7812 Reading- Language
Sequential
In order of events (first, second, third) OR consequently, therefore
Comprehension
Understanding a story If a student comprehends a story, they can put it down and tell the main idea of the story and details that occurred in the story
Tier 2
You will see this word over multiple subjects- across curriculum predict- reading predict- science reduce, natural, and imprint
all have the short "o" sound
clock, socks, pot
Directionality
read from left to right (point to text)
Phoneme categorization
recognize a word with a sound that does not match the sounds in other words Ex. What word does not belong, "cat" "can" "hat" (hat because it starts with an h)
Syntactic
grammatical
Semantic
having to do with the meaning of words or language
Pie Chart
illustrates a part of the whole
Compare and Contrast
*Venn Diagram* -compare (two alike) -contrast (two different)
44-63
44-63
The student thinks that each sound is only represented by one letter
A student spells the words "sail", "throne', and "ship" as "sal", "ton", and "ship" What can you conclude from this pattern of errors?
Emergent spelling
Children string scribbles, letters, and letter like forms together, but they don't associate the marks they make with any specific phonemes.
context clues
Clues in surrounding text that help the reader determine the meaning of an unknown word
Tier 3
Ex. isotope -use in a specific subject (chemistry)
morphemes- words that can be broken into parts (focus on suffix/prefix)
Ex. uncaring, running, smallest, dogs un/car/ing (3), runn/ing (2), small/est (2), dog/s (2), the (1)
Narrowing the focus
Going from a big topic to a small topic (going to camp to climbing a rope at camp)
Reading a big book with a pointer to the class
How to teach Directionality and One-to-one matching?
Point to each word as they read (one-to-one correspondence)
If a student shortens sentences as he or she reads
Root words
Main part of the word that provides the word's basic meaning also known as 'base words'.
initial phonological unit- C
Onset in cat?
th
Onset in think?
Counterargument
Opposite point to the point you are making (then return to your point)
Phoneme Segmentation
Recognize the separate sound units of words
Phoneme deletion
Removing phonemes from words to make new words Ex. "Say mice without the m"
Phoneme substitution
Students see the following directions on their homework: Replace the beginning sound of each word with the /m/, /k/, and /p/ sound to create a new word that matches the picture. What is the teacher testing them on?
Reading rate
The speed at which a person reads accurately, usually measured in word per minute.
Consonant blends
Two or three consonants that appear together in a word, with each retaining sound when blended (fl, gr, sp, mp)
Sorting words into different "ed" sounds Students should make a chart for all of the "red" ending word, "ed" ending words, and "ted" ending words
The teacher hands out the spelling list. Words on the list include words that end in "red", "ed", and "ted" such as scared, started, closed. What will help the students learn the words?
1. students knows how to space words 2. student knows words move left to right *Student does not know words are make of sequences of letters*
The writing sample shows evidence of:
Consonant Digraphs
Two consonant letters that together stand for a single sound (sh, th, wh)
Narrative
Use I- story about an experience
A. Ship/shape
Which has identical onsets? A. ship/shape B. scrape/skirt
Sentence Frames
___________ make a good point. But _________________________.
long "a" sound
ate, fate, late
Consonant Vowel Patterns
boat (cvvc) hat (cvc) ate (vce)
short "a" sound
cab, dab, gab
Phonetically regular
common phoneme-grapheme relationships Ex. Teach, land, Fine
Prosody
expression in your voice as you read/ punctuation (pause at commas and stop at periods)
Fluency
flow of reading If a student is fluent with a text they DO NOT need to sound out words or stop to look up a word.
summarize
give a brief statement of the main points of a passage
informational text
gives facts and examples about a topic
it's
it is It's hot outside!
Building suspense
on the edge of your seat- really excited about what will happen next- she was about to drive close to the cliff
contrast
opposite
its
possessive The dog lost its collar.
Descriptive
see, smell, hear, feel (describing with details) Ex. The dog is wet and furry
narrative text
tells a story
phoneme
unit of sound s- s th- thuh fl- fluh
Developing a character
who is the girl? what does she wear? what is her personality? What is her favorite outfit?
One-to-one matching
word in the book relates to the word you are saying out loud
Graphophonemic
words that share some letters and similar construction Ex. stories, storing
Tier 1
words that you see everywhere girl, boy, us