Reading and Language Arts: Praxis I 5001

Phonological Awareness

An overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

Phonemic Awareness

The understanding of individual sounds in words.

Phonics

The understanding of the relationship between sounds and the spelling patterns (graphemes) representing those sounds.

Phonemic Awareness Skills

Focuses on phonemes/sounds, spoken language, mostly auditory, and manipulates sounds in words.

Phonics Skills

Focuses on graphemes/letters and their corresponding sounds, written language/print, both visual and auditory & reading and writing letters according to sounds, spelling, patterns, and phonological awareness.

Phonemes

The individual sounds in words.

Syllables

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

Onsets

The beginning of the consonant and consonant cluster.

Rimes

The vowel and consonants that follow the onset.

Blending

The ability to string together the sounds that each letter stands for in a word.

Segmenting

A breaking apart word.

Substituting

Replacing one phoneme with another in a word.

Deleting

When students take words apart, remove one sound, and pronounce the word without the removed sound.

Necessary Skills for Word Analysis

Phonics & Word Analysis

Morphology

The study of words and their forms.

Letter-Sound Correspondence

Certain letters and combinations of letters make specific sounds.

Spelling Conventions

The rules that English words follow.

Single letters

a consonant letter can be represented by a phoneme.

Doublets

Uses two of the same letters to spell a consonant phoneme.

Digraphs

two-letter combinations that create one phoneme.

Trigraphs

Three-letter combinations that create one phoneme.

Diphthong

Sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another.

Consonant Blends

Two or three graphemes, and the consonant sounds are separate and identifiable.

Silent letter combinations

Uses two letters: one represents the phoneme and the other is silent.

Combination qu

These two letters always go together and make a /kw/ sound.

Single Letters

A single vowel letter that stands for a vowel sound.

Vowel Teams

Combinations of two, three, or four letters that stand for a vowel sound.

High Frequency Words

These words occur most often in grade-level texts. Often referred to as sight words.

Decodable words

Can be sounded out and follow letter-sound correspondence and spelling conventions or rules.

Roots

Parts of words, without prefix or suffix, that provide basic meaning of that word.

Affixes

Parts of a word added to the beginning and end of a word; prefixes and suffixes.

Structural Analysis

The process of breaking words apart by prefixes, suffixes, and roots, and interpreting meaning.

First Language Acquisition (L1)

Refers to the way children learn their native language.

Second Language Acquisition (L2)

Refers to the learning of another language or languages besides the native language.

English Language Learners (ELLs)

First Language Acquisition and Second Language Acquisition are associated with this.

Pre-Production

Commonly known as the "silent period". Students are listening and deciphering. May have receptive vocabulary (listening), but they are not speaking yet.

Early Production

Students understand about 1000 words in their new language. Students begin to form short phrases that are grammatically incorrect; most often will use pictures to represent ideas in new language.

Speech Emergence

Students will start to communicate with simple phrases and sentences. Students understand about 3000 words in their new language.

Intermediate Fluency

Students have a robust vocabulary in the second language--6000 or more words. Students begin to communicate effectively in both writing and speech.

Advanced Fluency

Students are proficient and have comprehension and critical thinking in the second language. May take 4-10 years for students to achieve academic proficiency in a second language.

World-Class Instructional Design and Assessment (WIDA)

An organization that supports multilingual students and creates standards and assessments to help with the instruction of ELLs. The levels are always: Entering, Emerging, Developing, Expanding, Bridging, and Reaching

Teaching Approaches for ELLs

Visual, Cooperative Learning, Honor the “Silent Period”, and Allow Use of Native Language.

Closed

A syllable with a single vowel followed by one or more consonants. Ex. cat, bat, clock, letter.

Open

A syllable that ends with a single vowel. Ex. go, no, fly, he.

Vowel-Consonant-Silent E

A syllable with a single vowel followed by a consonant then the vowel ‘e’. Ex. bike, skate, kite, poke.

Long Vowel Teams

Two vowels that make one long vowel sound.

Variant Vowel Teams

Two vowels that make neither a long nor short vowel sound but rather a variant. Letters w and y act as vowels.

R-controlled (Also known as “Bossy R”)

A syllable with one or two vowels followed by the letter r. The vowel is not long or short. The r influences or controls the vowel sounds.

