(Praxis) Teaching Reading: Elementary 5205
Alphabetic Principle
an understanding that letters and letter patterns represent the sounds of spoken words.
Oral Language Development
enhance skills: be involved in open-ended (whole group, small group, and one-on-one) discussions, read alouds, echo reading, songs, nursery rhymes, storytelling, readers theater, cloze activities, poetry, role play and drama, fingerplays...
word families
groups of words that have the same ending sound (rime) but a different beginning sound (onset), such as can, man, fan.
Morpheme
in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix, suffix, or affix)
phoneme
in language, the smallest distinctive sound unit
Dipthong
2 vowels in which the sound begins at the first vowel and glides toward the sound of the second vowel (snout=ou/boy=oy)
picture sort
A categorization task in which pictures are sorted into categories of similarity and difference. Pictures may be sorted by sound or by meaning. Pictures cannot be sorted by pattern.
Semantic Feature Analysis
A graphic organizer using a grid to compare a series of words or other items on a number of characteristics.
Anticipation Guide
A list of statements about a topic that children discuss before reading an informational book
Appositive
A word or phrase that renames a nearby noun or pronoun. "My brother's car, a sporty red convertible with bucket seats, is the envy of my friends." - "Your friend Bill is a nice guy."
story grammar
The general structure of stories that includes story elements.
Multisyllabic Words
Words with more than one syllable. A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read should increase steadily throughout the grades.
dangling modifier
a word or phrase that modifies a word not clearly stated in the sentence
morphological analysis
analyzing the lexical, inflectional, and derivational morphemes of unfamiliar words to infer their meanings
Consonant Digraph
Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/).
phoneme-grapheme correspondence
the relationship between a sound and the letter that represents it
Grapheme
the smallest part of written language that represents a phoneme in the spelling of a word
Phonics
the sounds that letters make and the letters that are used to represent sounds
Phonics Instruction
the systematic, exlicit presentation of sound-letter relationships; for children to benfit from it they need phonemic awareness.
expressive vocabulary
the words a person can speak
Blends
two letters that are pronounced together with each letter retaining it pronunciation
vowel digraph
two vowels, and occasionally three, that make one sound (rAIn, grEAt, lEAves) it's a LONG VOWEL sound that starts with the first letter.
suffix
word ending
receptive vocabulary
words the child understands
"Author and You" questions (QAR)
"Author and You" questions - require the reader to use what he or she already knows coupled with what he or she has just learned from the text.
Fluency activities
- At home reading - Choral reading - Repeated reading - SSR
methods for teaching vocabulary
- Frayer model (definition, characteristics, examples, and non-examples) - Context clues - Generating new sentences with the word - Viewing morphology, such as prefixes, suffixes, or latin roots
Phonemic substitution
- Substitute one sound for another - Example: /b/ in /ball/ for a /t/ to make /tall/
strategies for english language learners
- build background knowledge - teach vocab explicitly - check comprehension frequently
Metacognitive Strategies
-Good readers use these to think about and have control over their reading -Before reading: they clarify their purpose for reading and preview the text -During reading: they monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing up" any comprehension problems they have -After reading: they check their understanding of what they have read
Methods for Teaching Phonemic Awareness
-clapping syllables in words -distinguishing between a word and a sound -using visual cues and movement to help children understand when the speaker goes from one sound to another -incorporating oral segmentation activities which focus on easily distinguished syllables rather than sounds
word map
A vocabulary strategy for visually mapping key elements associated new vocabulary.
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
Miscue Analysis
A way of acquiring insight into children's reading strategies by studying the mistakes they make when reading aloud.
Consonant-le syllable
AKA final stable syllables. Bubble, maple, kettle, and fiddle.
Phonics Maintenance
After each sound-spelling is introduced, and the spelling is written on an index card, use the index card deck to review all the sound-spellings.
