Teaching Reading 5205

Sounds

In phonological awareness student realize that oral language can be broken down into many ways. For example sentences can be broken down into words, words can be broken into syllables, and syllables can be broken into ____________________.

Consonant blends

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

Directionality

Understanding that print is read from top to bottom and left to right, and also that books are read from front to back

Reading Comprehension

Understanding what is happening in a story

Phoneme deletion

You ask your students to say "frown." You ask them so say it again without the "fr". This is an example of what phonological awareness skill?

The student will learn the alphabetic principle.

You use glow-in-the dark chalk to write individual letters on the board and have students take turns pointing a flashlight and naming each individual letter. What is your learning objective?

Connotation

an idea or feeling that a word invokes in addition to its literal or primary meaningJoyful- positive connotationEvil- negative connotation

Accuracy

reading words without mistakes

Word Families

groups of words that have the same ending sound (rime) but a different beginning sound (onset), such as can, man, fan.

Digraph

has two consonants and only makes one sound such as sh/sh/ch/wh/th

Criterion-referenced reading benchmark

identifies a criteria (standard) that is set to show a student has mastered a certain reading skillEx. Understanding main ideas, inferences, and word choice in a passage of text by a certain date

Onset

the initial consonant or consonant cluster of a word the "TH" in think

Rime

the part of a syllable that consists of a vowel and any consonant sounds that follow the vowel. (the AT in cAT)

Phonics Pattern

the pattern of consonant and vowels in a word Ex. Fang (F-consonant A-vowel N-consonant G-consonant; so the pattern is CVCC)

Closed syllables

Are words in the CVC pattern closed syllable or open syllables?(vowel followed by a consonant)

A. Administering a phonemic-awareness assessmentThe student is having trouble with short vowel sounds. A phonemic- awareness assessment will allow you to focus on what phonemic segmentation difficulties the student is having.

As a first grade teacher, you notice a student has difficulty decoding the words "pan," "vet," "fin," and "dot." What is the best way to confirm the student's difficulty?A. Give the student a phonemic-awareness assessment that tests how well the student breaks down words into phonemes.B. Give the student a list of high-frequency words to read aloud.C. Have the student read a short story and graph his words per minute.D. Check the student's understanding by explicitly asking questions about a story to test comprehension.

Phonological awareness

As a kindergarten teacher, you ask students to say the word "bedtime" and then ask them what this word would be without "bed." What skill will you be able to give your students feedback on?

Phonological awareness through alliteration

As a preschool teacher, you ask students to walk around the room and name five objects that begin with the same sound. Students find "pencils," "paper," "pens," "pastels," and "paint." What literacy concept is supported by this lesson?

reading skills improve

As phonemic awareness improves

Cloze Reading

Students fill in blanks in a passage of text

Does NOT help with morphological analysis in relation to reading comprehension

1. Kids make words with similar affixes (won't help if they are already struggling with affixes)2. Studying common bases and roots for a spelling test (they need to be able to apply the knowledge- not just memorize)

Sequence of Oral Language Development

1. Answering "yes" or "no" to simple questions 2. Answer questions with complete sentences 3. Using vocabulary related to your subject or content in during conversations correctly 4. Giving an oral presentation and keeping your audience in mind

As a fourth grade teacher, you notice that your students decode well, but they have poor reading comprehension. You give your students various informal assessments that show students are struggling with prefixes, suffixes, roots, and bases when words change form. Because of this, students do not understand academic text. What three activities will help students with their morphological analysis which will help them with reading comprehension?

1. Combine word parts on cards to form new words (help with where word parts occur- beginning, middle, or end)2. Cloze activity (filling in blanks on a sheet of paper- sometimes given a word bank-what word is required to complete a sentence runs or running)3. Discuss affixes and roots on semantic map posters (map out words you don't know on poster-sized paper to break down words into parts-visual reminder throughout the year when you look at future words with similar affixes/bases/roots)

What do these words have in common? sudden, velvet, kitten, napkin, contest

1. Two consonants2. Short vowel sounds

Norm-referenced test

A test takers performance reported in comparison to other test takers in the same age or grade sample. Results are reported in standard scores, percentile ranks, t scores, or z scores.Ex. SAT, IQ tests

Vowel digraphs

Also known as vowel pairs. These pairs make one sound. (ai, ee, ie, oa)Example: boat, soap, road

Benchmark Paper

An example of what a student paper should look like and include (goal of writing the paper)

How can you have students visualize the different syllable types (r-controlled, vowel-consonant-e, closed syllable, vowel team)

Create a word wall that puts the different types into categories, so students can see them when they look around the room.

