Foundations of Reading CT

1st level of Phonemic awareness

Hearing and isolating the individual phonemes (sounds) in spoken words represents the first layer of skilled phonemic awareness. Isolating phonemes entails knowing that a word is made up of a sequence of sounds and that the individual sounds in words can be differentiated from one another.

2nd level of Phonemic Awareness

Phoneme blending, which is basically combining sounds, involves listening to and pulling together isolated phonemes to create words. When beginning readers sound out a word, they use letter-sound knowledge to say each sound in a word (/b/ /ă/ /t/), and then blend the sounds quickly together to read the word (bat).

3rd level of Phonemic Awareness

The third layer in the pyramid is phoneme segmentation. This is the ability to divide a spoken word into its component sounds (phonemes). In a segmentation activity, students are given a word like mad, and then they segment it, or "stretch" the phonemes, /m/ /ă/ /d/.

Automaticity

fluent processing of information that requires little effort or attention, as sign-word recognition.

Background Knowledge

The knoweldge and understandings of the world that sutdents have acquired through their everyday experiences.

Choral Reading

Two or more individuals reading aloud from the same text - helps with oral reading fluency

Closed Syllable

Syllable which ends in one of more consonants. ex: cab and had

Consonant Blend

In a syllable, a sequence of two or more distinguishable consonant sounds before or after a vowel sound. (Examples: cl, bl, st, or, tr)

Consonant Digraph

Two consonants that represent one speech sound. (Examples: ch, sh, th)

Constructing Meaning

A process of making sense of text, by connecting one's own knowledge with the print readers "build" an understanding of what the text is about.

Context Cues

Information from the surrounding text that helps identify or gives meaning ot a specific word or phrase, ex. "yesterday I read the book." The words surrounding "read" helps us know how to pronounce it.

Conventions of Print

The understandings an individual has about the rules or accepted practices that govern the use of print, and the use of written language. Ex. reading left to right, top to bottom, words are made of letters, use of spaces between words, upper case letters, spelling patterns, etc.

Conventional Spelling

Spelling that is in the standard or correct form for written documents.

Cueing System

Any of the various sources of information that may aid identification of a word such as: graphophonics, semantic and syntactic information.

Cultural Load

Relationship between language and culture. Can help or hinder learning.

Cumulative/Pattern Story

A story that has many elements or language patterns repeated until the climax, a predictable text.

CvCe

Contain a consonant, vowel, consonant, and then the letter e (Examples, late, gate, side)

Decoding

Analyzing text in order to identify and undertand individual words. Figuring out the written code.

Diphthong

A vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel or semivowel sound in the same syllable. Examples: coin, house)

Echo Reading

Reading of a text where an adult or experienced reader reads a line of text, and the student repeats the line. Good technique for Emergent and Early Readers to build fluency and expression.

Emergent Reader

A reader who is developing an association of print with meaning. The early stages of learning ot read.

Fluency

The clear, easy, written or spoken expression of ideas. Can be described as having two parts, automaticity and accuracy.

Grammar Conventions

The rules, or accepted practices, that govern the use of grammar in written or spoken language.

Grapheme

A letter (For example, the word 'ghost' contains five letters and four graphemes ('gh,' 'o,' 's,' and 't'), representing four phonemes.)

Graphophonics (Phonics)

Referring to the relationship between the letters and the letter sounds of a language.

Guided Reading

A method by which an experienced reader provides structure and purpose, and models strategies in order to move beginning readers towards independence.

Homophone

Words that are spelled differently but pronounced the same. (knew and new)

Inference

Drawing meaning from a combination of clues in the text without explicit reference to the text. "The sky was dark and cloudy so I took my umbrella." We can infer that it might rain even though the text does not say that.

Informal Reading Inventory

Tests grade-level passages from which students real aloud. Grade level is determined in a variety of ways including: frequency, complexity, number of syllables, decoding)

Invented Speling

An attempt by beginning writers to spell a word when the standard spelling is unknown, using whatever knowledge of sounds or visual patterns the writer has.

