tracing it or its parts back to the earliest known forms and meanings both in its own language and any other language from which it or its parts may have been taken
Active verb
Expresses action done by its subject: Jane FELT the prickly bush.
The Affective Filter Hypothesis
External factors such as motivation, self-confidence, and anxiety can act as a filter that impedes language acquisition.
VAKT
Fernald (-Keller) method - to identify a printed word, see it (visual), say it (auditory), trace it (kin/tactile)
Diagnosis of Errors
Figuring out why students make the reading mistakes they do. Is it because they read without regard for meaning or without regard for the visual appearance of the word?
One to one correspondence
Finger pointing to match word to word
Relationship between fluency and comprehension
Fluency is the bridge between word recognition and comprehension. When a student can break text into meaningful chunks, read with expression- they free up cognitive desk space and they are able to think about what they are reading instead of just focusing on decoding.
Methods of assessing fluency
Formal measurement would be Timed passages- Words read per minute. Graph on a chart. Informally student reads to teacher and making a judgment-should use formal measures
Acronym formation
Forming a word from the initials of a group of words: AIDS (Acquired Immune Deficiency Syndrome), NASA (National Aeronautics and Space Administration)
Other ways to help students develop vocabulary
Foster word consciousness- awareness and interest in words- call attention to the way authors choose words to convey particular meanings. Encourage them to play with words such as puns or palindromes. Help them research a words origin or history.
Content Validity
The tasks of an assessment device are representative of the subject or area being assessed.
Stages of Phonemic Awareness
From Simple to difficult-
Imperative sentence
Gives a command or makes a request.
Letter Knowledge
Giving sounds for an individual letter and writing letters in response to their individual sounds
Comprehension Overview
Good readers are purposeful and active as they read.
Idioms
Groups of words that have special meaning ("in hot water")
Possessive adjective
HER jacket, THEIR house...
How do you assess print awareness?
Hand child a book and ask them where is the front and back, what is a word, identify capital letters, punctuation marks. Have them turn page of book and point where to start reading.
Purpose of Phonological awareness
Has a broad purpose: Includes identifying and manipulating larger parts of spoken language; words, onset rime, as well as phonemes. Also encompasses rhyming, alliteration and intonation
Fishbone organizer
Helps the reader illustrate cause and effect.
Contrasting elements
Her intelligence, NOT HER BEAUTY, got her the job. Your plan will take you a little further from, RATHER THAN CLOSER TO, your destination. It was a reasonable, THOUGH NOT APPEALING, idea.
WCPM
How many words a student can read in a minute (Word Count Per Minute)
Pace
How the details are placed and how transitions are made within the story. the function that moves along the story
Activities for Phonics Instruction
Letter-sound cards, Phonics fish card game, spelling in parts, sound swirl, button sounds, stomping, clapping, tapping, and snapping sounds, tongue twisters, creating nonsense words, word boxes, etc.
Personal pronouns
I, you, she, she, it, we, you, they, them, us, my, mine, me, your, yours, her, hers, its, our, ours, us, their, theirs
Fluent Readers
ID most words, read chapter books with good comprehension, consistently monitor cross-check and self, correct reading. They can offer their own interpretations of text based on personal experience and prior reading.
Phonological awareness is evidenced by
Identifying and making oral rhymes, identifying and working with syllables, identifying and working with onsets and rimes in spoken syllables or one syllable words. Identifying and working with individual phonemes in spoken words.
Repairing understanding
If confusion disrupts meaning, readers need to stop and clarify their understanding. Readers use a variety of strategies to "fix up" comprehension when meaning goes awry.
The Monitor Hypothesis
Illustrates how the acquired system is affected by the learned system.Second language learners apply their understanding of learned grammar to edit, plan, and initiate their communication.
Shared Writing
In shared writing, the teacher and students compose text together, with both contributing their thoughts and ideas to the process, while the teacher acts as scribe, writing the text as it is composed.
Print Concepts
Letters have sounds, and they form words
Alphabetic Principle
Letters represent sound and speech. Exposure to text and print
How students learn vocabulary words
Incidental word learning, independent reading, sustained silent reading, and being read aloud to
DRA (Directed Reading Activity)
Includes the teaching of several new sight words prior to the reading of each new story
levels of reading
Independent- reading is at 95% success. Instructional- reading is at 90% success. Frustration- reading is below 90% success, child becomes too focused on decoding, loses comprehension.
-en
Indication of past participle of regular verbs and/or the perfect aspect of a verb (In weak verbs this is indicated by -ed)
-ing
Indication of present participle of regular verbs and/or the progressive aspect of a verb.
Differences between Indirect and Direct Vocabulary instruction
Indirect: students learn word when they hear or see words used. Best learning takes place after being exposed to many different types of contexts. Directly: explicitly taught, words and word strategies.
guided reading
Instructional support including immediate corrective feedback as students read orally.
schemata
Internal organization of concepts and actions that are revised by new information (internal diagram that helps you visual learned information)
Synthesizing information
Involves combining new information with existing knowledge to form an original idea or interpretation. Reviewing, sorting, and sifting important information can lead to new insights that change the way readers think.
