Pearson Foundations of Reading Test

phonological skills

an awareness of sounds (syllables, onset- rime)

syntax

understanding sentence structure and grammar rules

morphological skills

understanding word parts and their meaning

Pragmatics

understanding communication rules (social)

Semantics / vocabulary

understanding word and phrase meanings

The things that make up oral language

phonological skills, syntax, morphological skills, pragmatics, semantics/vocabulary

phonemes

individual speech sounds

graphemes

letter/letter combinations that represent phonemes

vowels

sounds that are produced without closing the vocal tract

dipthongs

two vowels in the same syllable that "glide" from one vowel sound into another (e.g., oy in boy)

semivowels

the consonants y and w, which may also act as vowels in some instances (e.g., -ay, -ow)

consonants

sounds produced through a partially or completely closed vocal tract

place of articulation

refers to where the sound is produced in the mouth and how different parts of the vocal tract interact with the produced sound.

manner of articulation

refers to how the airflow is restricted or affected during the formation of the sound. 

fricatives

consonants produced when the air moving through the mouth creates audible friction

nasals

consonants produced when air moves through both the nose and mouth in the production of sound

affricatives

combination of stop sounds and fricatives

stop sounds

consonant sounds in which the vocal tract is blocked so that al airflow stops

morphemes

the smallest meaningful units of language that have meaning

They can either be words themselves or parts of words like prefixes and suffixes.

(ex. I, the, re-, un-, apple, basket, -s,-y)

Instructional approaches for oral language skills

Leading students in guided discussions

Encouraging students to produce oral narratives

Asking students to retell stories

Interactive read alouds

Activities that support oral language use

Dramatic play

text-based discussions

Reciprocal teaching

Socratic seminars

Think alouds or verbalizing thinking

phonological awareness

awareness and ability to work with sounds in spoken language

Phological awareness umbrella skills

sentence segmentation

syllabication

rhyme

alliteration

onset & rime

phonemic awareness

Phonemic awareness

understanding that words can be broken down into individual phonemes (sounds)

phonemic awarenes skill: isolation

identifying the beginning, middle, or ending phoneme

phonemic awareness: blending

putting phonemes together to say the word

phonemic awareness: segmenting

breaking a word into the individual phonemes

phonemic awareness: manipulation

adding, subtracting, or changing a phoneme in a world

__________________ is a prerequisite for decoding and encoding

phonological awareness

“Say leg”

“Now take away the /l/ sound. What is the new word?”

deletion

“Say slid”

“Now change the /i/ to /e/. What is the new word?

substitution

“Say top”

“Add /s/ to the beginning of the word. What is the new word?”

addition

“I am going to say a word, and I want you to tell me the sounds in the word. The word is map.”

segmenting

“I am going to say some sounds. I want you to blend them and tell me the word that sounds make. /ch/ /i/ /p/.”

blending

“What is the final sound in the word log?”

isolation

All phonmeic awareness skills

isolation, blending, segmenting, manipulation

Multisensory strategies for phonological awareness

elkonin boxes, clapping syllables, finger tapping phonemes,

concepts of print

a term that refers to the knowledge that print carries meaning. This includes understanding book organization, letters, words, directionality, and punctuation. 

letter recognition

the ability to identify and match letters.

Ex) Touch the letter m in the word man.

letter naming

the ability to name letters.

Ex) Name the letters on this row.

letter formation

the ability to form letters.

Ex) Write the letter m.

letter recognition activities

1. Letter Hunts: Have students search for specific letters in books, magazines, or environmental print and point them out when found.

2. Alphabet Bingo: Play bingo games where students match called letters to those on their bingo cards.

3. Letter Sorts: Provide a variety of letter cards and have students sort them into groups by letter.

4. Letter Puzzles: Use letter puzzle pieces that students must match and fit together to complete the alphabet.

5. Alphabet Apps and Games: Utilize interactive digital tools that engage students in identifying letters through play.

letter naming activites

1. Alphabet Books: Read alphabet books that focus on each letter's name, associating it with words and images.

2. Letter Cards and Flashcards: Show letter cards or flashcards and have students name the letters quickly.

3. Letter Races: Organize friendly races where students compete to name letters as they appear on cards or a screen.

4. Letter Memory: Play memory games using pairs of cards with uppercase and lowercase letters, having students match letter names.

5. Letter Naming Relay: Divide students into teams and have them take turns naming letters as they race to a designated point.

letter formation strategies

1. Letter Tracing: Provide opportunities for students to trace the shape of letters with their fingers or a writing tool.

2. Sand or Salt Writing: Use trays filled with sand or salt for students to practice forming letters using their fingers.

