MTEL Vocab

phonological awareness

the awareness that oral language is composed of smaller units, such as spoken words and syllables

phonemic awareness

a specific type of phonological awareness involving the ability to distinguish the separate phonemes in a spoken word

phonological awareness skills

segmenting senstences into words; blending and segmenting syllables, blending and segmenting onset/rime, including identifying and producing rhyming words and alliteration

phonemic awareness skills

identifying beginning, middle, and final phonemes in words; blending, segmenting, deleting, adding, and substituting phonemes in words

concepts of print

understanding that print carries meaning; awareness of the organization and basic features of print, such as print directionality, spacing between words, and how words are represented by specific sequences of letters

letter knowledge

skill in recognizing and naming uppercase and lowercase letters; letter formation

alphabetical principle

the understanding that letters represent the sounds of spoken language (phonemes) and that phonemes have a predictable, systematic relationship to letters and letter combination

decoding

blending letter sounds

literacy skills

encouraging use of phonetic spelling reinforces phonemic awareness, understanding of the alphabetic principle, and knowledge of letter-sound correspondences

emergent literacy skills

prior literacy experiences; prior exposure to language-rich, concept-rich environments; presence of disabilities, talents, and/or giftedness; presence of physical and/or medical conditions; bilinguailism or multilingualism; level(s) of English language and/or home language proficiency; limited or interrupted formal education

literacy development

speaking, listening, reading, writing, language

developmentally appropriate

with a respect for students emerging abilities

oral language and literacy experiences

modeling conversation and discourse, interactive read-alouds, accountable talk, shared reading, modeled reading, independent reading, activating prior knowledge, building background knowledge

needs of all students

english learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, and students who are highly proficient

linguistic units

introducing the letter combination -ck before qr-, introducing the high-frequency words before the less frequent words

consonant-vowel patters

consonant-vowel-consonant, consonant-vowel-consonant-consonant, consonant-vowel-consonant-e, consonant-vowel-vowel-consonant

word patterns

onset/rimes or word families

phonics instruction

phoneme, inflection or inflectional morpheme, syllable types, consonant digraph, consonant blend, vowel team, dipthong, r- or l- controlled vowel

inflectional morphemes

the suffixes -s, -ed, -er, -est, and -ing

homographs

words that are spelled the same but have different meanings and may be pronounced differently; bow: part of a ship vs to bend from the waist, or tear: a drop of water from the eyes vs to rip something

beginning stages of reading and writing

analyzing the spellings of beginning readers to assess phonics knowledge using spelling instruction to reinforce phonics skills

beginning reading skills

oral reading or whisper reading with teacher monitoring, word walls, interactive writing, high-frequency words, spelling patterns, and inflections

morphemes

base words, roots, inflections, and derivational affixes

inflectional suffixes

signal grammatical relationships, such as plural, past tense, or possession, and don’t change a word’s part of speech

derivational suffixes

do not change a word’s part of speech; directly affect a word’s part of speech; action is a noun, active is an adjective, and activate is a verb

common derivational suffixes

-ion and -able

common prefixes

un-, re-, pre-

common orthographic rules

dropping the silent e when adding a suffix that begins with a vowel

word analysis skills

developing and discussing structural or morphemic analysis charts, spelling by analogy (word families)

cognate awareness

using etymology (word origins and word derivations)

indicators of reading fluency

accuracy, rate, and prosody

stages of reading development

accurate, automatic letter naming to word reading connected text to reading complex academic texts

strategies for promoting fluency

having students whose decoding isn’t automatic engage in oral or whisper reading with teacher monitorying and students whose decoding in automatic engage in silent reading with accountability for comprehension, teacher modeling, phrase-cued reading, echo reading, building students’ familiarity with complex academic language structures, building students background knowledge with regard to a text’s content

strategies for promoting the development of automaticity

reading and rereading a wide range of texts written at one’s independent reading level

common factors that disrupt fluency

limited phonics skills and/or word recognition, lack of familiarity with academic vocabulary and language structures, limited background knowledge about a text’s content

promoting oral language development and listening comprehension

purposeful read alouds, and text or content-based discussions

morphology and etymology as clues

applying knowledge or common Latin and Greek roots and affixes and their meanings

word context clues

apposition, definition/explanation, restatements/synonyms, contrast, antonyms, syntax, and punctuation

reference materials

dictionary, thesaurus, and glossary

word study

tiered vocabulary, key words, concept words, words whose meaning cannot be deduced through context

word meanings

providing student-friendly definitions and meaningful, contextualized examples; explaining a word’s etymology; discussing a word’s root(s) and or affixes; grouping words based on conceptual categories and associative meanings (synonyms and antonyms), developing semantic maps; comparing related words with respect to nuances of meaning

abbreviations

RSVP, acronyms of words

discipline specific symbols

degree symbol as it’s used in math to measure angles and in science to measure temperature

tiers of vocabulary

tier 1, tier 2, and tier 3

wide reading

reading a variety of genres, cultures, perspectives, and levels of complexity

analysis to literary texts

engaging in purposeful literary discussions, summarizing texts, creating story maps and other graphic organizers, developing character analyses

levels of reading comprehension

literal, inferential, and evaluative

critical/higher order questions

questions related to bias, voices and perspectives; both present and absent

analyzing literary texts

describing characters, settings, and major events in a story; determining a text’s central message, lesson, or moral; referring to details in a text to retell a story or draw inferences about characters and events; summarizing a text

