NES Subtest 1: Reading/ELA & Social Studies

Interpretive Language

Ability to understand language and spoken words

• receiving information

Expressive Language

spoken and signed language

• forming sentences, correct grammar, building vocabulary

• producing information

Reader’s Theater

• read and practice lines from a script

• promotes fluency and oral language development

Language Experience Approach

• hands-on experiences

• orally share about the experience and discuss new vocab

• recount the experience in writing and share with class

Storytelling

• write and tell stories

• brings together oral language, written language, creativity, and new vocab

speeches

• students research a topic of their choice and present to class

• uses reading and writing to develop ideas

Pre-Production Strategies

• visuals

• speaking slowly

• model survival language

Early Production Strategies

• yes/no questions

• pointing to pictures and saying new word

• modeling

• pair up students

• avoid over correcting

• build on prior knowledge

Speech Emergent Strategies

• fill in the blank writing assignments

• model

• opportunities to practice in small groups

• think pair share

beginning fluency strategies

• opportunities to use oral language

• visuals

• preview lessons

• choral reading of vocab

• model

• use word families

intermediate fluency strategies

• use of symbols

• introduce idioms

• provide feedback

advanced fluency strategies

• writing support

• challenging activities

• identify antonyms, synonyms, and the use of the dictionary

BICS

Basic Interpersonal Communication Skills

CALP

Cognitive Academic Language Proficiency

BICS to CALP

1) greetings and survival phrases

2) basic everyday language

3)fluency when speaking but not in reading comprehension or academic vocab

4)developing academic vocab

5)able to make inferences when reading and wide variety of social/academic vocab

Freyer Model

order of second language acquisition

1) pre-production

2) early production

3) speech emergent

4) beginning fluency

5) Intermediate fluency

6) advanced fluency

Pre reading/emergent reading

• child showing interest in books

• child will

- understand print has meaning

-know how to handle books

-comment on pictures

-begin to recognize letter names and sounds

-grasp oral language

-relate story to self

-pretend to read

-begin to rhyme

phoneme

smallest unit of sound in a spoken language

Reading/Early Readers

• children become more involved in the reading process

• children will

- begin to memorize the story and sight words

- make connections between sound and print

- use the pictures to tell a story

- read for meaning

- predict unknown words using visuals

- use rhyming to add/change/delete phonemes or sounds to make new words

- combine strategies to read new text

Responding/Progressive Readers

• Children become more fluent and use various strategies along with self correction

• children will

- understand text has meaning

- self monitor with illustrations

- understand how to tell a story

- independently use comprehension and prediction strategies

- increase their reading fluency by using multiple strategies

- make educated guesses

Exploration/Transitional Reader

• developed phonetic knowledge and vocab aids in reading comprehension

• children will

- recognize increasing number of words

- use multiple strategies to increase comprehension

- read with improved fluency and speed

- use illustrations/text to self monitor and correct

- read unknown words using knowledge of phonemes/spelling patterns

- understand how to read with expression using punctuation

- choose books based on interest

- read series

Applying/Independent Readers

• consistent independent reading

• longer complex texts

• books chosen for a purpose

• children are

- confident

- self monitoring

- reading for different purposes

- reading longer text

- aware that reading shapes opinion

- reading text from different POV

- analyzing

- expanding comprehension and vocab

concepts of print

understanding that print carries meaning

• books

• sentences

• letters

• words

Phonological Awareness

the ability to hear and manipulate the sounds in words

alliteration

series of words in close proximity repeating the same sound

• ex. Peter Piper picked a peck of pickled peppers

onset

initial consonant/consonant blend before the vowel in a word

rime

the vowel and any consonants that follow in a word

phonemic awareness

understanding that words can be broken down into individual phonemes/sounds

isolation

identifying the beginning, middle, or end of a phoneme

blending

putting phonemes together to say a word

segmenting

breaking a word into the individual phonemes

manipulation

adding, subtracting, or changing a phoneme in a word

long vowel

makes the sound of the letter

phonological awareness instructional strategies

• elkonin boxes

• counters

• finger tapping

• clapping

• hand motions

• visuals

alphabetic principle

idea that letters and groups of letters match individual sounds in words

grapheme

written representation of sound

• visual component of phoneme

framework for alphabetic principle

1) each letter has a name

2)each letter has a shape

3) each letter has a sound

alphabetic principle plan of instruction

1) teach letter-sound relationships explicitly, relationships should be high use (ex. m,a,t,s,p,h)

2)implement opportunity to practice

3) cumulatively review and practice

4)plan opportunities early and often to practice

5)expose children to various fonts

alphabetic principle reading progession

1) sounding out letters

2) saying the whole word

3) sight reading word

4) automatic word recognition

phonics

relationship between a specific letter and its sound as it relates to written word