Which group of words are correctly grouped by their phonics pattern? A. Skim, kit, kite B. Thin, Grin, Gran C. Malt, mall, mat D. Rent, rant, ran

B. Thin, Grin, Gran All have the phonics pattern CCVC

Explicit teaching

Being very clear with your instructions

You are a kindergarten teacher. You set a benchmark goal for your class to learn 10 new sight words by the end of the week. First, you teach the words with flashcards. Second you have students learn using stations with authentic contexts, and during this time you pull students in a small group-workshop activity in which students view a printed letter, say the word, and form the word using pipe cleaners. What is the benefit to students in the small-group workshop? A. Building reading fluency because you are having student's apply phonological awareness B. Increasing ability to use multiple sensory modalities to phonetically decode and recognize an unknown word C. Improving long term memory of a nondecodable word because the student is engaged in multiple student senses of learning D. Connecting visual language symbols with the sounds they represent

C. Improving long term memory of a nondecodable word because the student is engaged in multiple student senses of learning

What would be the most effective skill when you are teaching the phonemic awareness skill, segmentation? A. Finding the odd sound of four spoken words B. Saying individual sounds in sequence (in a row) for students to combine into a word C. Pronounce a word and have students put an object in a row to represent each sound D. Ask students, "Can you recognize the common sound in these three two-syllable words?"

C. Pronounce a word and have students put an object in a row to represent each sound Ex. When students listen to you say a word and then show you when they hear a sound by putting down a counter, object, or ringing a bell they are showing you the phonemic awareness skill of segmentation

You are a first grade teacher. You are using an analytical approach to show students phoneme-grapheme correspondence. What would be best to use? A. Teach one letter-sound relationship per week in alphabetical order B. Help students notice unfamiliar words when they read a story by teaching a specific letter-sound relationship C. Showing students previously used words in order to help them in learning specific letter-sound relationships and patterns D. Teach students individual letter-sound relationships and blend the sounds to form a word Teaching word

C. Showing students previously used words in order to help them in learning specific letter-sound relationships and patternsIn analytic phonics, students look at a known word to figure out letter-sound relationships

As a kindergarten teacher, you are going to use an interactive read-aloud to help students with their vocabulary. What guideline should you adhere to when you select vocabulary words for your class?

Choose words that are used multiple times; this will allow students to have repeated exposure to the words in a meaningful context

context clues

Clues in surrounding text that help the reader determine the meaning of an unknown word Ex. "Carnivorous" animals derive energy from meat.

Students are reading a passage in class and can not figure out a word. You ask the class, "Do the surrounding words offer a clue about he meaning of the word?" What skill are you teaching?

Context clues to help decipher a meaning of a new word

As students read a passage, they underline words they do now know. What instructional method will best help students to understand the meaning of the words? A. Look up the definitions B. Find Synonyms of the words C. Use the context and narrow connotations for the words in context D. Discuss each word with the students by asking questions that require students to support their answers with reasons

D. Discuss each word with the students by asking questions that require students to support their answers with reasons

Main purpose of a criterion-referenced reading benchmark: A. Identify a student as a beginning, developing, or proficient reader B. Compare a student's skills to peers who have taken the same assessment C. Evaluate the skills of a student by documenting raw scores, percentile ranks, and grade equivalents D. Sets the standard and time frame for student skill mastery

D. Sets the standard and time frame for student skill masteryA criterion-referenced reading benchmark sets a time period for assessing if a skill has been mastered (may take this benchmark test at least twice a year)

In your notebook you write the following: Average Number of Words Read Correctly Per Minute Grade 2 Class Average: Fall-50 Winter- 70 Spring- 90 Daniel: Fall- 47 Winter- 73 Spring-80 What instructional support justifies the data written above? A. Self-Monitoring B. Strengthen Vocabulary Development C. Develop reading fluency D. Text Comprehension

Develop reading fluencyWords per minute is a component of reading fluency, the student should work on that area.

