Literacy

Alphabet Knowledge

* Applying the knowledge* it is the ability to name letters, distinguish letter shapes, and identify letter sounds examples: pointing to words in a book, reciting the alphabet, pretending to read, connecting names of letters with their shapes

how many graphemes in the English language

26

what is a long vowel

vowels that say their own name (day, high, boat, food)

Progression of phonological awareness:

• Breaking sentences down into words - clapping out the words (I go home on the bus) • Recognizing and producing rhymes (what rhymes with man? Do blank and blank rhyme) • Breaking words into syllables (lets clap out the word blank) • Hearing initial sounds in words (what is the first/last/middle sound in fun • Hearing final sounds in words " " • Blending sounds in words blend the following sounds - m/a/n • Hearing medial sounds in words " " • Segmenting sounds in words - stretch out the word "cat" how many sounds do you hear • Deleting sounds in words - the word flat and take away the l sound- what's the new word • Manipulating sounds in words - the word man, replace m with k, what the word? (least sophisticated to most sophisticated)

what is a r controlled vowel

(are, or, ir, er, ur) - when r follows a vowel, it changes the sound of the vowel so that is is neither long or short (BOSSY R - barn, for, bird)

what is analogy

(comparing) More advanced then decoding - need a fair number of written words in stored memory for this to be useful - looking at unknown word - finding in memory a parallel spelling of a known word - using that known spelling and adjusting the pronunciation to match the letters in the unknown word

what does semantic mean

* remember (mantic) meaning - does it make sense (meaning) - use background knowledge of vocab and word understanding. use the context of the sentence, the paragraph or the whole text to figure out what the text is about, and what would make sense. Readers continually evaluate the information they take in, asking: "Does this word make sense as I read it?" "What would make sense?"

what does orthographic mapping

* think mapping * creates a map to find words easier in memory so you can become a more fluent reader creates the ability to identify words, creates a process for forming letter sound connections in order to recall words faster *allows instant recall and fluent reading*

what to do when choosing a text for shared reading

*can be fiction, non fiction, poetry, or songs depending on goals: level- should be high quality depending on your focus: - comprehension - big book form, wordless picture books - phonological or phonemic awareness - rhyming book, song, same beginning letter sounds, stories, poems - concepts of print - simple text with one to two lines of print - early reading - simple texts with repetitive pattern or texts just beyond guided reading level

Alphabetic Principle

*understanding the concept* - the insight that letters represent sounds - The understanding that spoken words are made up of sounds that can be represented on paper using letters EX: Cat is made up of k/a/t and if i write the letter cat down i can represent that word

what is the approach to analyzing a spelling inventory

- "Words their way" - decide which inventory the students will need - observe - test - practice

assessing alphabet knoweldge

- *PALS* - phonological awareness literacy screening Pre k - alphabet knowledge K - alphabet knowledge, letter sounds Grades 1-3: alphabet recognition, letter sounds - rhyming, beginning sounds - match rhyming words- teacher keeps score - DIBELS - letter fluency (LNF) - breaking words down it - i/t/ year - y/ear/ - CLAY observation survey - letter knowledge assessment

how to assess students understanding of phonics

- ABC knowledge assessment - Comprehension assessment - dictation - work samples - observations - spelling inventory - running records see if students can identify consonants, letter sounds, see if they can blend letter in words like (sh-oe) - have them break words up and correctly pronounce them

What factors influence the learning of alphabet knowledge

- ABC order Frequency of appearance of text - Distinction from other letters in shape and sound (b and d are not distinct shape or sound, however x is) - upper and lower case similarities - ease of pronunciation - letter name structure - easiest to learn letters where the name of the letter provides clues (b, d, k, p, t, v) - clue at end of the letter sound - no clue (h, w)

what are the stages of progression of phonics instruction

- Emergent - letter-sound level - pattern level - meaning level (morphemes - breaking a word down to the smallest units)

In order to acquire the alphabetic principle, a child must have a certain level of:

- Phonemic awareness - recognition that spoken words are made up of sounds/phonemes - Alphabet knowledge (knowledge of the name, sounds, symbols associated with printed letters *applying the knowledge*)

instructional approaches to support development of sight word recognition

- Tapping out the words, air write, counters - Fry list and Dolche lists are popular sight words lists schools use use assessment called Bear spelling inventory - it can show strengths and needs of student - the assessment helps you break down a students spelling to tell you where they need interventions - determine their stage - is the student emergent, letter name alphabetic, within word pattern, syllable and affixs, etc. - sight word flash card practice

what is concept of word

- a word is a group of letters that correspond to one spoken word - words are separated on paper by white space

what is the definition of sight words

- common, phonetically irregular words that you cannot decode using phonics rules - have to be memorized - recognized by sight

what questions can you ask for semantics

- does it make sense - look at the picture use pictures and words

What is one-to-one correspondence?