Consonant blends

2 consonants blending with 2 sounds

• ex BL in blend

consonant diagraphs

2 consonants with one sound

• ex WH in when

Vowel Diagraphs

2 vowels with one sound

• ex AI in wait

Diphthongs

2 vowels making their own sound with the first one being more prominent

• ex. OI in oil

Decoding

process of translating printed words into speech or reading

encoding

hearing a sound and being able to write a symbol to represent the sound (spelling/writing)

3 parts of teaching alphabetic principle

1)letter name

2) letter sound

3) picture of an object

Blending

student say the sound of each letter/combination and put it together to say word

• blending board

• blending mat

segmenting

saying each sound in a word to hear each sound and match the letter/combination

• without and with letters

• beads on a pipe cleaner

word families

words that have common patterns of features (same letter combos and make same sounds)

• word family spin

• if you know

onset-rime

same strategies as word families can be used but focusing on onset-rime

word ladders

puzzle where a words is given and by following clues about how to change the word you create new ones

word chain

similar to word ladders but using magnet tiles and clues are given verbally by teacher

multisensory strategies

• sorts

• magnetic letters

• sand

• shaving cream

• air writing

• elkonin boxes

instructional techniques for teaching phonics

1) blending

2) segmenting

3) word families

4) onset-rime

5)word ladders

6) word chains

7) multisensory activities

progression of teaching phonics

1) CVC words

2) Blends and diagraphs

3) complex vowels

4) complex consonants

5) multisyllabic words

diagraph

pair of letters working together to create a single sound/phoneme

decoding consists of

1) identifying letter

2) links letter sound to letter symbol

3) understanding how sound and symbol work together

4) blending letter sounds to create words

decoding strategies

• vowel combos

• morphological elements

• syllable types

• syllable division strategies

• syntax and semantics

vowel teams

2 or more vowels that work together to make one sound

• ex EA in read

blends

2 letters that together still produce their individual sounds

• ex FR in frog

phonics skills in reading

• decodable text: texts align to specific phonics skill

• share reading

• interactive read aloud

• authentic/independent reading

phonics skills in writing

• dictation: writing high frequency patterns/words

• shared writing

• authentic writing

regular/decodable words

words that follow typical decoding patterns

irregular words

atypical spelling patterns that don’t connect to typical sounds

orthographic mapping

connects letters and sounds in spelling and pronouncing words

• reading by sight, spell by memory, learn vocab

structural analysis

recognizing and understanding word parts to determine new words

syllable types

1)closed

2)open

3)vowel teams

4)silent e

5)r-controlled

6)consonant + le

closed (vc)

vowel closed by a consonant

• consonant comes after the vowel

• short vowel sound

open (v)

vowel is left open

• no consonant after the vowel

• long vowel sound

vowel teams (vv)

2 or more vowels work together to make 1 vowel sound

• can be long or short

• digraphs and diphthongs

silent e (v c e)

words end with a silent e and have long vowel sound

• consonant between vowel and e

r-controlled (v r)

vowel is followed by consonant r

• vowel changed by the r

consonant + le (cle)

the word ends in a consonant + le

• vowel sound e is silent

syllable division strategies

• vc/cv

• v/cv, vc/v

• vcccv

• C+LE

• compound word

v/cv, vc/v

divide word either before or after consonant depending on if its open or closed syllable

• ex Open= bro/ken

• ex closed= lem/on

4 aspects of morphology

1) prefixes

2) suffixes

3) base words

4) root words

free morpheme

base word that can stand alone

• heat, eat

bound morpheme

a word that cannot stand alone and does not have meaning w/o base word

• re-, -ness

inflectional morpheme

a morpheme that changes the word but does not create a new word

• run to running

7 types of inflectional morphemes

1) -s or -es: plural

2)-’s: possessive noun

3)-d or -ed: past tense verb

4) -s: 3rd person singular verb

5)-ing: verbs present tense

6) -en or -ed: can make verbs past participate

7) -er: comparative adjectives

derivational morpheme

morpheme that creates a new word

• obey to disobey

compound word

words created by joining two morphemes together

• ex rain+bow=rainbow

inflectional affix

create new forms of the same word to fit in different grammatical contexts

prefix

single/group of letters before a word

suffix

affix at the end of a word

shifting

when a word is used in one way and then switched to a new way

• email began as a noun and is now a verb

morphology teaching strategies

• parts to whole

• whole to part

• marking words

• word maps

• word building

• manipulatives

automaticity

effortless word identification

fluency

ability to read easily with expression

prosody

feature of expressive reading

• timing, phrasing, emphasis, and intonation

fluency activities

• modeling

• whisper reading

• choral reading

• repeated reading

• reader’s theater

omission

skip word completely

substitution

replaces the correct word with a different word

insertion

inserts word that is not in the passage

repetition

repeats same word multiple times

phonemic awareness skills: complexity

1)isolation

2)blending

3) segmenting

4)manipulation

tier 1 vocab

conversational words

tier 2 vocab

academic vocab