You teach third grade and have students read material from multiple content areas. When teaching Science, the students come across domain-specific words such as "chlorophyll," "chloroplast," and photosynthesis. What will help the students understand the words above?

Direct instruction (structured, sequenced- have steps, and are teacher led) to introduce new words in rich texts.Direct instruction is the most highly recommended method for helping students with Tier 3 words in specific content areas.

Tier 3 Vocabulary

Domain-specific academic vocabulary. Ex. isotope

Blend

Each letter is pronounced individually, but quickly Ex. pl, br, fr

One-to-one correspondence

Examples of _____________________________________.1. Pointing to each word in a book as the student reads that specific word from left to right.2. Pointing to each block as a student counts each block.

Letter knowledge

Giving sounds for an individual letter and writing letters in response to their individual sounds

r-controlled

Harbor, third, blur Neither long nor short, this vowel sound depends on the R that follows it

Tier 2 Vocabulary

High-utility academic vocabulary found in many content texts, cross-curriculum texts. Ex. Prediction, Complex

Short vowel sounds

Is the vowel sound in CVC patters long or short?

This instructional strategy is most effective for teaching vocabulary

List-group-label Students sort words into categories to make them more meaningful

A first grade student is having trouble with long-vowel patterns. What will help the student understand the words, "train", "light," and "tow"?

Memorize long-vowel patterns This will help the student decode new words. If he knows "light" it will be easier to figure out "fight"

You put students in guided reading groups and ask them to read both fiction and nonfiction texts. You then ask students to read the texts aloud chorally four times over an hour. What change to your lesson will help your class with reading fluency?

Model how to read the texts aloud before asking the students to read them

Last phonemic skill to be developed/most complex

Phoneme deletion of a medial letter in a blend Ex. "Say Flame. Now say it without the l" (Usually not mastered until age 9)

Decoding instruction

Students can use words they already know to sound out/figure out new words. Ex. If they know the word "cat," it will be easier for them to figure out "bat"

You read a fairy tale to your class. When you are reading you stop and tell students, "listen to the pitch and volume of my voice, good readers use punctuation cues and read with natural expression." What are you teaching the class during your reading?

Prosody

Students in your class are struggling with the words, "tough," "sign," "through," and "has." What strategy will have an impact on student's automatic recognition of the words above?

Read (aloud)Build (with letters)WriteThese activities will help auditory, visual, and tactile sensory pathways.

Students who read at 50 percent accuracy know half of the words in the passage, and at 100 percent they know all of the words and can read fluently

Reading with 50 percent accuracy vs. 100 percent accuracy

Alliteration

Repetition of initial consonant sounds

Advance

Research shows a correlation (connection) between reading development and phonemic awareness in that reading skills will _________________ as students become more phonemically aware

CVC word families contain _______________ vowel sounds and are the easiest to learn.

Short

What should you do to build and extend the vocabulary of students in your classroom?

Show students how to use roots and affixes to determine meanings

Interpretation of a communicated message

Shows active listeningEx. Students in kindergarten choose their favorite book from three class books a teacher reads often in class (without showing the book to the class) and explains the beginning, middle, and end of the book. Students in class have to guess which story the student is explaining.

open syllable

Syllable which ends in a vowel sound rather than a consonant Ex. Spi-der (one open syllable)Fly (one open syllable)Shi-ny (two open syllables)

Explicit Phonics

Teaching of letter-sound correspondences directly and usually systematically(teaching a letter with its sound- S is "suh")

What can help students to learn short vowel sounds and consonant sounds?

Teaching word families that follow CVC patterns (NOT CVCE patterns!)