Guided Reading
Involves students reading a text while simultaneously hearing the text read aloud in a fluent manner
Pragmatics
Involves three primary communication skills: 1. Using language appropriately for different social situations. 2. Changing one's language according to the listener's needs 3. Following rules for conversing with others, such as taking turns, staying on-topic, not standing too close, and rephrasing when necessary
Speech Perception
Is a receptive language skill.- ability to distinguish between words that sound almost the same and to recognize any word that has been said. Unconscious skill.
Goal of phonics instruction
Is to help children learn and use the alphabetic principle- the understanding that there are systematic and predictable relationships between written letters and spoken sounds.
Word Relationships
It is best when teaching new words to show relationships between words (Antonyms, synonyms, etc)
Subordinating conjunction
Join subordinate clauses with main clauses: although, after, because, if... BECAUSE he was better, Billy went home from the hospital. ("Billy...hospital" is the main clause; "Because...better" is the subordinate clause.
Compounding
Joining two or more words, like "whitewash" and "skateboard"
Coordinating conjunction
Joins words, phrases or clauses of equal rank: and, but, for, nor, or, so, yet.
Strategies to activate students prior knowledge
KWL Charts, semantic maps, Anticipation Guides, Browsing, predictions="Anticipatory set"
Using word parts -
Knowing some common prefixes and suffixes, basewords, and root words can help students learn the meanings of man new words.
Why teach syllables?
Knowing the syllable types helps readers know whether a vowel is long, short, a dipthong, r controlled or whether endings have been added.
Emergent literacy
Knowledge and skills relating to reading that children usually develop from experience with books and other print media before the beginning of formal reading instruction in school.
Vocabulary
Knowledge of the meaning and pronunciation of words (lexicon)
The acquisition-learning hypothesis
Krashen concluded that there are 2 systems of language acquisition that are interdependent but related: Acquired - relates to the unconscious aspect of language acquisition. Speakers are less concerned with the structure of their utterances than with the act of communicating. Learned - relates to formal instruction. For example, studying the rules of syntax
Critical literacy
Language is a means for social action. Teach grammar, standard English. Value dialects. Read & discuss books that involve social issues. Write letters to the editor.
Word parts - Latin and Greek
Latin and Greek words for m a large proportion of the new vocabulary that students encounter in their content area textbooks.
Analytic Phonics
Learn to understand letters-sound relationships in previously learned words. They do not pronounce words in isolation.
Four Different kinds of word learning have been identified
Learning a new meaning for a known word, 2. Learning the meaning for a new word representing and known concept. Learning the meaning of a new word representing and unknown concept and 4, clarifying and enriching the meaning of a known word.
Embedded Approach to phonics instruction
Less explicit, embedded into the text. Authentic reading for enjoyment.
Types of Literacy Centers
Listening Center, Drama Center, Writing Center, Publishing Center, Reading nook, play center, computer center
Receptive Vocabulary
Listening and Reading
Prose
Literary work that is in ordinary form and uses the familiar structure of spoken language, sentence after sentence
Ode
Long lyric with imagery and full of poetic devices
Compound sentence
Made up of two independent clauses joined by a coordinating (and, but, for, or, so, yet) or correlative (either/or, neither/nor, both/and, not only/but also) conjunction or a semicolon.
root words
Main part of the word that provides the word's basic meaning also known as 'base words'.
Declarative sentence
Makes a statement.
Cue Systems syntax
Making an even more educated guess about individual words in the passage based upon word placement and or word order
Other Research based Comprehension strategies
Making use of prior knowledge and Using mental imagery.
Modifiers
May describe or limit the meaning of a word or group of words.
Transitive verbs
May take a direct object: Bob BEAT the rug. Some can be used as active or linking verbs
Semantic Clues
Meaning. Based upon the subject read, the reader can determine what type of language will be used
Adjective
Modifies or limits a noun or pronoun. Answers the questions which one, what kind, and how many.
Comprehension Strategies
Monitoring comprehension: use graphic organizers, answering questions- generating questions, recognizing story structure & summarizing
Differences between more fluent readers and less fluent readers
More: able to focus on making connections between ideas and the text. Less: most have their primary focus on decoding words. Leaves little time for comprehension. Reading is choppy and halting.
Suffix
Morpheme added to the end of a root or base word to form a new word EX -ing,-er-tion,-ly
Vocabulary instruction
Most vocabulary is learned indirectly and some must be taught directly
Descriptive adjective
Names a quality of an object: BLUE notebook
story grammar
Narrative framework that specifies the underlying relationship of the story components. The internal structure of a story. (story grammar= setting+episode structure) Each story begins with an introduction contained in the setting, and episode consists of an initiating event, and internal response, a plan, an attempt;consequence;reaction.
Universal Grammar
Noam Chomsky's theory that all the world's languages share a common underlying structure.
Numerical adjectives
ONE ticket, SECOND half of the game
Ways to assess student's vocabulary knowledge
Observation, conferences, rubrics, tests, Peabody Picture Vocabulary Test, Expressive Vocabulary Test, Informal Reading Inventories
Drawing inferences
Occurs when the readers take what they know, garner clues from the text and think ahead to make a judgment, discern a theme, or speculate about what is to come.
Critical Comprehension
One of the highest levels of understanding. Requires readers to think beyond the printed page. Ex. indicating whether text is true or false, distinguishing between fact and opinion, detecting propaganda, judging whether the author is qualified to write the text, recognizing bias and fallacies, identifying stereotypes, making assumptions.
