OAE Vocab

phonological awareness

the ability to recognize and work with sounds in spoken language

Connected text refers to

continuous text—such as sentences, paragraphs, or full passages—that flow together to convey a complete message or story.

increase multisyllabic words

increase the morphological analysis of multisyllabic words and conduct a structural analysis—breaking up the words by prefixes and roots.

What is the phonological awareness continuum?

1. Rhyme

2. Alliteration

3. Sentence Segmentation

4. Syllable Segmentation

5. Onsets & Rimes

6. Phonemes (phonemic awareness)

Rhyme

matching the ending sounds of words

Alliteration

Producing groups of words that begin with the same initial sound

Sentence segmentation

segmenting sentences into spoken words

ex: The dog ran away.

1 2 3 4

Syllables

blending syllables to say words or segmenting spoken words into syllables

onsets and rimes

blending and segmenting the initial consonant or consonant cluster

(onset) and the vowel and consonant sounds spoken after it (rime)

Phoneme

smallest individual unit of sound

phonemic awareness

ability to detect, identify, and manipulate sounds in words

running record

assess student’s fluency by determining the student’s rate or how many words correct per minute (WCPM) a student reads during a timed activity

miscue analysis

looking over the running record, analyzing why the student miscued, and employing strategies to help the student with miscues

basal reading

leveled reading books

repeated reading

reading text that is at the student’s independent reading level over and over again to help with fluency

readers’ theater

Helps develop fluency

Engages students by having them read parts of a script

choral reading

reading aloud in unison

silent sustained reading

read silently on their own

conferencing

meeting with individual students to review their reading data

isolation

recognizing individual sounds in a word

separate word parts or isolate single sound in the word

phoneme identity

recognizing the same sounds in different words

phoneme categorization

recognizing the word in a set of three or four words what has the “odd” sound

blending

listening to a sequence of separately spoken phonemes, and then combining the phonemes to form a word

segmentation

breaking a word into separate sounds, saying each sound as they tap it out or count it

deletion

recognizing a word that remains when a phoneme is removed from another word

ability to omit a sound in a word

addition

making a new word by adding a phoneme to an existing word

subsitution

substitute one phoneme for another to make a new word

phoneme manipulation

when children work with phonemes in words, they are manipulating the phonemes

alphabetic principle

phonemes that are represented by letters and letter pairs

emergent readers

typically kindergarten or preschoolers emerging in understanding of literacy before speaking

semantic cues

using the meaning of the sentence or broader context of the text to determine what a word means or how it is pronounced

sentence makes sense

syntactic cues

using a sentence’s grammatical structure to predict or confirm a word’s meaning and pronunciation

requires understanding how words function in a sentence (verb, noun, adjective)

graphophonic cues

involves the relationship between the visual representation of letters and their associated sounds

identifying onset

beginning consonants or consonant clusters in a wordid

identifyng rime

the vowels and consonants that follow the consonant cluster

phonemic awareness continuum

1. isolation

2. blending

3. segmenting

4. addition

5. deletion

6. substitution

recursive approach

to revisit and reinforce earlier skills while developing more advanced ones

word representation

words are composed of specific sequences of letters; each word is distinct

pre-alphabetic phase

children recognize words based on visual cues, such as logos rather than understanding the relationship between sounds and letters

partial alphabetic phase

students begin associating some sounds with letters but rely on guessing words based on the first or last letters

full alphabetic phase

students fully understand the alphabetic principle, can decode unfamiliar words by blending sounds, and begin to fully recognize words more quickly

consolidated alphabetic phase

students recognize letter patterns, such as digraphs, and word families, and use these patterns to read and spell words more efficiently

Best practice for English learners

use visuals, gestures, real-life objects, explicit instruction, rhymes, songs, cognates

best practice for students with disabilities

use adaptive tools like voice to text, multisensory approaches, one-on-one setting,

best practice for highly proficient student

introduce complex vocab, engage students in discussion that requires analysis and synthesis of text, projects, multisyllabic words,

best practice for on grade level

partner work, group discussions,

explicit instruction

clear, direct, and teacher-led instruction

modeling skills and students through practice with immediate feedbacksy

systematic instruction

follows a logical progression, beginning with the simplest and most common and gradually moving to more complex patterns

