OAE 190 Shay's Tutoring Course

Oral Vocabukary/Lang.

includes children's speaking ("expressive") and listening ("receptive") skills.

- everything that comes out of our mouth!

- We are wired for speech, not print/reading

Print Awareness and Concepts of Print

The ability to recognize the functions of the text and the ability to distinguish how the text is organized, such as writing from left to right, top to bottom.

a "set of rules" that are followed by readers and writers so that the text can be understood in the intended way.

- Book handling skills

- Text directionality

- Ex: child is exposed to print on books next to a picture such as the word apple next to a picture of it

Concepts of print

a "set of rules" that are followed by readers and writers so that the text can be understood in the intended way.

Phonologcial Awareness

the ability to recognize that spoken words are made up of individual sound parts.

- Sounds only, NO print

- learning the sounds

- The big umbrella because it is the bigger word

- 44 phonemes in english

- ex: fffffrog, what sound do you hear?

Phonemic Awareness

ability to identify and manipulate individual sounds (phonemes) in spoken words.

- Still sounds only, NO print

- smaller word, smaller areas of phonological awareness

- manipulating the sounds you have learned

Blending (L)

the ability to hear the individual sounds in a word, put the sounds together, and say the word that is made.

- H + A + T = Hat

Segmenting (L)

involves identifying the individual sounds (phonemes) in a word.

Opposite of blending

- Hat = H + A + T

Isolating (L)

involves having students identify specific phonemes in words (e.g., first, middle, last sound).

Addition (H)

adding phonemes to a given word to produce a new word.

- ex: Hat --> add /s/ --> is Hats

Substitution (H)

Phoneme substitution involves having students manipulate spoken words by substituting certain phonemes for others.

Deletion (H)

having students manipulate. spoken words by deleting specific phonemes

Syllable

a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word

Monosyllables

a word consisting of only one syllable.

Multi Syllables

having more than one and usually more than three syllables

Open Syllable

ends with a vowel sound that is spelled with a single vowel letter (a, e, i, o, or u). Examples include me, e/qual, pro/gram, mu/sic.

Closed Syllable

has a short vowel ending in a consonant. Examples include hat, dish, bas/ket.

Onset-Rime

The "onset" is the initial phonological unit of any word (e.g. /c/ in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. /a/ /t/ in cat).

Rhyming

having or ending with an identical or corresponding sound to another.

Alliteration

Repeated sound patterns

- ex: Claire closed her cluttered closet. Repeated pattern would be the /k/ sound or /kl/ sound.

R Controlled Vowel

any vowel followed by an r. The r changes the sound that vowel makes. R controlled vowels are often called "Bossy R" because the r takes over and makes the vowel make a new sound. The er, ir, and ur all make the same sound /er/ as in her, bird, and fur.

ex: Girl --> the /r/ takes over the whole sound so you can't even hear the /i/ sound

L Controlled Vowel

a syllable in which the vowel is followed by an L. The L distorts the sound of the vowel, and the vowel is subsequently neither long nor short.

ex: /l/ controlls the word so you can;t hear the rest of the sounds. Ball --> can't hear the /a/ sound

Digraph

a combination of two letters representing one sound, as in ph and ey.

Trigraph

a group of three letters representing one sound, for example German sch-.

Dipthong

a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another (as in coin, loud, and side ).

- 2 vowels that make 1 sound

Alphabetic Knowledge

recognizing, naming, writing, and identifying the letters the shapes of the letters

- NO sound, only print

As children develop alphabet knowledge, they learn to recognize and name upper- and lowercase letters. They also discover that there are sounds associated with each letter.

Letter ID

a skill that involves being able to say the names of both upper and lower case letters of the alphabet quickly, without having to think very long about each letter.

Letter Shapes

Being able to make the letter shapes.

Does not have to be in writing but can be through using their finger in sand or making them with play - doh, etc.

Alphabetic Principle

the understanding that there are systematic and predictable relationships between written letters and spoken sounds.

Now they are able to give you the sound for the letter shape

Decoding

the pupil's ability to apply their knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words.

automatic word recognition = putting letters and sounds together now to read words

Writing/Encoding

the process of hearing a sound and being able to write a symbol to represent that sound. Decoding is the opposite: it involves seeing a written symbol and being able to say what sound it represents.

- by end of kinder you should be able to write a basic sentence "I am Sam."

Spelling

Just because you can read the word does not mean you can spell it

but if you can spell it then you can read it

Graphophonic

involve the letter-sound or sound-symbol relationships of language. Readers identifying unknown words by relating speech sounds to letters or letter patterns are using graphophonic cues. This process is often called decoding.

writing letters and sounds

Orthography

(system for writing a language) in which the graphemes (written symbols) correspond to the phonemes (significant spoken sounds) of the language.