Vocabulary Flash Cards
One of the most traditional ways to do a quick assessment of a student's vocabulary knowledge
homophone
One of two or more words pronounced alike, but different in spelling or meaning (e.g., hair/hare, scale (fish)/scale (musical)).
Discourse: How we tie it all together
Organizational conventions in longer segments of oral or written language. (Paragraph structure; cohesive ties; genre conventions such as story structure.
Phonological Awareness age 6 1/2
Phoneme segmentation of words that have up to three or four phonemes (include blends) Tap fingers for each sound, Phoneme substitution to build new words that have simple syllables (no blends) Change the /j/ in cage to /n/
Activities to build phonemic awareness cont'd
Phoneme segmentation: Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word. "How many sounds are in grab? g/r/a/b that's right 4. Lets write the sounds ins grab /g/ write g /r/ write r /a/ write a /b/ write b Now we are going to read the word grab
Activities to build phonemic awareness cont'd
Phoneme substitution: Children substitute one phoneme for another to make a new word. "The word is bug, Change the /g/ to n/ whats the new word= bun
word families
Phonograms or words that share the same rime (ex; fast, past, last, blast, all share the -ast rime). In the derivational relations stage, this can refer to words that share the same root or origin, as in spectator, spectacle, inspect, inspector.
Distinctions between phonological awareness and phonemic awareness
Phonological: includes phonemic awareness. Understanding & manipulating larger parts of speech, words, syllables, onsets & rimes as well as phonemes. Phonemic: identifying & manipulating individual sounds in words.
7 Aspects of our Language System
Phonology, Morphology, Syntax, Semantics, Pragmatics, Orthography, Vocabulary
Phonology (Speech Sounds)
Phonology: The rule system within a language by which phonemes can be sequenced, combined, and pronounced to make words. -eg: No English word begins with the sound ng, the sounds p and k are never adjacent in the same syllable
Syntax
Phrase and sentence structure
Semiconcrete level of communication
Pictography, the first stage in writing began to appear after speech began, about 30,000 BCE. Drawings in the sand, on cave walls, on papyrus scrolls on pottery, on cloth and canvas, and later on paper communicated messages to their readers.
Symbolic Clues
Pictures. Illustrations and graphics can provide assistance in the identification of words
Strategies for teaching phonemic awareness
Playing with rhymes and alliteration, grab the odd one out, picture box sound counting (Elkonin Boxes), beginning with children's names, add a sound/take a sound, sing it out, word rubber banding
Cinquain
Poems that are five lines in length. There can be both syllable and word cinquains
Stages of Spelling development
Precommunicative, semiphonetic, phonetic, transitional, conventional
Most common bound morphemes
Prefixes- in, pre, mono suffixes- er, ous, ology inflectional endings - s, es, ing, ed, est
Think-Alouds
Procedures in which students are asked to describe the processes they are using as they engage in reading or another cognitive activity.
Alliteration:
Producing groups of words that begin with the same initial sound; alliteration and rhyming are at the beginning of the phonological awareness continuum.
Barrett's levels of questions
Questions asked during a reading text that consist of literal comprehension, influential comprehension, evaluation, and appreciation (questions that prompt recall of information, shapes understanding, and encourages reflection)
Sight words
Words that occur frequently in print and are usually best learned through memorization.
Instructional Strategies to Improve Oral Reading Fluency
Repeated Readings on independent (95% accuracy) level up to 4 times for each passage. Modeling by an adult then have students read same passage echo/paired reading where students read chorally together or one after the other. Repeated reading w/ guidance- one on one with teacher.
Graphemes
Represented by symbols or letters
Explicit teaching of comprehension strategies
Research shows that explicit teaching techniques are effective. In explicit instruction, teachers tell readers why and when they should use strategies & how to apply them
Limiting adjective
Restricts the meaning or indicates quantity or number.
High-stakes Test
Results are used to make an important decision such as passing students, graduating students, or rating a school.
Phonic through spelling approach to phonics instruction
Segmenting words into phonemes and writing letters that represent the sounds.
Decoding Clues
Semantic- Syntactic- Picture- Graphophonic- Syllable Division
3 Cueing Systems to increase comprehension
Semantics, Syntax, Activating prior knowledge
Stages of Language Development
Sensorimotor stage (0-2 years), Preoperational Stage (2-7 years), Concrete Operational Stage (7-11 years), and Formal Operational Stage (11-15 years)
Simple sentence
Sentence that has a subject and a verb
Elkonian Boxes
Series of boxes or tiles to represent a series of phonemes. Reinforce the shape of letters and words.
Run-on sentence
Several thought incorrectly joined are not grammatically correct. Ex. I like to ice skate my brother does not.
Cloze Passages
Short (250 word) passages drawn from typical reading materials found in your instructional program. Student's asked to read passage and see if they can fill in the missing words based on what they believe makes sense using context clues.
Clipping
Shortening words, as in "math" for "mathematics" and "doc" for "doctor"
Colon
Signals the reader that a list, explanation, or restatement of the preceding will follow. It is like an arrow, indicating that something more is to come. Information preceding this mark should be a complete sentence.
Prelinguistic stage
Silent period of language acquisition in which there is only crying and cooing.