Alphabetic knowledge

The ability to recognize, name, and write letters.

root word

The base word you start with before adding prefixes or suffixes Ex. "freeze" in antifreeze, "aqua" in aquarium

Morphemes

The smallest units of meaning in a language-Has to do with base and roots-ed, ing, s, ish (to name a few) at the end or a root word

1. Alphabetic knowledge2. Phonemic awareness

Two best predictors of future reading success (for beginning readers)

Schwa sounds

Unstressed vowel phoneme - "uh" sound Children commonly misrepresent the schwa vowel and spell these words: ulone for alone, pencol for pencil, suringe for syringe, and takin for taken

What can you do to ensure phonics maintenance? (Students keep up, remember, and maintain all of the phonics they have learned)

Use index cards to reteach previously taught sound-letter relationships

Concepts of Print

What are you teaching when you ask students, "how many words are in the sentence," and "where does the sentence begin and end in a paragraph?"

Point along with your finger as you read Pointing along as you read allows students to better understand letters, words, and sounds and helps with directionality.

When you ask a student, "Can you show me where to read after this word?" They cannot. What instructional method will help the student understand this concept of print?

Cognates

Words that look similar and have the same origin in two languages

Decoding instruction

Would the words mat, bat, and sat be used to teach sight word instruction or decoding instruction?

Sight word instruction

Would the words who, what, when, could, there, and was be used to teach sight word instruction or decoding instruction?

Concepts of Print Assessment

You ask your students the following questions below. What are you assessing? Can you point to the front cover of the book? Can you point to the picture at the top of the book? Can you show me one letter? Can you show me where to read after this word?

Building sight word vocabulary

You write down words from a story and place these words in a pocket you made on the back of a book. A student takes out all of the familiar words and gives them to you. They try and find the rest of the words in the story. What is the purpose of this activity?

Benchmark

a goal that is set

affix

a prefix or suffix

Elkonin Boxes

a strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a wordEx. Soap-S- oa- p(3 boxes, oa is a vowel digraph)

Phonological Awareness

a student's ability to identify and manipulate units of oral languageEx. Using the word Plane to figure out the word lane (delete the p sound), Using the word cat to figure out rat

prefix

a syllable or word that comes before a root word to change its meaning Ex. "re" in rewind

Criterion-referenced test

assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their educationEx. The student should read The Outsiders and identify the main idea of each given paragraph. (The test should cover whatever you objective is!)

closed syllable

ends in a consonant Ex. Inlet

Tier 1 Vocabulary

everyday words familiar to most students and primarily learned through conversations.

Feedback (in education)

is information given to the learner or teacher about the learner's performance relative to learning goals or outcomes. It should aim towards (and be capable of producing) improvement in students' learning.Ex. Teacher comments on an essay

Semantics

is the study of meaning in language. It can be applied to entire texts or to single words. For example, "destination" and "last stop" technically mean the same thing, but students of this analyze their subtle shades of meaning.

Authentic context

learning in a real-life context, demonstrating to students that their learning is connected, relevant, and can have an impact upon the world around them, as well as their future selves

Phonological Awareness

oral language is made up of a variety of unitsEx. The ability to hear and identify different sounds in wordsThink- Th-i-n-k

NOT two best predictors of future reading success

phonics skills, reading fluency (reading without stopping too much), and sight word recognition

Long vowels

say their name

vowel-consonant e

syllable with a long vowel sounds that end with a consonant followed by a silent e Ex. lake, rake, take

Structural Analysis

the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar wordsEx. Un- means 'not' and happy means 'with joy,' so unhappy means 'not happy' or 'without joy."(Students should now know what "un" caring means)

Etymology

the study of word origins Ex.nightmare (n.) c. 1300, "an evil female spirit afflicting men (or horses) in their sleep with a feeling of suffocation," compounded from night + mare (n.3) "goblin that causes nightmares, incubus." The meaning shifted mid-16c. from the incubus to the suffocating sensation it causes. Sense of "any bad dream" is recorded by 1829; that of "very distressing experience" is from 1831. Cognate with Middle Dutch nachtmare, German Nachtmahr. An Old English word for it was niht-genga.

Short vowels

the vowel sounds in cat, bed, big, hop and cut.

vowel team

two vowels side-by-side. The first vowel says its name. The second vowel is silent. Ex. Stream

What NOT to do to build and extend vocabulary

use unfamiliar words in a sentence

suffix

word ending Ex. "sion" in tension

Automaticity

word recognition

Rate

words read per minute

Sight words/high frequency words

words that are seen repeated in almost any page of text