Orthographic Mapping

the process by which students learn to connect sounds in words that they already know to the spelling of those words in order to make them more instantly recognizable. Students begin to use orthographic mapping only after they develop strong phonological and phonemic awareness.

Systematic (Instruction)

a method of teaching students how to connect the graphemes (letters) with phonemes (sounds) using a clear and well-thought-out scope and sequence to teach kids how to read and spell.

Explicit (Instruction)

start with the simplest sound in a word and then build out from there - from patterns to syllables and then the whole word. Explicit phonics is a key component in the broader structured literacy approach.

- detailed

Phoneme

the smallest units of sound within a language. They are represented in writing by symbols known as graphemes, and they help us to distinguish one word from another.

Grapheme

a written symbol that represents a sound (phoneme). This can be a single letter, or could be a sequence of letters, such as ai, sh, igh, tch etc. So when a child says the sound /t/ this is a phoneme, but when they write the letter 't' this is a grapheme.

Morpheme

the smallest unit of meaning within a word. These units of meaning are spelled consistently even though their pronunciation may change within words, e.g., child/children, heal/healthy. Understanding morphemes is important for understanding reading and spelling.

Multimorphemic

Have two or more morphemes. or meanings

- Can also be multi meaning words such as "ship"

ex: The word "unbreakable" has three morphemes: "un-", a bound morpheme; "break", a free morpheme; and "-able", a bound morpheme.

Automaticity

the ability to rapidly, effortlessly and accurately recognise or decode words. 'Expert' readers are able to decode words with minimal attention to the activity of decoding. There are few words they must sound out or closely examine, and they can instead accurately recognise words on sight.

- automatic decofer

Sight words versus high frequency words

Sight words DO NOT follow phonics patterns and are words that need to be instantly recognized and identified without conscious effort.

High frequency words are the words most commonly used in the English language.

Emergent Readers

learning alphabetic principle at this point

early childhood students who have shown interest in reading but do not yet have the abilities to read independently yet.

Pre-emergent Readers - pictures

learning concepts of print

Emergent readers - letter sound relationships

decoding simple words

Early Readers

stepping stones from picture books and reading scheme books to longer chapter books. They're carefully developed to tell a great story, but in a format that children are able to read and enjoy by themselves, using familiar vocabulary and appealing illustrations.

Nonsense Words

made-up words that follow phonetic rules and can be pronounced, yet have no dictionary definition or meaning. They could be referred to as "silly words", "pseudowords", "non-words", "alien words", or "monster words", depending on the classroom setting.

Word Boundaries

the beginning and end of words. They can most easily be recognized by noting the spaces between words.

Fluency

the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression.

5 Components of fluency

Pace/rate

Attention to detail

Accuracy

Expression (prosody)

Comprehension

ORF

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Frustrational, instructional, independent levels

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Vocabulary

Meaning

Academic vocabulary

words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or frequently encountered in informal conversation.

Academic Language

the oral, written, auditory, and visual language proficiency required to learn effectively in schools and academic programs—i.e., it's the language used in classroom lessons, books, tests, and assignments, and it's the language that students are expected to learn and achieve fluency in.

Content Language

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Academic Text

critical, objective and specialized texts that are written by professionals or experts in a particular field. They are written in formal language and has a formal style and tone. Since these are objective texts, they are based on facts.

Tier one words

words of every day speech, familiar to most students

These words usually do not have multiple meanings and do not require explicit instruction for English speakers but do require explicit instruction for ELLs. Sight words, nouns, verbs, adjectives, and early reading words occur at this level. Examples of Tier 1 words are book, girl, sad, clock, baby, dog, and orange.

Tier 2 words

High frequency words found in many content areas

present challenges to students who primarily meet them in print. Tier 2 words consist of such words as coincidence, masterpiece, absurd, industrious, and benevolent as well as academic terms we often use at school such as define, predict, analyze and compare . Because Tier 2 words play an important role in direct instruction, there are certain characteristics that these words have:

Usually have multiple meanings

Used in a variety of subject areas

Necessary for reading comprehension

Characteristic of a mature language user

Descriptive words that add detail

Tier 3 words

Low frequency words, domain specific

used for brief periods of time when we are studying particular content. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. They include medical, legal, biology and mathematics terms such as circumference, mass and aorta.

Context clues

hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new or unfamiliar words.

Idiomatic expressions/meanings

a type of informal language that have a meaning different from the meaning of the words in the expression. Here's an example of an idiomatic expression: Hold your tongue.

Comprehension/understanding

the understanding and interpretation of what is read

Metacognitive-must

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Metacognition

thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner.

Transitional readers

have passed the early stages of reading (Levels B-H) and are ready to start reading short chapter books and nonfiction with longer paragraphs.