3. Playdough Letters: Have students create letters using playdough, reinforcing letter formation through tactile experiences.

4. Letter Writing Apps: Utilize digital apps that guide students in proper letter formation using touchscreens.

5. Skywriting: In an open space, have students "write" letters in the air using exaggerated arm movements.

6. Chalkboard or Whiteboard Practice: Students can practice forming letters using chalk or dry-erase markers on a chalkboard or whiteboard.

alphabetic principle

is the concept that letters or letter combinations represent spoken sounds.

Phonics instruction

is the explicit process of teaching the alphabetic principle. It consists of linking letters to the consistent, predictable sounds they represent in English. This concept is called letter-sound correspondence.

Synthetic phonics

 Explicit instruction of individual letter sounds and letter combinations

Analytic phonics

Explicit instruction of whole words and patterns within words

Free morpheme

A base word that can stand alone (for example: heat)

bound morpheme

A word part that cannot stand alone (example: -s, un-, -ject)

inflection or inflectional morpheme

A suffix that changes a word's tense or number or implies possession or comparison. (example: run → running)

derivational morpheme

An affix (prefix or suffix) that most often changes a word's part of speech. (example: sing → singer)

onset

The initial consonant or consonant clusters in a word. (example: h in the word "hop")

rime

The vowel sound and the consonants which follow. (example: -op in the word "hop")

syllable

A word or part of a word that has one vowel sound. 

diagraph

A combination of two letters representing one sound, such as th, sh, or ch. 

vowel diagraph

Two vowels represent one sound, such as “oa” in boat or roam. Also known as a vowel team. 

blend

Two or more consecutive consonant sounds that retain their individual sounds, such as “st” in “last”
or “spr” in spring.

diphthong

Two adjacent vowels in a single syllable. The sound begins as one vowel and moves toward another. (example: oy in boy and ou in cloud)

schwa

An indistinct vowel sound in an unstressed syllable. Most frequently, but not always, heard as the /ŭ/
sound, such as “a” in “about.”

r-controlled vowel

Any vowel directly followed by the letter r. The r changes the pronunciation of the vowel so that it is neither long nor short. (for example, bird and car)

L-controlled vowel

A vowel is directly followed by the letter l. The l changes the pronunciation of the vowel so that it is neither long nor short (for example, fall or pull)

decoding

The process of translating printed words into speech. (reading)

encoding

Translating speech sounds into written words (writing)

morphological awareness

the recognition and understanding that the components of complex words (i.e., roots or bases plus affixes) carry meaning

inflection endings

modify the tense or number or denote a comparison. 

dervational affixes

added to the end of a word, known as suffixes, generally change the grammatical category of a word, although there are occasional exceptions.

denotative meaning

A word's literal meaning; its definition.

connotative meaning

A word's implied or figurative meaning.

closed syllables

VC, CVC

The vowel is closed by a consonant - a consonant comes after the vowel. This results in a short vowel sound.

up, at, cup, tack, rabbit

open syllables

CV

The vowel is left open - no consonant comes after the vowel. This results in a long vowel sound.

we, my, go, spider, pony, silo

Vowel team syllables

VV

(includes diagraph and diphtongs

Two or more vowels work together to make a single vowel sound. Vowel sounds are generally long but can also be short.

eat, paid, feet, pie, boat, boil, bread

Vowel consonant e

VCe

Words end with a silent e and have a long vowel sound. A consonant comes between the vowel and the e.

ate, ape, cute, dine, nose, ride, time, close

R-controlled vowel syllables

The vowel is followed by the consonant r. The vowel sound is changed by the r.

car, farm, germ, worm, corn, girl, corner

consonant +le syllables

(c+le)

The word ends in a consonant + le. The vowel sound e is silent.

uncle, baffle, cradle, noble, cable, circle, turtle

1:1:1 Doubling Rule

When a one-syllable word with a short vowel is followed by a single consonant, the final consonant is doubled when adding a vowel For instance, "run" becomes "running."

Dropping the E

When adding a vowel suffix to a word ending in a silent "e," the "e" is usually dropped. For example, "hope" becomes "hoping."

FLOSS rule

If a single syllable word ends in an /f/, /l/, or /s/ or /z/ sound, the final consonant must be doubled. Examples include puff, fill, less, and buzz. Effective spelling instruction requires explicit instruction, repeated practice, and multiple exposures to words in connected text.

word consciousness

is awareness of and interest in words and their meanings

etymology

is the study of word origins.

Tier I vocab

conversational words used in everyday speech

Tier II vocab

academic, they appear in multiple subject areas

Tier III vocab

domain-specific words, apply to specific subject or content area