Maze Test
Similar to cloze test with one exception: there are three choices for the students to choose from for each blank in the passage
4 sentence structures
Simple Compound Complex Complex-compound
Progression of Phonological Skills
Simple to difficult- Phonemes, onset-rime, syllables, words, sentences
Behaviorism
Skinner- Students learn a series of discrete skills. Stimulus, teacher/response, teacher centered, set up standards, teach to the standards. How we use it: worksheets, basal readers
Guided Reading Instruction
Small, homogeneous groups of children who reflect a similar range of competencies, experiences, and interest in book reading and word study.
Environmental Influences that affect students development of print awareness.
Socio-economic status, parent education level, prior reading experiences (being read to, talked to, books in the home, etc)
Phonological Awareness age 9
Sound deletion (medial and final blend positions) Say snail without the n. Say fork without the k
Phonological Awareness age 7
Sound deletion in initial and final positions. Say heat without the h, say make with out the k
Phonological Awareness age 8
Sound deletion in initial position, include blends Say Frank without the f=
Expressive Vocabulary
Speaking and Writing
Direct Vocab instruction
Specific Word instruction and word learning strategies
Phonemic awareness
Speech is broken into individual sounds; in the English language there are 44 found within the 26 letters of the alphabet. Exposure to nursery rhymes or common jingles
DRTA
Stands for directed reading thinking activity. This teacher directed strategy helps students to establish a purpose for reading a story or reading expository writing from a content book. The teacher models the process of creating and correcting predictions as the story progresses to strengthen comprehension. Step 1: sample the text to develop background knowledge and develop hypothesis about content of the text. Step 2: students make predictions based on their sampling of the text. Step 3: confirm or correct predictions by reading the text and engaging in follow up activities to corroborate if the predictions were correct.
Morphemic Analysis
Student lacks sufficient knowledge about word parts such as prefixes, suffixes, and root words (also known as structural analysis)
Informal Reading Inventory
Student reads aloud while teacher notes miscues. Student then answers comprehension questions. Then the student is timed while reading the passages silently and answering comprehension questions.
Criterion-Referenced Test
Student's performances are compared to a criterion, or standard.
DL/TA (Directed Listening/Thinking Activity
Students are prepared to listen to a story that will be read by their teacher by being given specific information that they are to focus on as they listen. The strategy utilizes prereading, reading, and post reading questions and discussions
DR/TA (Directed reading/thinking activity
Students are taught how to understand information in the text by engaging in a series of predictions prior to reading specific segments
Constructivism
Students construct own frames of thought. Modify cognitive structures/schemata. Non-authorization. Student centered. Indirect instruction.
Guided Reading
Students do the reading w/ teacher guidance. Teachers meet w/ small homogenous groups using instructional level books to observe & support students use of strategies
Reading Practice
Students need many opportunities to practice reading and rereading books to develop fluency (choral reading, readers' theater)
Use of dictionaries
Students need to know how to use dictionaries, glossaries, and thesauruses to broaden and deepen their knowledge of words, even though these resources can be difficult to use. The most helpful dictionaries include sentences providing clear examples of word meanings in context
Readers Theatre
Students read aloud and concentrate on voice intrepretation and characterization
repeated readings
Students read the same text repeatedly, until a desired level of fluency is attained
Syntax
Students should learn to ask Does it make sense?, Does it sound right in the passage/sentence?, and Does it look right?
Using parts of a book
Students should use charts, diagrams, indexes, and the table of contents to improve understanding of the content
Ways to develop comprehension
Students spend lots of time reading authentic texts independently Students need to discuss their reading with classmates and teachers Teachers need to read aloud to students
Analytic Approach to phonics instruction
Students study previously learned whole words to discover letter sounds relationships. (pl, play, plan, plot consonant blends).
Norm-Referenced Test
Students' performances are compared with a norm group, which is a representative sampling of students.
inflected endings
Suffixes that change the verb tense (walk, walked, walking) or number (dogs, boxes) of a word
-est
Superlative case of adjectives
Promoting Reading Fluency
Sustained silent reading Round Robin Reading no longer recommended
Demonstrative adjective
THIS automobile
Infinitive (noun and subject of the sentence
TO WALK was his goal. (_____ used as _____)
Formative Assessment
Takes place during learning and is used to plan or modify instruction
Borrowing
Taking a word from another language. Ex: yam and tote are taken from African languages, macho and spaghetti from European languages.
Teaching Prosody
Teach students to phrase or chunk together parts of sentences. Practice expression and choral or unison reading
Eclectic Approach
Teachers borrow elements from two or more approaches to create their own approach.
4 principles to promote reading fluency
Teachers should model reading, Teacher should provide support while students are reading, teachers should have students do repeated readings of brief texts, and teachers should focus students' attention on chunking words into meaningful phrasing
Using vocabulary to enhance comprehension
Teachers should preteach new words that are associated with the text they are about to read
Phonics
Teaching practices that emphasize how spellings are related to speech sounds systematically. (Letter-sound relationships)
text structures
Temporal and spatial arrangement of elements in a written, oral, or visual text
expository text
Text written to explain and convey information about a specific topic. Contrasts with narrative text.
Cognitive language
That which is received is processed into memory, integrated with prior knowledge and made a part of the knowledge of the individual from which new ideas and concepts can be generated.