Transitional readers - simple stories

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Early fluent readers

able to take on new texts with more independence. Readers at this level can read longer, more complex texts fluently and, for the most part, with good comprehension and phrasing. Early Fluent Readers are in between learning how to read and being able to learn from reading.

6.3

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Expressive language

the way a child expresses him/herself for everyday wants, needs, and feelings. Spoken, written, and body language, including facial expressions and sign language, are all abilities considered to be expressive language skills.

Receptive language

the "input" of language, the ability to understand and comprehend spoken language that you hear or read. For example, a child's ability to listen and follow directions (e.g. "put on your coat") relies on the child's receptive language skills.

Connotative

a meaning that is implied by a word apart from the thing which it describes explicitly. Connotative words carry cultural and emotional associations or meanings in addition to their literal meanings, or denotations.

Denotative

explicit or direct meaning, as distinguished from the ideas or meanings associated with it or suggested by it. Simply put, a word's denotation is what that word means or directly represents.

Classical readability formula

one of many methods of measuring or predicting the difficulty level of text by analyzing sample passages. A conventional readability formula measures average word length and sentence length to provide a grade-level score.

Structural analysis

a strategy that is used to facilitate decoding as students become more proficient readers. These advanced decoding strategies help students learn parts of words so they can more easily decode unknown multi-‐syllabic words. In structural analysis, students are taught to read prefixes and suffixes.

Inflections

a process of word formation in which a word is modified to express different grammatical categories such as tense, case, voice, aspect, person, number, gender, mood, animacy, and definiteness.

Affixes

word-parts that change the meaning of the words they attach to.

Prefix

a group of letters that appears at the front of a word. A prefix affects the meaning of the root (base) word to which it is attached. To determine whether or not a group of letters is a prefix, remove them from the word. The letters are a prefix if a known word remains.

Suffix

a letter, or group of letters, that is added to the end of a. root (base) word. Common suffixes include s, ed, ing, ly, and tion. A suffix changes the meaning of the root or base word. Therefore, children, need to understand the meanings of suffixes and how they affect the words they're attached to.

Derivational suffix

A group of letters added after the end of a base word or root to create a new word or form of an existing word (for example, beauty (noun) + -ful (suffix meaning full of) = beautiful (adjective), or teach (verb) + -er (suffix meaning one who) = teacher (noun)).

Semantics

the meaning and interpretation of words, signs, and sentence structure. Semantics largely determine our reading comprehension, how we understand others, and even what decisions we make as a result of our interpretations.

Syntax

the formation of sentences and the associated grammatical rules (Foorman, et al., 2016 ). "Syntax skills help us understand how sentences work—the meanings behind word order, structure, and punctuation.

3 Cueing system

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Etymology

the history of a word or phrase shown by tracing its development and relationships

Cognates

words in two languages that share a similar meaning, spelling, and pronunciation.

Expository text

intended to explain or describe something.

Informational text

nonfiction writing, written with the intention of informing the reader about a specific topic. It is typically found in magazines, science or history books, autobiographies and instruction manuals.

Norm reference

type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. Assigning scores on such tests may be described as relative grading, marking on a curve or grading on a curve.

Criterion Reference

style of test which uses test scores to generate a statement about the behavior that can be expected of a person with that score. Most tests and quizzes that are written by school teachers can be considered criterion-referenced tests.

Validity

the degree to which the tool measures what it claims to measure.

the quality of being logically or factually sound; soundness or cogency.

Reliability

Ability of a test to yield very similar scores for the same individual over repeated testings

the quality of being trustworthy or of performing consistently well.

Universal Screener

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Evidence Based

denoting an approach to medicine, education, and other disciplines that emphasizes the practical application of the findings of the best available current research.

Literary

concerning the writing, study, or content of literature, especially of the kind valued for quality of form.

(Ehri) prealphabetic phase

characterized by children not having letter-sound awareness and recognizing words incidentally based on visual features of the word

(Ehri) partial/early alphabetic phase

children begin to use some letter-sound correspondence to decode words. Their phonological awareness skills are characterized at the early level where they can break words into syllables, onset-rime, and identify/isolate initial sounds of words.

(Ehri) Full/later alphabetic phase

later alphabetic phase is when children begin to develop automatic sight word recognition and to use letter-sound correspondence. In this phase, they also demonstrate basic phonemic awareness skills of segmenting and blending words with 3-4 phonemes.

(Ehri) consolidated alphabetic phase

children develop an increasing automatic sight word recognition, orthographic mapping, syllable patterns, morphemes and demonstrate advanced phonemic awareness, including deletion, substitution and reversal of phonemes.

(Ehri) Automatic phase

the final phase in word reading development. Word reading is quick and effortless, and most words encountered have become sight words.

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