Inversions

Reversal or "flipping" of letters either horizontally or vertically, ex. p-d, or d-b, m-w, u-n. Not unusual for Emergent writers or readers.

KWL Chart

(Know, Want to know, Learned). A Pre-reading or during reading activity to support understanding in which adult and child develop a chart organized in these 3 columns.

Language Experience Approach

A method of teaching reading by using the reader's own dictated language.

Language Structure

The organization of words (both spoken and written) into meaningful segments (phrases or sentences) using conventions of grammar and syntax.

Letter Recognition

The identification of individual letters by name and/or sound in a variety of contexts

Letter/Sound Association

Making a connection between individual letters and the sounds they represent (graphophonics).

Linguistic Approach

A reading approach based on highly regular spelling patterns. Such as: Nat the cat sat on the mat.

Miscue

Any substitution of a word in a text that a reader makes. (word is long but says log)

Miscue Analysis

An examination of reading errors or substitutions (miscues) as the basis for determining the strengths and weaknesses of students' reading skills.

Modeled Reading

An experienced readers' oral reading of a text to aid students in learning strategies, understanding intonation an dexpression, and hte use of punctuation, among other aspects of reading.

Morpheme

A meaningful linguistic unit that cannot be divided into smaller meaningful elements. An important part of structural analysis. (Example: cat, three sounds, one meaningful unit, thus one morpheme. cats, two morphemes, (s) counts as a meaningful element)

Onset

The consonant preceding the vowel of a syllable. (in the word cat C is the onset)

Open Syllable

Syllable which ends in a vowel sound rather than a consonant. (go)

Phonemic Awareness

Awareness of the sound system of spoken language including individual sounds, rhyming, components of words, etc.

Phonics

The letter/sound relationships in language, and also the relationship of spelling patterns to sound patterns.

Phonics Approach

Teaching reading and spelling in a way tha tstresses the connection between letters and the sounds they represent, teaches the dissection of words into parts and blending the sounds together again. Phonics can be taught directly or can be incorporated in ongoing reading and writing.

Picture Cues

Use of images that accompany and reflect the content of a text to help readers figure out words and understand the meaning of text.

Picture Walk

A pre-reading strategy: an examination of the text looking at pictures to gain an understanding of hte story and to illicit story related language in advance.

Prereading Strategies

Activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.

R Controlled Vowels

Vowels that change their sound when followed by the letter R (Examples: car, her, sir, for, fur)

Reversals

The result of reversing the order of letters in a word (tap/pat) or confusing similar letters such as d-b, or writing letters backwards. Not uncommon with Emergent readers and writers.

Rime

A vowel and any following consonants of a syllable. (in the word cat at is the rime)

Schwa

The midcentral vowel in an unaccented or unstressed syllable. (Examples, pizza, martha, tion)

Self Monitoring

Paying attention to one's own reading process while reading, and taking steps to reread or make corrections as needed to make sense of the text.

Semantics

The study of the meaning in language, the analysis of the meanings of words, phrases, sentences.

Shared Reading

When children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as "word" and directionality.

Sight Word

A word that is immediately recognized as a whole and does not require word analysis for identification.

Sounding Out

Using phonics to figure out words.

Story/Text Structure

A set of conventions tha tgovern different kinds of texts such as characters, plot, settings, or in an informational text, comparison and contrast.

Syllable

In phonology, a minimal unit of sequential speech sounds comprised of a vowel sound or a vowel-consonant combination.

Syntax

the pattern or structure of word order in sentences, clauses and phrases, the grammatical rules that govern language.

Trade Book

A book published and made available, for sale, to the general public.

Visual Information

Information that is accessed through visual means such as the size and shape of a word, format, pictures, diagrams, etc.

The Writing Process

A view of teaching writing as an ongoing process involving several steps such as planning, drafting, revising, editing, publishing.