Resolution
The conclusion of the story and the rounding out of action
Validity
The degree to which a test measures what it is supposed to measure
Reliability
The degree to which a test yields consistent results. If students took a test again, the results would be the same.
Inflection
The ending of a word signals the use of the word. (3rd p. singular, present tense: -s; Plural of regular noun: -s; past tense of regular verbs: -ed...)
Conflict
The events from which the plost is derived. There are 5 types of conflict.
Concrete level of communication
The first way of preserving the memories of an event, the parts of a story, or the history of a person, family, or place was with souvenirs, or physical reminders. Without artifacts and living persons as remembrances, people began to search for another way to document.
Listening Capacity
The highest level of reading material that students can understand with 75 percent comprehension when it is read to them.
Abstract level of communication
The highest level of representation. Writing began in Mesopotamia as picture writing, invented by the Sumerians. This evolved into cuneiform and eventually into a syllabic alphabet.
Etymologies
The history of the English Language
Participial phrase (adjective)
The horse WINNING THE RACE belongs to me. (_____ used as _____)
Alphabetic Principle
The idea that letters represent sound and that the printed letters can be turned into speech
Acrostic
The letters of a word are used to begin each line in the poem, can be comprised of adjectives or phrases
Readability
The level of comprehension and visual comfort when reading printed material. Readability is concerned with how the type is arranged on a page. Readability is affected by line length, word spacing, character spacing and leading.
Receptive language
The listener or reader is able to attend to, process, comprehend, retain, and/or integrate spoken or written language.
Literal Comprehension
The lowest level of understanding. It involves reading the lines and understanding exactly what is on the page. Students can repeat or paraphrase what they have read.
Protagonist
The main character in the story who is often good or possesses heroic qualities
main idea
The main theme of a text
connotative meaning
The meaning suggested by the associations or emotions triggered by a word or phrase.
Doublespeak
The misuse of language often in a deliberate and even calculating way in order to mislead. Using "physical persuasion" rather than "torture."
Technical Vocabulary
The new word is unknown to the student and is directly related to a content area
Semiabstract level of communication
The next-to-highest level of representation consisting of notches or symbols etched into animal bones as a more sophisticated system of record keeping that pictography.
Raw Score
The number of correct answer or points earned on a test.
Bound Morpheme
The part of the word that carries meaning only when attached to a free morpheme (the -er in farmer)
Antagonist
The person or force that works against the hero in the story
Climax
The point at which the outcome of the conflict can be predicted. It is the highest point of the story and often the one with the greatest emotion
Percentile Rank
The point on a scale of 1 to 99 that shows what percentage of students obtained an equal or lower score. A score of 75 means that 75 percent or of those who took the test received an equal or lower score.
Prepositional phrase
The preposition and its object form a _____________. Ex. Bill drew a circle AROUND THE SUBJECT. (AROUND is the preposition, SUBJECT is the object of the preposition)
Alphabetic Principle
The principle that letters in written words represent sounds in spoken words.
Assessment
The process of gathering data about an area of learning through tests, observations, work samples, and other means.
Evaluation
The process of using the results of tests, observations, work samples, and other devices to judge the effectiveness of a program. A program is evaluated in terms of its objectives. The ultimate purpose of evaluation is to improve the program.
Reader's Workshop
The program emphasizes the interaction between readers and text. This program includes peer/teacher conferences; student's independence; encourages successful reading outside of the classroom
Norm Curve Equivalent
The ranking of a score on a scale of 1 through 99
Anecdotal Record
The recording of the description of a significant incident of student behavior
Consonance
The repetition of consonant sounds anywhere within words.
Assonance
The repetition of vowel sounds. Ex. What's the story morning glory
Direct Explanation
The teacher explains to the students why the strategy helps comprehension and when to apply the strategy
Guided Practice
The teacher guides and assists students as they learn how and when to apply the strategy.
Application
The teacher helps students practice the strategy until they can apply it independently
Modeling (comprehension strategy)
The teacher models, or demonstrates how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using
Shared Reading
The teacher reads a book aloud with a group of children as they follow along in the text, often using a big book.
Prepositional phrase (adverb)
The team ran ACROSS THE FIELD. (_____used as _____)
Comprehension
The ultimate goal of reading The reason why people read Involves different levels of thinking
schwa
The unaccented vowel and unaccented syllable. Makes an "uh" sound. Ex: The u is schwa in medium.
Grapheme
The unit of writing that represents a single phoneme. It can be a letter or a group of letters. The smallest part of WRITTEN language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b,d,f,p,s or several letters, such as ch, sh, th, -ck, ea, -igh.
Ambiguity
The use of words that allow alternative interpretations. It may expand the literal meaning of a passage, but it may promote errors in understanding.
Jargon
The vocabulary of a particular profession or may refer to any speech or writing that one does not understand.
Rime
The vowel and everything that follows it
Semantics
The way language conveys meaning
High Frequency Words
The words most commonly used in reading and writing. Examples: Can, See
Creative Comprehension
This level of understanding requires readers to respond to something they are reading.Ex. stating another way to treat a situation, indicating another way of solving a problem in the story, speculating whether the plot could have occurred in a different place or time.
