MTEL FOUNDATIONS OF READING

Decoding

Process of converting printed words into their spoken forms by using knowledge of letter-sound correspondences and word structure.

Decodable Texts

Coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences that students have learned and are learning.

Graphophonemic Knowledge

Knowledge of letters and letter combinations and the sounds that represent them.

Instructional Level

Reading level in which no more than 1 in 10 words is difficult for the reader (with good comprehension)

Irregular Words

Words in which some or all of the letters do not represent thier most common sounds.

Morphemes

Smallest meaningful units of language.

Orthography

Writing system of language.

Phonics

The study and use of symbol-sound (grapheme-phoneme) relationships to help students identify words.

Rime

The part of a syllable that includes the vowel and what follows it.

Sight Words

Words that are recognized immediately.

Sounding Out

Process of saying each sound that represents a letter(s) in a word and blending the sounds together to read the word.

Syllable

Unit of pronunciation that is organized around a vowel.

Letter Combinations

Groups of consecutive letters that represent a particular sound or sound in words.

Open Syllable

Example: Rolo

Divide by Syllables, ends in vowel, no consonant closing.

Closed Syllable

Example: Skittles / Twix

Vowel closed in, Vowels make the short sound.

Consonant - LE

Examples: Skittles

Dipthong

Example: Mounds

Glide Sounds "Wearing a thong say ow & oi!"

ou, oi, oy, ow

R-Controlled

Example: York

Vowel comes before an R "bossy R' changes the sound of the vowel.

CVC(e)

Example: Mike & Ike

"silent e" or "magic e"

Vowels make the long sound.

Vowel Pair

Example: Heath

Two vowels together that make one sound.

"Two vowels go walking usually the first one does the talking"

Digraph

Example: Heath

Individual sounds die off but make a new sound.

ph, th, sh, wh , ch, tch.

Consonant Blend

The combined sounds of two or three consonants.

Phonemic Awareness

The ability to hear, identify, and manipulate the individual sounds - phonemes - in spoken words.

Phonological Awareness

The understanding of different ways that spoken language can be broken down into smaller components and manipulated. Spoken language can be broken down in many different ways, including sentences into words, words into syllables, and syllables into individual speech sounds (phonemes)

Rime

The vowel and any consonants after it in a syllable.

Segmentation

Separating or isolating sounds in words.

Syllable

Unit of pronunciation that is organized around a vowel.

Systematic Instruction

Instruction that is orderly, planned, and gradually builds from basic elements to more subtle and complex structures.

Alliteration

The repetition of the initial sounds in a string of words or stressed syllables.

Auditory Discrimination

The ability to determine whether sounds (both speech and nonspeech) are the same or different.

Blending

The process by which we put phonemes together to make words or syllables.

Consonant

A speech sound where the air flow is partially obstructed by tongue, teeth or lips.

Explicit Instruction

Instruction that is teacher directed, clearly stated, distinctly illustrated, and capable of clarifying points.

Grapheme

A letter or letter combination that spells a single phoneme such as e, ei, igh, eigh.

Phoneme Manipulations

Playing with phonemes by blending, segmenting, adding, deleting or substituting them in words.

Metalinguistics

The ability to think about language, talk about it, play with it, analyze it, and make judgements about correct versus incorrect forms.

Onset

The part of the syllable before the vowel.

Phoneme

The smallest part of speech sound that differentiates one word from another.

Phonology

The sound system of language.

Phonic Analysis

Students use their knowledge of sound-symbol correspondences and spelling patterns to decode words when reading and to spell words when writing.

Analogies

Students use their knowledge of rhyming words to deduce the pronunciation of spelling an unfamiliar word.

Syllabic Analysis

Students break multisyllabic words into syllables and then use phonics and analogies to decode the word, syllable by syllable.

Morphemic Analysis

Students apply their knowledge of root words and affixes (prefixes at the beginning of the word and suffixes at the end of the word) to identify an unfamiliar word. First they "peel off" any prefixes or suffixes and identify the root word, they they add the affixes.

Phonological Awareness Umbrella

Rhyme, Alliteration, Sentence Segmentation, Syllable Awareness, Onset & Rime, Phonemic Awareness.

Phonemic Awareness Umbrella

Blending, Segmenting, Manipulating, Adding, Deleting, Substituting.

Analogy

Resemblance in some particulars between things otherwise unlike - The Royals are the movie stars of Britain.

Metaphor

A figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest likeness between them. "She is a tiger when she is angry."

Symbolism

The art or practice of using symbols, a system of symbols or representations.

Simile

A figure of speech comparing two unlike things that is often introduced by using like or as "She is as fierce as a tiger"

Style

Distinctive manner of expression, includes tone.

Hyperbole

Extravagant exaggeration " mile high ice cream cones"

Personification

(1)The representation of a thing or idea as a person or by the human form. (2) An imaginary being thought of as representing a thing or an idea.

Plot

Sequence of events involving characters in conflict situations

Main Idea

Broad idea, message or moral of a story.