interpreting an author’s use of craft and structure in literary texts

recognizing characteristics of various literary genres, describing how words and phrases, including figurative language, contribute to a text’s rhythm or meaning, comparing and contrasting first person and third person narration

integrating knowledge and ideas in and across literary texts

comparing and contrasting the experiences of characters in different stories, explaining how a text’s illustrations contribute to what is conveyed by the words in a text, comparing and contrasting the treatment of similar themes and topics in leterary works from different cultures

instructional strategies

think-alouds, close reading, and reciprocal teaching

comprehension strategies

predicting, questioning, clarifying, summarizing, rereading, annotating, visualizing, reviewing, self-monitoring, and other metacognitive strategies

strategic reading

skimming, scanning, adjusting reading rate based on text difficulty, and comprehension monitoring

comprehension and analysis of literary texts

strategic, purposeful read-alouds, text-based discussions, literature circles, graphic organizers, literary response journals

scaffolding/reinforcing comprehension and analysis of texts

engaging in academic conversations about content-area topics and ideas, promoting note-taking, developing semantic maps, outlining, summarizing, student student-generated questioning

critical/higher order questions

questions related to sources; validity; bias; voices and perspectives, both present and absent

analyzing key ideas and details in text

identifying the main topic of a text; describing the connection between events, concepts, ideas, or steps in a text; quoting or paraphrasing a text accurately when summarizing a text’s main idea or drawing inferences from the text; explaining how a texts’ main idea are supported by key details

skills related to interpreting an author’s use of craft and structure in texts

determining or clarifying the meaning of words or phrases in a text; using various text features, such as bold print, captions, indexes, subheadings, and electric menus, to locate key information in a text; recognizing common text structures, such as chronological, comparison/contrast, problem/solution, and cause/effect; determining an author’s point of view or purpose in a text; analyzing an author’s development of an idea or argument

analysis skills related to integrating knowledge and ideas in and across informational texts

using both the illustrations and print in a text to determine the text’s key ideas, describing the logical connections between particular sentences and paragraphs in a text, drawing on information from multiple print or digital texts to locate information or solve a problem efficiently, comparind and contrasting two or more authors presentations of the same event or concept, evaluating the logic or credibility of an argument or specific claims in a text

disciplinary literacy skills

comparing information from primary and secondary sources; developing an accurate summary of a text that’s distinct from background knowledge or opinions; distinguishing discipline-specific meanings of words, such as factor and power, as they’re used in math, science, and social studies

major components of reading

phonemic awareness, phonics, fluency, vocabulary, and text comprehension

determining students’ current skills with respect to specific grade-level standards

screening or entry-level assessment

progress to a standard and/or their response to instruction/intervention

formative or progress-monitoring assessment

determine if students have achieved grade level standards

summative assessment

articulation

the production of speech sounds, which involves the tongue, teeth, lips, jaw, and vocal cords, as well as airflow through the mouth and nose

how to teach new sounds

provide explicit instruction on what the mouth and vocal cords are doing when we teach a new sound; helps phonemic awareness and spelling; CRP

when to teach articulation

with letters and sounds;spend time discussing how the sound is made

continuous sounds

can be drawn out indefinitely

stop sounds

made quickly and cannot draw them out

voiced sounds

sound made with the vocal cords engaged

voiceless sounds

the sound is made without the vocal cords engaged

vowel sounds

continuous, always voiced

dipthongs

produced by gliding from one vowel sound to another

vowel r

the presence of the r alters the vowel sound, resuling in a unique pronunciation different from the typical short or long vowel sound

importance of syllable awareness

students need to be able to identify and isolate syllables within words in order to decode and spell multisyllable words

syllable

unit of spoken language organized around a vowel sound

syllable awareness

foundational word recognition skill that comes first within the phonological continuum of skills

structured literacy

clearly and explicitly teach a skill, which means you’ll explain and demonstrate the skill to your students, after modeling you give opportunities to practice with support and eventually independently

onset

the initial consonant sound, digraph, or blend that comes before a vowel sound

rime

the vowel and all consonant sounds that follow it in a one-syllable word or in the same multisyllable of a multisyllabic word

phoneme identification

a foundational word recognition skill that falls in the middle of the phonological continuum of skills

phoneme segmentation

process of breaking a spoken word into individual speech sounds, or phonemes

phoneme blending

combining a sequence of isolated speech sounds to produce a recognizable word

why is blending important

in order to decode words, a student needs to connect a printed word to a spoken word that they have in their oral language

mastery assessments

quick checks to see if your students can accurately and consistently perform a skill

phoneme manipulation

deleting a sound, adding a sound, or substituting a sound

deleting phonemes

removing a sound from a word to make a new word

adding phonemes

add a sound to a word to make a new word

substituting phonemes

change or trade a phoneme in a word to make a new word

sound-letter correspondence

letter names and sounds simultaneously

how many sounds are there in english

44

how many graphemes are in english

250ish

articulation

saying/pronouncing the sounds

letter formation

writing letters

alphabetic principle

letters represent the sounds in words

closed syllables

short vowel sound

breve

symbol on top of a vowel to show the sound is short

syllable

a word or word part that contains a vowel sound

closed syllables

vowels that make their short sounds when they’re closed in by at least one consonant