Request procedure
This strategy gives the teacher and students opportunities to ask each other their own questions following the reading of a selection
Predicting or asking questions
This strategy keeps readers engaged. It clarifies understanding and makes meaning. It is at the heart of thoughtful reading
isolated phonics
This type of instruction would fall under the definition of systematic phonics where instruction is given a part-to-whole approach. Students learn the sounds, represented by letters and letter combinations, blend these sounds to pronounce words, and finally identify which phonic generalizations apply.
Determining important ideas
Thoughtful readers grasp essential ideas and important information when reading. Readers must differentiate between less important ideas and key ideas that are central to the meaning of the text.
levels of comprehension
Three levels of understanding that include literal, interpretative, and applied (surface knowledge, reading between the lines, and applying facts and meanings to other concepts and situations)
Criteria to be used when selecting words for Vocab instruction
Tier 2 words= words that students will need to know in order to comprehend/function. Teach approximately 8-10 a week- Important words- words needed for understanding a concept or the text. Useful words- words that students are likely to see again and again. Difficult words- words that are difficult for students to understand
Encode
To change a message into symbols. Changing oral language into writing
prediction
To declare or indicate in advance; foretell on the basis of observation, experience, or scientific reason
Purpose of Phonemic Awareness
To identify and manipulate the individual sounds in words (PA is under the umbrella of Phonological awareness.
Preview
To see beforehand; specifically: to view or show in advance of public presentation: read the front and back cover of the book first
Synthetic Approach to phonics instruction
Traditional instruction where students change letters into speech sounds and blend them together (sounding out).
Spondaic
Two accented syllables (dum-dum, dum-dum)
Consonant diagrams
Two consecutive consonants that represent one new speech sound. In the word "digraph" the "ph" sounds like /f/. This is a digraph.
Couplet
Two lines of verse that often rhyme an convey on complete idea
Consonant Blend
Two or three consonants blended together. The sound that this blend makes is the sound of the consonants blended together.
Anapestic
Two unaccted syllables followed by an accented syllable (da-da-dum, da-da-dum) Twas the NIGHT before CHRISTmas and ALL through the HOUSE
Morphology
Units of meaning within words; the way words are formed (morphemes)
Levels of vocabulary knowledge
Unknown, Acquainted and established. Students can usually get by w/ some words at the unknown or acquainted levels. To understand the text fully students need to have an established level of knowledge for most of the words that they read
Homonyms
Words that sound or look the same but have different meanings (to-too-two) (right-write) (there-their-they're) (bear-bare) (wind-wind)
Levels of Word Knowledge
Unknown- Don't recognize Initial recognition- have sen or heard word but does not know meaning Partial word knowledge- knows one meaning of word and use it in a sentence Full word knowledge- knows more than one meaning of word and can use it in several ways
Unknown, Acquainted and Established Vocab
Unknown= The word is completely unfamiliar and its meaning is unknown. Acquainted= the word is somewhat familiar, the student has some idea of its basic meaning. Established: The word is very familiar; the student can immediately recognize its meaning and use the word correctly.
Schwa
Unstressed, deemphasized sound that closely resembles the short u sound, it is written as an upside down e. Ex.) sounds like the a in about
Semicolons
Use this punctuation to 1. Separate independent clauses not joined by a coordinating conjunction 2. Separate independent clauses separated by a conjunctive adverb 3. Separate items in a series with internal commas
Group Reading Inventories
Used when it is impractical to administer individual IRIs. Three tests: Degrees of Reading Power (DRP), The Scholastic Reading Inventory, and STAR
Semantic Maps
Useful in tying together new vocabulary with prior knowledge and related terms
drama (play)
Uses dialogue to present its message to the audience and is meant to be performed
Conversion
Using a word of one category in another category without change; for instance, using the noun "comb" also as the verb "comb"
Word identification
Various strategies are used to recognize vocab. Decoding by sound decoding by comparison to known words
Linking verb
Verb followed by an adjective: Bill FELT dizzy.
Vowel-consonant-silent e Syllable
Vowels are long and the final e is silent. Lime, those, snake.
Vowel Pair Syllable
Vowels sounds are spelled with digraphs such as: plain, coat, cowboy
Interrogative adjective
WHICH cat belongs to you?
Gerund phrase (noun and subject of the sentence)
WRITING THE BOOK was a pleasure. (_____ used as _____)
Onomatopoeia
When a word sound relates to it's meaning. Ex. Buzz, hiss, woof, zip, swish
When is phonemic awareness instruction most effective
When children are taught to manipulate phonemes by using the letters of the alphabet. Teaching sounds along with the letters of the alphabet is important because it helps children to see how phonemic awareness relates their reading and writing. Learning to blend phonemes with letters helps children read words. Learning to segment sounds helps them spell words.
self-correction
When students are able to correct language mistakes they have made when asked without help from the teacher or other students
Crisis
When the conflict reaches a turning point and the two opposing forces in the story met. The crisis is when the conflict is most intense and occurs either right before or at the same time as the climax
Point of View POV
Who is telling the story or what angle the story is being told from. The POW impacts reader response to the story and the characters.
Analytic phonics
Whole to part approach to word study- first taught a number of sight words, then relevant phonetic generalizations, which are applied to other words; deductive phonics (a.k.a. implicit phonics)
Syntactic clues
Word Order. Looking at the order and structure of words the reader can determine meaning based upon the part of speech.
