NYSTCE 211

Early Childhood Literacy, birth-grade 2

what is phonemic awareness?

**Phonemic awareness** is the ability to hear, recognize, and manipulate **sounds** in speech.

Phonemic awareness includes **rhyming, blending, segmenting, and manipulating sounds in words.**

what is phonological awareness?

**Phonological awareness** is **auditory**.

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It is the ability to understand and manipulate various parts of language, including syllables and words, and the ability to make connections.

It includes skills such as identifying and producing **rhyming** words, **segmenting** words into individual sounds, and **blending** sounds together to form words.

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focuses on **sounds**, not written letters

what is the difference between phonemic awareness and phonological awareness?

**Phonological awareness** refers to a broad understanding of the sound structure of language, including identifying and manipulating larger units of sound such as words, syllables, and onset-rime.

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**Phonemic awareness** is a more specific type of phonological awareness that involves the ability to identify and manipulate individual sounds (phonemes) in words.

Simplest to most complex layers of **phonemic awareness**

**(IBSADS)**

isolation (simplest)

blending

segmenting

addition

deletion

substitution (complex)

simplest to most complex layers of **phonological awareness**

rhyming (simplest)

sentence segmenting

syllable blending and segmenting

onset-rime

blending, manipulating, and segmenting individual sounds into words (phonemic awareness)

the highest level of phonological awareness

phonemic awareness - blending sounds into words, segmenting words into sounds, deleting/manipulating sounds in words

segmenting and manipulating individual sounds

schema

a readers background knowledge

scaffolding

a teacher shows how new information is used, then provides guided instruction, then let’s student independently work

morphemes

a unit of language that cannot be further divided

ex: in, come. -ing, un-

pragmatics

proper use of language

morphological word analysis

the ability to use knowledge of root words to determine unfamiliar meaning

text directionality

read from left to right

stages of reading

emergent literacy

alphabetic fluency

words and patterns

intermediate reading

advanced reading

emergent literacy

a child begins to understand letters and words

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pretending to read books, recognizing first letter of their name, sing ABCs, find words alphabetic flunecy

alphabetic fluency

finger-pointing to words while reading them words

words and patters

less decoding of words, stronger ability to comprehend reading materials

intermediate reading 

reading to learn new information, explore new concepts, learn new vocabulary; writing for purpose

less difficulty reading independently, reading longer materials with little difficulty

advanced reading

read numerous types of materials (essay, book reports)

reading becomes daily tool for learning

strong understanding of meaning/semantics of words

understanding complex reading materials

hyponym

words that can be included in a larger category

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ex: apple, orange, pineapple (they are fruits)

hypernym

a word that represents a category or a general term that is broader in meaning than the specific word it is related to

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ex: fruit

adverb

An adverb describes a verb, adjective, or other adverb

Ex: quickly, slowly, loudly, softly, here, there, now, then, and very.

homophone

words that are pronounced the same but have different meanings

ex: there, their, they’re

conjunction

a part of speech that connects words, phrases, or clauses together.

Ex: "and," "but," "or," "nor," "for," and "yet." T

interjection

a word or phrase used to express strong emotion or surprise

semantics

the study of meaning in language

syntactic cues

helps readers understand the structure of language to understand the meaning of a sentence (word order, sentence structure, and punctuation)

ex: does it sound right?

semantic cues

help readers understand what language means (symbols, sounds, pictures, word phrases, etc.)

ex: does it make sense?

phonemes

individual sounds in words

graphemes

the smallest units of written language

individual letters or combinations of letters that make up words in a language.

ex: "a", "b", "c", "ch", "sh", and "th" all represent different phonemes.

graphophonic cues

letter and sound cues that help readers identify individual letters or patterns of letters

Latin roots

the base words from which many English words are derived.

They are the building blocks of the English language and can help us understand the meanings of unfamiliar words.

Some common Latin roots include "port" meaning "carry," "spect" meaning "see," and "aud" meaning "hear." Gre

Greek roots

Some common Greek roots include "anthropo-" meaning human, "bio-" meaning life, "chrono-" meaning time, "geo-" meaning earth, "graph-" meaning write or draw, "log-" meaning word or reason, "phon-" meaning sound, and "psych-" meaning mind.

pragmatic cues

social and cultural functions of language for different purposes

formative assessment

ongoing and provides feedback to improve teaching and learning

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authentic, based on literacy activities student engages in

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**checklists, observations, anecdotal records, running records**

summative assessments

end of book tests, unit tests, standardized tests

independent reading level

accuracy rate is 95-100%

student is fluent and comprehends what they read

instructional reading level

reads and understands books with support from teacher and other instructional strategies. students can recognize most words but won’t always read fluently

onset

consonant before the vowel

‘c’ in ‘cat’

rime

patterns following onset, beginning with first vowel

‘at’ in ‘cat’

consonant digraph

when two consonants come to make a new sound

ex: ch, sh, ph, wh

consonant blend

two consonant make a sound where each letter sound is heard

ex: bl, tr, sc

diphthong

two sounds that glide into one another

ex: toy, boy, house, cow, hawk, cough, tooth, glue

phonics

the relationship better letters (graphemes) and sounds (phonemes)

tier 1 vocabulary

common words students already know; sight words

tier two words

high frequency words

academic language that can be used across disciplines

tier 3 words

content and subject specific words

orthographic processing

using visual cues to make, store, and recall words

helps students understand relationships between sounds and letters

assists with comprehension