Foundations MTEL

Phonological awareness

the understanding that language can be broken down into parts - COMPLETLEY ORAL (no print)

phonemic awareness

the ability to hear and manipulate sounds

phonics

knowledge of letter/sound correspondences

phoneme

the smallest sound units in the language

onest

the initial part of the word that precedes the vowel

rime

letter clusters that help form word families

segmenting

identifying each separate sound in a word - most difficult phonemic task

blending

manipulating individual sounds by combing them to form words

consonant blends

combining 2-3 sounds (str, bl, cr)

consonant digraphs

2 consonants that together make one sound (ch,sh,th,wh,ph,gh,nk,ng)

vowel diagraphs

2 vowels that together make one sound (ee,ea,ai,oa,ay)

dipthongs

2 vowels that together make one sound (oi,oy,ow,ou,aw,au)

word families

they share a rime (cat,fat,rat,hat = family)

alphabetic principal

letters in the alphabet map to phonemes

concepts about print

know: front of book, differences between a picture and a page of print, left to right directionality, return sweep, word pointing, beginning and end, bottom of a picture, inverted page of print, line order, left page begins a text, word order, letter order

fluency

the ability to read quickly/smoothly, accurately and with expression

semantic cues

the prior knowledge and experiences that readers bring to reading situations

syntactic cues

grammtical information in a text that readers process to construct meaning

R- controlled vowels

vowel have a special sound when followed by an “r”

ex: star, her, fir, far, for

context clues

figuring out the meaning of a word by knowing the meaning of the words around it

structural analysis

a word recognizing strategy that involves identifying words in meaningful units

inflected endings

suffixes that change the tense or degree of a word

text features

heading, table of contents

text structure

compare and contrast, cause and effect, sequence

homographs

same spelling, different meaning and sometime different pronunciation

structural cues

analyzing words by looking at their roots, prefixes and suffixes

schwa

any vowel that makes an “uh” sound

ex: sofa (a makes the “uh”)

grapheme

the english letter or letters that represent phoneme - smallest part of written langauge

morpheme

the smallest unit of meaning

semantic map

a strategy that shows the reader/writer how to organize important information

schema

mental frameworks that humans use to organize and construct meaning

metacognitive strategies

awareness of ones own cognitive process

ex: self monitoring

implicit instruction

setting up opportunity for learning

explicit instruction

teacher directed

orthographic knowledge

knowledge of common letter patterns that skilled readers use to rapidly and accurately associate letters with sound. The relationship between the shape of letters and sound

morphology

the study of word formation (aka structural analysis)

ex: using root words, affixes to identify words

etymology

the origin of words

sight words

children should be taught to identify some words a whole units without breaking the words down by phonics or morphology

phoneme instruction

• systematic, explicit

• preplanned scope and sequence

• easy to more difficult

• cumulative review

• I do, we do, you do

• guided practice to independent

• think - sound drill with baby echo

grapheme instruction

• incidental, embedded, implicit

• opportunistic, as children make errors

• no predetermined sequence

• skills taught through mini lessons (as needed)

• morning messgae, shared reading

What is under the phonological umbrella?

Rhyms, words, syllables, onset/rimes, phonemes

phonemic awareness skills

• the most complex level of phonological awareness

• ability to manipulate and identify the individual phonemes in spoken words

• phonemic segmentation (considered a benchmark for demonstrating complex level of phonemic awareness)

What is one of th best reading success predictors?

Phonemic awareness skills

Is phonemic awareness only taught?

NO - it is taught and learned

What does phonemic awareness help with?

• learning to read and spell

• encoding and decoding

Is Phonics auditory or visual?

VISUAL

phonics skills

• alphabetic principle

• mapping phonemes to their corresponding letters and letter combinations (graphemes)

difficulties of phomeic awareness

• 26 letters in the english language

• approx 40 phonemes

• sounds are represented in 250 different spellings

How to teach phonemic awareness?

• phoneme segmentation

• phoneme blending

• phoneme isolation

• phoneme identity

• phoneme categorization

• phoneme addition

• phoneme deletion

• phoneme substitution

Phoneme segmentation

breaking a word into its seperate sounds

Phoneme blending

listening to a sequence of separate sounds and then combining them to form a word

phoneme isolation

recognizing individual sounds in a work (first/middle/last)

phoneme identity

recognizing same sound in same word

phoneme catergorization

recognizing the word in a set of 3 words that starts with a different sound

phoneme addition

make a new word by adding a phoneme to an exitisting word

phoneme deletion

recognizing what remains when a phoneme is removed from another word

phoneme subsitution

substituting one phoneme for another to make a new word

What grade is key for instruction in phonemic awareness?

kindergarten and 1st

What grade is key for instruction in phonics?

kindergarten and 1st

phonics instruction

• need to learn letter-sound correspondences in order to APPLY this knowledge when reading and writing

• systematic - a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use to read and spell words

• contains letters and sounds

• teaches children a system for remembering how to read words

syllable

a word part that contains a vowel, or in spoken language a vowel sound

environmental print

print found authentically in our environment

ex: stop signs, food labels

emergent literacy

emerging in the understanding of literacy, developed with one’s earliest experiences of authentic literacy in the home

book handeling skills

knowledge of how a book works

what are the 2 approaches to phonics instruction?

synthetic phonics and analytic phonics

What is synthetic phonics?