Reading Vocabulary
Word is in the student's listening and speaking vocabularies but is not yet recognized in print
Writing Vocabulary
Word is in the student's listening, speaking, and reading vocabularies but is not yet known well enough to be used when writing compositions.
Interjections
Words inserted to show emotion: Wow!, Ouch! Hey!
Onomatopoeia
Words invented to imitate the sound they represent.
Homographs
Words that have identical spellings but sound different and have different meanings.
synonym
Words that have similar or the same meaning
Antonyms
Words that mean the opposite (loud-quiet)
Concrete words
Words that most children can recognize by cite. (Their name, Mom, Dad)
Which methods of phonemic awareness instruction will have the greatest impact on my students learning to read?
You can use a variety of methods but specifically blending and segmenting phonemes in words is likely to produce greater benefits to your students than teaching several types of manipulation.
metaphor
a comparison without using like or as (ex. You are my sunshine.)
consonant digraph
a consonant cluster that makes only one sound (sh, ch, th, wh, ph)
simile
a figure of speech that expresses a resemblance between things of different kinds (usually formed with 'like' or 'as')
Semantic Map
a graphic organizer that uses lines and circles to organize information according to categories
Synthetic language
a language that makes considerable use of inflectional morphemes to convey grammatical relationships, and relies less heavily on fixed word order.
Frustration Reading Level
a level students shouldn't read (below 85%)
free morpheme
a morpheme that can occur alone (ex. ship; in "shipment"
essay
a nonfiction piece that is often short and used to express the writer's opinion about a topic of to share info on a dubject
affix
a prefix or suffix (a morpheme that is added to a stem or base to give it a new meaning)
consonant
a speech sound that is not a vowel
Graphic Organizers
a strategy for comprehension that helps readers focus on text structure, show relationships within text, organize ideas for better summarizing, and illustrate concepts (ex: Venn diagrams, story maps, story webs)
Echo Reading
a strategy where the teacher reads a line or passage with good expression, and calls on students to read it back. This is a good technique to use with Emergent Readers to help them build reading fluency.
open syllable
a syllable ending in a vowel sound (e.g., sea). They also produce long vowel sounds (e.g., frozen)
prefix
a syllable or word that comes before a root word to change its meaning
closed syllable
a syllable that ends in a consonant sound Examples: rake, mean/ing
syllable
a unit of spoken language larger than a phoneme, a vowel or a group of letters containing one vowel sound
poetry
a verse written to inspire thought by the reader.
word sorts
a vocabulary-development and word-study activity in which words on cards are grouped according to designated categories, as by spelling patterns, vowel sounds, shared meanings, etc.
r-controlled vowel
a vowel followed by an r in the same syllable EX-car, fir, or, hurt, perch
segmentation
breaking apart sounds in words and ability to recognize these separations
How do prefixes, suffixes and roots affect the meaning of English words?
changes their type of word from and adjective to a noun or verb
Expressive language
communication through speaking, writing, and/or gestures; selecting words, forming them into ideas, and producing them through speaking, writing, or gesturing. It involves word retrieval, rules of grammar, word and sentence structure, and word meaning.
metaphors
comparison between two unlike things WITHOUT using like or as
similes
comparison using like or as
Sense of story
expose children to high quality literature. dialogic reading, reading with the children. reading lots of kinds of books. pattern books, rhyming books, illustrations, alphabet. Influences the child't prediction of syntax and comprehension (background knowledge)
vowel digraph
consists of two vowels that together represent one sound- like the oa in boart tht makes the long o sound.
consonant blend
constists of two or more consonants sounded together in such a way that each is heard- like the blend of b and l in the word blend.
Morning Message
daily literacy routine that teachers use to teach literacy concepts, strategies and skills. Usually consists of a friendly letter to the class about what will happen during the day.
analogy
drawing a comparison in order to show a similarity in some respect
Reciprocal pronouns
each other, one another
Sustained silent reading
encourages a wide variety of reading
Building Background knowledge
essential to comprehending reading; students' knowledge of broader concepts. Information contained in the text is compared with and filtered by this. Each reader's unique collection of background knowledge and experiences has the effect of emphasizing, disregarding, and connecting to different aspects of texts to create an individual interpretation.
short vowel sounds
every vowel has two sounds, the vocal cords are more relaxed when producing the short vowel sound because of this the sounds are often referred to as lax. They can be heard at the beginning of these words: apple, Ed, igloo, octopus, and umbrella.
Noun case
indicate the role of noun-phrases
Grade Equivalent Score
indicated the score that the average student at that grade level achieved.
onsets
initial consonant sound of a syllable (the onset of bat is b-; of swim is sw-).
context clue
is information from the immediate sentence, paragraph, or surrounding words that might help readers determine the meaning and/or pronunciation of an unknown word.
spelling patterns
knowledge of common letter patterns that skilled readers use rapidly and accurately to associate with sounds (ex.: CVC, CV, VCe, CVVC)
prior knowledge
knowledge that stems from previous experiences
Analytic language
language that relies on word order to convey grammatical relationships, rather than inflection (including inflectional morphemes)
grapheme
letter or letters that represent one phoneme (CAT, c-a-t, contains 3 graphemes)
poetry
literary work which uses colorful concise, rhythmic language and focuses on the expression of ideas or emotions
Story mapping
making graphic representations of stories that make clear the specific relationships of story elements.