- each word on the page corresponds to one word that you say - may not fully develop until 1st grade

instructional focuses that work well in the context of shared reading

- focuses on prediction of words (how might you know what words come next) - fluency - focuses on following the teachers rhythm - using context clues to figure out the next word - *predicting what the book will be about based on the title of the book - return sweep - 1 to 1 - phonemic and phonological awareness - rhyming, alliteration, - punctuation, sight words, strategies

Assessing phonological and phonemic awareness

- give students a series of words and ask them to segment it and blend it * can do this with flash cards, breaking words apart, and standardized test *PALS - phonological awareness literacy screening - pre k - beginning sounds awareness, rhyme awareness - k - beginning sounds awareness, rhyme awareness - 3rd grade - blending, sounds to letter *DIBELS - dynamic indicators of basic early literacy - phoneme segmentation fluency - my (m/i), year (y/ear)

how to assess overall literacy knowledge

- have them hear and record the sounds in a sentence/s also known as dictation - it can provide info about - letter knowledge phonemic awareness - understanding of the alphabetic principle - concepts of print *observe other work samples - see how the student is progressing, observe concepts of print, letter knowledge, phonological awareness, knowledge of alphabetic principle

what are the main components of guided reading

- introduction - strategy review/instruction (what strategy will the teacher be showing them) - students read the text individually while teacher observes, interacts, provides support - discussion of story (meaning, clarification) - make teaching points based on students reading and previous instruction - brief word or letter work - written response - formative

what is Directionality

- lines of a text are read from left to right and top to bottom - letters always face a certain direction - reversing letters is not dyslexia and is normal up until 2nd grade

what is decoding

- looking at the letter or spelling pattern - transforming it into a blend of phonemes of syllabic unit (sounding it out) - searching your oral vocabulary for familiar words that matches that word and fits context

what is a prediction in reading

- looking at unknown word - using initial letters and context clues in the sentence, or pictures to make a prediction of what the word might be - checking prediction with the spelling of the unknown word to determine if the sounds of the predicted word fits the letters on the page

how do you assess concepts of print

- obervations during read (tracking, punctuation) - Checklist during work samples (evidence of COP) - test during guided reading by asking questions - pick an engaging book, hand book to child with spine first, see if they know where the front of the book is how to turn the pages, etc. ask where the title it, where they should start reading, ask questions while the students is reading

what components make up readers workshop

- read aloud with the teacher - shared reading - teacher reads with students (large group) - guided reading - teachers guide students reading and asks questions - independent reading

what are some instructional approaches to support development of concepts of print

- shared reading - students can see how the teacher reads and points, etc. - teach picture clues, read around the word, what word makes sense, word that means opposite - sentence builder (flash cards to build sentences) - shared writing ** - modeling, think alouds, allow them to write - fly swatter - hit the word the teacher is asking for - what word rhyme with blank - what word ends with blank (ed, ly, ing)

List of word solving strategies that can be taught

- sound it out - look for chunks - use the first letter - would it makes sense - read around the word then return - look at the picture - would it sound right - would it look right

how do you use the information from the spelling inventory test to inform instruction

- the analysis of the spelling inventory will tell the teacher where the student may need intervention and where they are beginning to struggle - the teacher can see if the student is struggling with letter sounds, digraph sounds, etc. - even if the student is spelling the words wrong the teacher can see if they have a strong understanding of phonics - through "word their way" we were able to assess Abby and learn that she needed help with long vowels to start..

What is stability of print

- the meaning of and words associated with given piece of text do not change (meaning never changes) - the spelling of individual words is stable the same (spelling never changes) - might not develop until 1st or 2nd grade

what does reader workshop look like

- there is a gradual release of responsibility - the teacher explain what to do, how to do it, when and why it is important - teacher models what to do - students try through collaboration, guided practice, and independent practice

what is shared reading (what does it look like what are some goals)

- using enlarged text - same book is re read many times - teacher does most of the reading the first time then students can join in after ** mainly teaching students strategies to use while reading ** Goals: - to provide students with successful experiences with reading - to provide opportunity for students to learn about text and develop strategies and skills

how many phonemes in the english language

44

what is a consonant blend

Combo of 2 or more consonants into a single sound (bl, cl, gl, cr, sm, sn, scr)

what questions can you ask for graphophonics

Graphophonics - does it look right - look at the first letter - the first letter makes a blank sound - look for chunks

what is a dipthong

Here both vowel sounds - begins as one vowel but glides to another (toy, coin, cow, cloud) *one vowel sound made up by a combination of two vowel sounds*

instructional approach to increase phonological and phonemic awareness

Phonics instruction must be paired with a lot of connected reading and writing - clapping out syllables, rhyming, sort words, beginning, medial and ending sounds, manipulate sounds o Synthetic: Learn sounds first and read words that contain those sounds o Analytic: Analysis of words to learn phonics rules and generalizations o Analogic: Focus on patterns in words and using known words and patterns to figure out unknown words o Spelling-based: Using word sorting and making words, focusing on spelling, to teach phonics o Embedded: Teaching phonics within text using sound-symbol correspondence and context - aural - sense fo hearing - you can teach it strictly through aural means - pairing sounds with letters works best