Word Analysis/Word Attack Strategies

The process of using strategies to figure out or decode unfamiliar words.

Word Families

A group of words that share a common feature or pattern, for example: stay, play, day, hay are all part of the ay family, and stick, stop, or stuff are part of the st family.

Literal comprehension

Reading comprehension strategy

Inferential comprehension

Reading comprehension strategy relating background knowledge to what is read or applying knowledge about text structure to aid comprehension.

engagement of schema

Reading comprehension strategy employing already acquired knowledge to build understanding

Word Identification strategies

Context cues, phonics, analysis of word structure, and identification of sight words.

Reading Comprehension strategies

Literal comprehension, inferential comprehension, self monitoring, and engagement of schema.

Phonemic Awareness - Phoneme Blending

Blending individual sounds to form a word. Ex: /s/, /i/, /t/ makes "sit". 3 phoemes

Phonemic Awareness - Phoneme Approximation

Identifying where a given sound is heard in a word. Ex: Where is the /s/ in "sat"?

Phonemic Awareness - Phoneme Counting

Counting the number of phonemes in a word. Ex: How many sounds are in bread? (4)

Phonemic Awareness - Phoneme Substitution

Highest level - child substitutes a sound at the beginning, middle and end of a word. If you know "sat" then you know "mat".

How many sounds in the alphabet?

44

Alphabetic Principle

Assumption that each sound is represented by a grapheme or letter.

What are the 2 approaches to teaching phonics?

Explicit and implicit.

Explicit approach to phonics is ___________.

Direct instruction (synthetic or sound by sound). This is done first before Implicit (reinforcing)

Implicit approach to phonics is _________.

Is used after Direct Instruction to reinforce skill taught. It is analytic (embedded).

What are the 6 syllable types?

COVERS
Closed Vowel
OpenVowel
TeamSilent E
R Controlled
Final Stable syllable

What is a final stable syllable?

Cle, le, tion. Ex: crumble, action

What is a homograph?

Words that are spelled the same but have different meanings. Ex: bank. I keep my money in the bank. The house is on the bank of the river

What is Syntactic Cueing?

(grammar/structure). Structure of our language. Does it sound right?

What is Semantic Cueing?

(meaning/context). Refers to the type of context clue that helps aid in word recognition. Part of speech, the position or function of the word. Does it make sense?

What is Graphophonic Cueing?

(phonics/visual) relates to the letter sound or spelling patterns./ Does it look right?

What are the 3 tiers of vocabulary?

Tier 1 - basic words - rarely require instruction. (sad, book)
Tier 2 - High Frequency words - mature language users. Found across a variety of domains. (masterpiece)
Tier 3 - Low-frequency words - content-specific words. (economics)

Literary Device - Allusion

a reference to a historical or literary figure or event

Literary Device - Expository Text

Non-fiction, informational or factual text.

Literary Device - Irony/Satire

writer says opposite of what he means

Criterion-referenced - IRI

Informal Reading Inventory - series of reading passages that become more difficult. Much info on reading comprehension, phonics etc.

Criterion-referenced - IRI 2 parts

graded word lists
graduated reading passages

IRI - levels

Independent 96-99%
Instructional 94-95%
Frustration 90% and less

The ability to blend phonemes orally contributes to their reading development primarily because it helps students:

combine letter-sounds to decode words

Which of the following tasks requires the most advanced level of skill along the phonological awareness continuum?

orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to make a new word, chomp

phonological awareness

the ability to reflect on and manipulate the sound structure of spoken language

long vowel teams

bee (ee)
teach (ea)
fail (ai)
coach (oa)

According to basic principles of evidence-based, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a firstgrade teacher to introduce first?

th

Which of the following principles is best illustrated by the words watched, wanted, and warned?

The spelling of a suffix is often more reliable than its pronunciation.

Which of the following sets of words would be most effective to use when introducing students to the concept of structural/morphemic analysis?

pretest, retest, tested, testing