Consonant le (-al, -el) Final Stable

A syllable that has a consonant followed by the letters le, al, or el. Often one syllable.

Other Final Stable Syllables

A syllable that makes one sound at the end of a word.

CVC

Consonant-vowel-consonant

CVCe

Consonant-vowel-consonant-silent-e

CCVC

Consonant-consonant-vowel-consonant

CVCC

consonant-vowel-consonant-consonant

VC-CV

Two or more consonants between two vowels.

V-CV and VC-C

One consonant between two vowels

Consonant Blend

Consonant blends stick together.

Syntactic

Focuses on the structure of the sentence.

Semantic

Focuses on the meaning derived from the text.

Fluency

The ability to read without having to stop and decode (sound out) words.

Prosody

Reading with expression while correctly using words and punctuation.

Automaticity

Effortless, speedy word recognition.

Choral Reading

Reading aloud in unison with a whole class or group of students; helps build fluency, self-confidence, and motivation.

Repeated Reading

Reading passages again and again, aiming to read more words correctly per minute each time.

Running Records

Following along as a student reads, marking when he or she makes a mistake or miscues.

Miscue Analysis

Looking over the running record, analyzing why the student ______, and employing strategies to help the student.

Comprehension

The essence of reading; students begin to form images in their minds as they read and have the ability to predict what might happen next. Students who are in this stage of reading do NOT need to decode (sound out) words.

Critical Thinking

Students can apply certain concepts to their reading and extract meaning from the text; students in this stage are using high level skills to relate meaning in the text to themselves and to real life.

Metacognition

Thinking about thinking; the ability to understand the processes in their minds and can employ a variety of techniques to understand text.

Comprehension, Critical Thinking, and Metacognition Boosting Strategies:

Predicting, Questioning, Read aloud/Think aloud, and Summarizing.

Automaticity and Cognitive

Essential in developing comprehension.

Key Details

Specific pieces of information in a text; characters, setting, and plot. Facts and information that support the central idea of the text.

The Moral

The lesson the story teaches about how to behave in the world.

Theme

Overall feeling or underlying topic of the text.

Citing textual evidence

Using the text to support answers.

Central Idea

What the author is trying to inform you about or what the text is mostly about. Often has to be inferred using text evidence.

Inference

When a student reaches a conclusion based on evidence that is NOT explicitly stated in the text. Requires students to make educated assumptions based on clues in the text and is considered a higher-order thinking skill.

Story Map

A graphic organizer that helps students learn the elements of a book or story by identifying characters, plot, setting, problem, and solution.

Venn Diagram

Helps students compare and contrast ideas and characters in the text.

Characters

Who the story is about; humans, animals, or even fictional creatures.

Setting

Refers to the place and time in which the story is occurring.

Sequening

Understanding how a series of events occur in a specific and logical order.

Plot Structure

Beginning → Rising Action → Climax → Falling Action → Resolution

Meter

A stressed and unstressed syllabic pattern in verse or within the lines of a poem.

Narrative Poetry

Tells a story, often making use of the voices of a narrator and characters.

Fixed Verse Poetry

Set formula.

Free Verse Poetry

Little or no pre-established guidelines.

Epic Poetry

Focuses on the trials and tribulations of a hero or god-like character who represents the cultural values of a race, nation, or religious group.

Haiku

Japanese poem consisting of 3 lines and 17 syllables.

Limerick

A humorous verse of three long lines and two short lines rhyming (aabba).

Sonnet

A poem of 14 lines using any of a number of formal rhyme schemes, typically with 10 syllables per line.

Dramas

Stories that can be acted out in front of people or an audience; plays, screenplays, and performances.

Heading

Bold words or phrases that separate the text by main ideas.

Glossary

Used to find the meanings of important words in the text.

Index

Used to reference certain aspects of the text using page numbers where those ideas are found in alphabetical order.

Graphs/Charts

Representation of data in visual form.

Sidebar

More information found on the side or bottom of a website.

Hyperlink

Used to point the reader to additional information. Brings the reader to another website or file.

Chronological

Goes in order by time or events.

Cause/Effect

The organization of the text results is in a relationship between events or things, where one is the result of the other(s).