• involves the development of phonemic awareness from the onsets

• part to whole phonics approach

  • the students learn the sounds represented by letters and letter combinations, blends these sounds to pronounce words and identify which phonic generalizations apply

What is analytic phonics?

a whole to part approach to word study in which the student is first taught a number of sight words and then relevant phonics generalizations

sequence of phonics instruction

• emergent readers

  • learn concepts about print

  • build oral language

  • build phonological awareness

  • develop letter identification

  • may begin to develop alphabetic principle knowledge

• early/beginning readers (K-1)

  • phonics instruction begins with words containing short vowel sounds

  • these words begin with single consonant letter then add consonant blends and digraphs

  • CVC-CVCC-CCVC-CCVCC

• Then intro to wats to read long words with long vowel patterns

  • CVCe

• Next- students learn patterns containing vowel digraphs

  • CVVC-CCVVC-CVVCC-CCVVCC

• Next - sight words: student learns a bank of sight/high freq words

• Transitional Readers (2+)

  • begin to see words that may not be in their oral vocabulary

    • more complex, multi-syllable

strategies to support oral reading fluency

• repeated readings of familiar texts

• echo reading

• choral reading

• reader’s theatre

What is the importance of fluency?

greater fluency increases meaning and understanding of text

base word

simple word that can be built off of

root word

origin of a word

Homophone

words with same pronunciation but different spelling, meaning or origin

What is the importance of vocabulary in reading development?

• improves students comprehension

• ability to infer meaning of text

• ability to read complex texts

What are some reasons students may struggle with vocabulary?

• lack of deep and meaningful understanding of words

• lack of being read to from birth

• lack of background knowledge affects exposure to wide range of words

• lack of reading accuracy - weak comprehension

What are the 3 level of word knowledge?

1- unknown

2- acquainted

3- established

denotation

the meaning of a word from the dictionary

connotation

the emotional meaning attached to word along with dictionary meaning

What are the vocabulary tiers?

• Tier 1

  • sight words or familiar words that require no instruction

• Tier 2

  • more sophisticated synonyms to words already known

• Tier 3

  • domain specific

What does effective vocabulary instruction include

• integration

  • connect new words to what students already know

• repetition

• meaningful use

  • use these new word in their writing

• exposure

  • provide variety of reading opportunities

• oral communications

  • dicussions/convos

What words to select & how to teach them

• words that are essential to text meaning

  • use visual aids

  • make an analogy

  • use semantic map (activates prior knowledge)

  • use strategy of associating words

• words that present opportunities to teach a strategy

• words that are important to know outside the current reading

• present multiple meaning words

literal comprehension

info that is stated explicitly in the text such as who, what, when, where why

inferential comprehension

info that is implied within the text but not directly stated

evaluative questioning

reader needs to use info from text and own experiences to form a judgement

What is done in the “before reading” phase?

• reader develops plan of action

• activates and builds upon prior knowledge and experiences

• predict what the text is about based on text features, visuals and text types

• set a purpose for reading

• activity: anticipation guide

What is done in the “during reading” phase?

• reader maintains and monitors plan of action

• connecting new text with prior knowledge

• checking predictions

• forming sensory images

• determine key vocabulary

• interpreting character traits

• self monitoring decoding and comprehension

• interpreting visuals

• interpreting text

• recognizing cause and effect - draw conclusions

• activity: character map

What is done in the “after reading” phase?

• reader evaluates plan of action

• discuss accuracy of predictions

• summarize key ideas

• make self to text connections

• explain new ideas in own words

• retell story in own words

• discuss and compare authors/illustrators

• reflect on strategies used

• activity: semantic map

pre-reading activties

• activate prior knowledge

  • KWL

  • semantic map

• make predictions

• conduct picture walk

• notice text structure

• ask question

• forming purpose for reading

during reading activities

• directed reading/thinking activity

  • predicting

  • verifying

  • making judgements

  • extending thoughts

• reciprocal teaching

After reading activties

• questioning

• graphic organizers

• retelling/discussing

• writing activities

ways to increase comprehension

• increase availability of informational text

• increase exposure

• increase instructional time

• increase explicit teaching and guided/independent practice

• increase attention to unique features

• use for authentic purposes

What are 2 examples of informal methods for assessment of reading development?

Cloze procedure and ongoing reading assessment

What are 2 examples of formal methods for assessment of reading development?

criterion referenced tests and norm-referenced tests

cloze procedure

a versatile informal instrument used to determine student’s reading level, use of context while reading and knowledge of vocabulary

ex: fill in the blanks

ongoing reading assessment

can be informal and formal- done on a regular basis in order to document progress and idetify areas that need further instruction

criterion referenced tests

measure student performance based on set learning standards

norm-referenced tests

assessments that measure student performance in comparison to a group

ex: standardized tests