Comprehension

The process of constructing meaning using both the suthor's text and the reader's background knowledge for specific purpose.

Literal Comprehension

(Basic Level) Readers pick out main ideas, sequence details, notice similarities and differences, and identify explicitly stated reasons.

Inferential Comprehension

(2nd Level) Readers use clues in the text, implied information, and their background knowledge to draw inferences. They make predictions, recognize cause and effect and determine the author's purpose.

Critical Comprehension

(3rd Level) Readers analyze symbolic meanings, distinguish fact from opinion and draw conclusions.

Evaluative Comprehension

(Most Sophisticated Level) Readers judge the value of a text using generally accepted criteria and personal standards. They detect bias, identify faulty reasoning, determine the effectiveness of persuasive techniques and assess the quality of a text.

Cloze Procedure

Students apply deleted words in a passage take from a text they've read.

Story Retelling

(assesses literal comprehension) Retelling of a story should be coherent and well organized, include big ideas and important details.

Aided Retelling

When telling a story the student is prompted to tell more of the story.

Running Records

An assessment used to exam oral reading behaviors, and determine reading levels.

Think Alouds

A strategy when children share their thinking as they read a passage.

Folklore

Stories that began hundreds of years ago and were passed down from generation to generation by story tellers before being written down.

Fables

Brief narratives designed to teach a moral.

Folktales

Began as oral stories, told and retold by medieval storytellers as they traveled from town to town. Stories in which heroes demonstrate virtues to triumph over adversity.

Myths

Stories created by ancient people to explain natural phenomena.

Legends

Stories including hero tales and tall tales that recount the courageous deeds of people who struggle against each other or against gods and monsters.

Fantasies

Imaginative stories, authors create new worlds for their characters, but these worlds must be based in realty so that readers will believe they exist.

Realistic Fiction

The stories are lifelike and believable. The outcome is reasonable and the story is a representation of action that seems truthful.

Expository Text Structures

The way information books are organized.

Schema

As you read, making connections from what they already know to information in the text.

Guided Reading

Teachers from small, homogeneous groups based on similar needs and abilities. Teachers use leveled text correlated to students reading ability. Teachers guide the reading as students practice.

Allows for flexible grouping and changes based on assessment.

Allows for additional practice with teacher guidance.

Meaning Cues

Come from children's life experiences, meaning is represented in their memories and in the language they use to talk about that meaning.

Structure/Syntax

Knowing how oral language is put together.

Visual Information

Knowing the relationship between oral language and graphic symbols.

Inferring

Readers use prior knowledge and textual clues to draw conclusions and form unique interpretations of text.

Synthesizing Information

As you read your thinking evolves as you encounter new information, the meaning gets bigger and bigger.

Natural Language Texts

(transition texts) are modeled on children's oral language and are especially designed to support beginning reading by creating links between written language and they way children talk.

Gradient Text

A defined continuum of characteristics related to the level of support and challenge they reader is offered.

Self Monitoring

Checking one's reading by using word-by-word matching, noticing known words in text, or noticing mismatches in meaning or language.

Dissonance

conflict, difference, disagreement.

Cross Checking

Bringing together sources of information by checking one kind of information against another.

Self Extending System

A system of strategies that work together so that by reading, readers continue to learn more about the process of reading.

Read Aloud

Teachers model strategies to the whol class by reading texts selected from various genres.

Allows teachers to demonstrate the application of essential reading and writing strategies.

Allows teachers to model what good reading sounds like.

Allows teachers access to a wide variety of genres at different levels of difficulty.

Shared Reading

Teachers initially read text to the whole class, pointing out essential skills and vocabulary. Both teachers and students share the reading of the text, generally multiple times of several days.

Allows teachers to introduce and model essential skills in meaningful context.

Allows for risk-free reading practice.

Independent Reading

Students choose text and apply reading strategies while reading independently at appropriate levels. Teachers confer with students to assess student's abilities and monitor their reading levels. Allows students a direct application of instruction in an authentic reading situation.

Interactive Writing

Teachers and students compose a story together and then "share the pen" taking turns writing part of the story.

Provides opportunities for students to practice essential skills such as concepts of print, letter-sound correspondence, spelling, and punctuation.

Shared Writing

Teachers and students compose messages and stories together. Teachers model the writing. Provides opportunities for teachers to model what good writers do. Allows teachers and students to plan, compose, revise and edit together.

Guided Writing

Teachers instruct during a mini lesson or conference and then guide the writing of a small group of students. Allows teachers to introduce new skills or reinforce previously taught skills.

Independent Writing

Students write independently. Teachers assist students by guiding and assessing the writing during individual conferences. Allows students to practice writing. Allows teachers to assess student writing.

Word Work

Teachers instruct either the whole class or small groups in phonemic awareness, phonics, spelling, high frequency words, or vocabulary. Allows students instruction in decoding and vocabulary necessary to gain access to the reading process.

Reading Cue System

Semantic (meaning: does it make sense) Syntactic (structure: does it sound right?) Visual (Graphophonic does it look right?)