What are some instructional approaches to increasing alphabet knowledge

To Teach it: - focus on letter sound relationships - read alphabet books - create mnemonics: pictures and movements - letter hunts: around class, in texts, around school, etc. - form letters in sand - for ELs can have them start with letters and letter sounds from their own language then move into ones they dont have Things to keep in mind: important to differentiate - combine letter and the sound - combine phonological and phonemic awareness and alphabet instruction (students need all to become fluent readers) - teach upper and lower case form simultaneously

what is letter sound stage

acquired ABC principle, names of letters, by end can spell frequent words correct, vowels are present by end of stage

what is a affix, prefix, suffix

affix (words that can go at the beginning or ends of a word - cant be alone) - prefix ( words that go at the beginning of a word like un, ex) - Suffix (words that go at the end of the word - (er, ful, less, able)

what are consonants

anything but a vowel

what is pattern level stage

auto knowledge of letter sounds +short vowel patterns, higher frequency words, short vowels, some long vowels, CVC, CVCC, CCVC

What do do when choosing a text for comprehension

big book form, wordless picture books

Phonological awareness

broader skill - recgonize that words are made up of a variety of sound awareness of sounds in speech and ability to manipulate those sounds (such as words, syllabus, onsets and rimes) - ability to detect, manipulate, or analyze the auditory aspects of spoken language

How do reader read unknown words

decoding, analogy, prediction

what does graphophonic mean

does it look right (phonics) does the word start with the same sound you predicted (if the word is whale and the student says mail the beginning letter sounds don't match up, CONTEXT CLUES, PUNCTUATION ...

what is syntactic mean

does it sound right (grammar) - "me speak english good" "Does this sound right as I read it?" "Would we say it that way?" "What would sound right?"

what is the emergent stage

has not been exposed to reading instruction, scribbles

what is the bear spelling inventory look like

it gives a list of words that consist of words that are specially chosen to represent a variety of spelling features at different levels - students are assessed on a list of words it tests their orthographic spelling (spelling the words right)

what is phonics instruction

it is the method of teaching people to read by correlating sounds with letters or groups of letters in the alphabet

what is the bear spelling inventory - why would a teacher use the assessment

it is used to determine the students strengths and needs. - important to call out enough words that the students will spell wrong so you can identify where they are struggling - can find error pattern of students and will tell you what stage the student is at

Coaching students use of word solving strategies

know you students - use running records, instructional history, and text to determine strategies prompts: General - If you're stuck, what can you do - what do you think Graphophonics - does it look right - look at the first letter - the first letter makes a blank sound - look for chunks syntactic - does it sound right? - you read blank. is that how we say it

what is a word study

moves away from memorization - look for patterns in sounds and words - goal is to understand the system and develop strategies for decoding and encoding (build and write words from sounds)

what letters are easier to learn which are hard to learn

o,b,a,c,x - u,v

What evidence can you use to determine if a child has acquired the alphabetic principle

one example was looking at word samples from Morgan. - children's written work is a good way to tell if they have acquired many skills such as: *Bear spelling inventory (if they are writing a random string of letters then they probably haven't) - if they are writing letters that have similar sounds then they probably have a good understanding of it

what is an onset and rime

onset first sound (SH) rime second (irt)

what is a phoneme and grapheme

phoneme - sounds in spoken language grapheme - letters

what is meaning stage

readers read fluently, variety of reading styles, better syllables, affixes, deriving words from base words

what to do when choosing a text for phonological or phonemic awareness

rhyming book, song, same beginning letter sounds, stories, poems

segmenting and blending

segmenting - breaking the word apart blending - putting the sounded out words together

what to do when choosing a text for concepts of print

simple text with one to two lines of print

what to do when choosing a text for early reading

simple texts with repetitive pattern or texts just beyond guided reading level

phonemic awareness

specific ability to focus on and manipulate individual sounds (phonemes in spoken words) think sounds of words - ability to hear and manipulate phonemes (smallest sound in spoken words) (cat - c/a/t/) attention to sound rather than meaning - flag f/l/a/g - plant p/l/a/n/t - giraffe - j/r/a/f

What are the key concepts of print

stability, directionality, concept of word, one to one correspondence

What is guided reading

students read the text individually while the teacher observes, interacts, and provides support

what questions can you ask for syntactic

syntactic - does it sound right? - you read blank. is that how we say it

instruction focuses that work well in the context of guided reading lesson

teach: - semantic - syntactic - graphophonic monitoring + self correcting - fluency - predicting, connections, infer - one on one support - use prompts to support use of phonics rules and patterns - use prompts to support use of word solving strategies, including use of the three cueing systems

LONG VOWELS SAY

their name - say - boat - cute

short vowels sound like what

their normal sounds - apple - igloo - elephant

What is a consonant digraph?

two consonants appear to form a new sound (sh, ch, th, ph, wh) - one single sound

what are short vowels

usually when one vowel ends in a consonant, the vowel sound is short (CVC sit, pan) CCVC - short vowels - plan, shut .. CVCC patterns vowels are short - fast, lisp