Criterion-Referenced Assessment
An assessment that compares a student's performance with a preset standard
Reading Strategies
Before reading: setting a purpose During reading: self-monitoring After reading: summarizing
The Emergent Reader: Reading Instruction
Begin phonemic awareness: -Help to recognize print in environment -Help to make predictions in stories -Observe pretending to read -Help to recognize letter shapes
Explicit Phonics Instruction
Begins with the instruction of the letters (graphemes) with their associated sounds (phonemes). Next, explicit phonics teaches blending & building, beginning with blending the sounds into syllables and then into words
Right There Questions (QAR)
The answer is in the story in a single sentence and easy to find
informational text structures
Description (describes), Sequence (goes in order), Cause & Effect (shows an event and the effects after), Problem & Solution (shows a problem and one solution), Compare & Contrast (similarities and differences between two things/events)
Word Wizard
Each student is responsible for learning three new words and teaching those words to their group. (Jigsaw strategy)
Think and Search Questions (QAR)
The answer is in the story, but students need to put together information from different parts of the story. Not easy to find.
Question-Answer Relationship (QAR)
Four types: Right there; think and search (in text, but in more than one spot), author and you, on my own. Students then explain the basis of the answer. Cite a source or provide textual evidence for opinions/throughts.
Flexible Grouping
Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups.
semantic knowledge
Knowledge of the meanings of words and word combinations.
On my own questions (QAR)
The answer is not text-based. Students may be able to answer the question without reading the selection by using their own experiences and background knowledge.
Phonemic Segmenting
Phonemic Awareness skill. Ability to break words down into individual sounds. Relatively high phonemic awareness skill
Elements of phonological awareness
Rhyme, alliteration, segmenting, blending, syllable manipulation, onset and rime
Nondecodable Words, Sight Words
Sight words, often also called high frequency sight words, are commonly used words that young children are encouraged to memorize as a whole by sight, so that they can automatically recognize these words in print without having to use any strategies to decode.
Open Word Sort
Students determine how to categorize the words, thereby becoming involved in an active manipulation of words.
Phonemic Awareness
The ability to hear, identify, and manipulate the individual sounds, phonemes, in oral language.
Closed Word Sort
The teacher defines the process for categorizing the words for students to sort.
Syllable Types
There are six syllable types: 1. Closed: cat, cobweb 2. Open: he, silo 3. Vowel-consonant-e (VCE): like, milestone 4. Consonant-l-e: candle, juggle (second syllable) 5. R-controlled: star, corner, 6. Vowel pairs: count, rainbow
affix
a prefix or suffix
base words
a stand alone linguistic unit that cannot be deconstructed or broken down into smaller words
Elkonin Boxes
a strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word.
prefix
a syllable or word that comes before a root word to change its meaning
Final Stable Syllable
a syllable with nonphonetic spelling that occurs frequently in the final position in English base words (ble in stable, tion in station, cial in special)
Phonics method of teaching
emphasizes the association between the grapheme and the phomene.
closed syllable
ends in a consonant
open syllable
ends in a vowel
Decoding
interpreting and trying to make sense of the message
syntactic knowledge
knowledge of how words can be combined in meaningful sentences, phrases, or utterances.
Word Attack Skills
knowledge of word and letter sounds; used to aid in pronouncing unfamiliar words
Parallelism
similarity of structure in a pair or series of related words, phrases, or clauses
subject-verb agreement
subject stays the same; verb must be singular or plural to match the subject
Vowel-Consonant e syllable
syllable ends in one vowel, one consonant, and a final e - the final e is silent - the vowel is long (cake, five, athlete, rope, cube)
vowel team
syllable with two adjacent vowels (strEAm, fOOt, yOUng)
Systematic Phonics Instruction
systematic phonics programs teach children an extensive pre-specified set of letter sound correspondences or phonograms.
List-Group-Label
teacher supplies stimulus topic, students provide related vocabulary and then are challenged to categorize and label groups of these words
phonemic deletion
the ability to identify how a word would sound if one sound were omitted
phonological awareness
the ability to reflect on and manipulate the sound structure of spoken language