fluency

moving through a text accurately without having to stop to decode

comprehension

reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions

closed syllable

syllable with a single vowel followed by one or more consonants

open syllable

syllable that ends with a single vowel

dipthong

syllable with two consecutive vowels

a gliding vowel sound within a single syllable

long vowel- two vowels that make one long vowel sound (eat, seat, say, see)

variant- two vowels that make neither a long nor short vowel sound but rather a variant (stew, paw, book)

boil, coin

affixes

additional elements placed at the beginning and end of a root, stem, or word in the body of a wordpre

prefix

additions to beginning of root word

suffix

additions to end of root worde

etymology

study of the origins of words and how they have changed over time

free morphemes

can stand alone because they mean something in and of themself

bound morphemes

only have meaning when they are connected to another morpheme

morpheme

smallest unit of meaning in a language

digraph

two consonant letters that together make a new sound

synthetic phonics

teaching part to whole phonics, learn sound represented by letters and letter combination then blend

analytic phonics

whole to part where student is taught words then phonics generalizations

accuracy

The ability to correctly decode and recognize words during reading without errors

rate

the speed with which a text is read

prosody

overall smoothness of the reading which includes phrasing, expression, and intonation

base word

standalone words that can form other words when combined with prefixes or suffixes

inflectional morphemes

signal grammatical relationships without changing the word’s part of speech

plural (-s)

past (-ed)

possession. (-’s)

derivational morphemes

create new words and often change the words part of speech or meaning

prefix (un-) changing meaning

suffix (-ly) changes adjective to adverb

orthographic knowledge

refers to understanding the rules and patterns of a writing system, such as spelling conventions and word structures.

orthographic mapping

refers to how readers learn to store written words in their long-term memory for immediate and automatic retrieval

forming connections between phonemes and graphemes

inflectional ending

affixes added to the end of the word to indicate number

literal comprehension

information that is stated explicitly in the text as who what when where and why

inferential comprehension

information that is implied within the text, but not stated directly or explicitly

the reader needs to search and find clues within the text then read between the lines “infer”

evaluative comprehension

reader needs to use information from the text and their own world experiences to form a judgement

cloze procedure

a versatile, informational instrument for use in determining a student’s reading level, use of context while reading, and knowledge of vocabulary

miscue analysis

analysis of any responses (mistakes) made during oral reading that deviate from those anticipated

written response help:

struggling with analysis of word structure

consider whether or not the reader has strategies for decoding longer, multisyllabic words

written response help:

strength of context clues

does the reader use context clues to identify an unfamiliar word?

if a student self-corrects (using knowledge of syntax or semantics)

*figure out why there was self correction

syntax

(used in written response)

sentence sounds right

written response help:

weakness of context clues

routinely make substitutions that don’t make sense or sound right and fail to return to the error or self correct

 Structural analysis

breaking down words into meaningful parts like prefix, suffix, roots

word analysis

allows students to decode, understand, and spell words by breaking them into meaningful parts, such as prefixes, suffixes, roots, and word families

To increase accuracy

provide explicit instruction in phonics skills

to increase rate

practice oral or whisper reading while receiving teacher feedback

to increase prosody…

teacher model and could have student echo

increasing automaticity

have students reread familiar texts to build speed and accuracy

Provide repeated reading of familiar texts to build word recognition

automaticity

developing effortless word recognition to free cognitive resources for comprehension

strategies to boost comprehension

predicting, questioning, read/aloud think aloud, summarizing

denotation

formal, dictionary definition of a word

connotation

ideas or feelings a word evokes beyond its literal meaning

allusion

indirect or passing reference designed to call something to mind without mentioning it explicitly

independent reading level

≥ 95%

allows students to decode, understand, and spell words by breaking them into meaningful parts, such as prefixes, suffixes, roots, and word families

Instructional reading level

90% A student reads through a paragraph, mostly exercising prosody and automaticity. The student makes only six errors but self corrects on most of the errors.

frustration reading level

< 90%

The student struggles to read with automaticity and frequently stops to sound out words. The student makes more than six errors and rarely self-corrects.

student needs: phonemic awareness skills

teacher model and scaffold with guided practice

elkonin boxes

student needs phonics support

elkonin boxes

do word sorts

explicit instruction

chants/poems

student needs sight word automaticity

practice with flashcards

build word walls

student needs to decode multisyllabic words

teach syllable types

have them practice building multisyllable words by breaking words apart on cards and have them build

student needs to decode multisyllabic words with roots and affixes

use structural analysis to break words up by prefix, suffix, roots