Base Words
meaningful linguistic units that can stand alone and contain no smaller meaningful parts (free morphemes)
Environmental print
method for teaching emergent literacy the print we see in our environment outside of books- such as signs, labels, symbols, television shows, games etc...
Pronominal Genitive
mine, ours your, yours he she who his, hers, its, theirs
Both adjectives and adjective phrases or clauses can...
modify a noun
Both adverbs and adverbial phrases or clauses can...
modify a verb
bound morpheme
morpheme that only has meaning when attached to a word (like the 'un' in unlikely)
Adjectival Genitive
my, our your, your him, her, whom his, her, its, their
Intensive pronouns
myself, yourself, himself, herself, itself, ourselves, yourselves, themselves
Six Syllable types
open, closed, VCe, vowel teams, r-controlled, consonant-le, 1. closed syllable (CVC): ends in at least one consonant; vowel is short (one vowel) [mag/net, pump/kin, at] 2. open syllable (CV): ends in one vowel; vowel is long [no, be, me, BA/con] 3. vowel-consonant-e (VCe or CVCe): ends in one vowel, one consonant, and a final e. Final e is silent and the vowel is usually long [cake, man/DATE] 4. vowel +r syllable: has an r after the vowel, vowel makes an unexpected sound [car, star, bird, fern] 5. vowel pair syllable: has two adjacent vowels. each vowel pair syllable must be learned individually [tea, bee, teach] 6. final stable syllable
Chomsky's 6 Universal stages governing language acquisition
prelinguistic, holophrastic, two-word, telegraphic, intermediate development, and adult
Concepts of Print
print represents spoken language; print is directional from left to right and top to bottom; books are read from front to back; the strings of letters separated by spaces in text are words, and individual letters are different from words; sentences begin with capital letters and end with periods, etc.....
Concepts of print
print represents spoken language; print is directional from left to right and top to bottom; books are read from front to back; the strings of letters separated by spaces in text are words, and individual letters are different from words; sentences begin with capital letters and end with periods, etc.....
schema
prior knowledge and experiences that the reader brings to the text
Bottom-Up
progressing from the parts of language (letters) to the whole word (meaning) (letters, Words, Sentences, Paragraphs, Texts, Meaning)
embedded phonics
providing phonics instruction while using whole text or passages. Children begin with the use of whole texts involving shared literacy activities with an adult and move to the identification of phrases and words and the examination of word parts. Emphasis on meaning is maintained even as children examine word parts, because the purpose is to help them see the patterns in the language so they can apply the knowledge to new situations. (Strickland, D.S. (1998). Teaching Phonics Today: A Primer for Educators)
Accuracy and Fluency affect the ability to...
read smoothly and quickly.
Alphabetic foundation
reading aloud and having the studetn write the letter spoken based upon the sound spoken or the letter name uttered
Logographic foundation
reading familiar and common words (sight words)
graphonics
refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language.
Assonance
repetition of a vowel sound
syllables
sections of a word that can be said by themselves
text structure
the way text is organized; cause/effect, problem/solution, etc.
long vowel sounds
this vowel sound "says its letter name." the vocal cords are tense when producing the long vowel sound. The linguistic term for these sounds is tense.
Demonstrative pronouns
this, that, these, those
Encode
to put words into print.
homonym
two words are homonyms if they are pronounced or spelled the same way but have different meanings
homograph
two words that have the same spelling but different meanings (ie. the bow in your hair and the bow with the arrow)
Four most common prefixes
un, re, in & dis- have important clues about the meaning of about two thirds of all English words that have prefixes. They have clear meanings, -un means not and re means again
Emergent Readers
understand that print contains a message, recognize some high frequency words using context, realize pics can be used to predict meaning.
Awareness of Print
understanding that the squiggly lines on a page represent spoken language. They understand that when adults read a book, what they say is linked to the words on the page, rather than to the pictures.
Activating prior knowledge
use of a concrete experience or object pretesting discussions anticipation guides
Strategies to develop and improve fluency
use of word lists, phrases and passages at appropriate instructional level, Modeling of fluent reading, paired reading, echo reading, readers theater
Applied Level of Comprehension
using information to express opinions and form new ideas.
Think Alouds
verbalizing aloud the thought processes present as one reads a selection orally; to enhance children's comprehension monitioring;used with all levels of recipricoal teaching
homonym
when two words that have the same pronunciation and spelling but different meanings: Mouse (animal or computer) Mean (rude or average)
homophone
when two words that have the same pronunciation but are spelled differently. EX two, too, to
Idiom
when words are used in a special way that is different than their literal meaning. To steal one's thunder, or cut corners
homograph
when words have the same spelling but different meanings and may or may not be pronounced differently. EX dove (bird and swimming)
Interrogative pronouns
who, what, when, where, how
Relative pronouns
who, whom, whose, what, which, that
Prefix
word or letters placed at the beginning of a root or base words to create a new word. EX un-, pre-,non-
Enhancing Accuracy
word reading must be accurate and automatic. Taught through mini lessons and words walls. Students need daily opportunities to practice the words they're learning in reading and writing
nonsense words
words or parts of words which do not exist in the language you are using The child repeated the nonsense syllables 'boo di doo doo'.
Environmental Print
written text that's observable in one's surroundings, such as signs, labels, stickers, billboards, and brand names.