Mid Term Review

  • 5 pillars/essential components for reading instruction

    • Know what skills/strategies are included in each

  • Phonemic Awareness 

Isolation, blending, segmentation, deletion, and addition

  • Phonics 

Phoneme and Phonological awareness, blending and segmenting words, vocabulary, reading comprehension, spelling

  • Fluency 

Repeated reading, choral reading, modeling fluent reading, paired reading, vocabulary, sight words

  • Vocabulary 

Word wall, semantic mapping, word games, Vocabulary instruction

  • Comprehension 

Context clues, summarizing, story mapping, asking questions, developing vocabulary, making inferences


  • Types of assessments 

    • Diagnostic 

a pre-test or pre-assessment that helps identify a student's knowledge, skills, strengths, and weaknesses

  • Screeners 

Brief assessment that is conducted with all students to determine  which students are on track for proficiency and which students need additional instruction.

  • Progress monitoring

Assessment conducted by taking repeated measures of performance over time to assess whether students receiving intervention are making adequate growth

  • Print referencing

Read aloud strategy that can be used to direct students’ attention to forms, features, and functions of written language. 

  • Simple view of reading

Word Recognition x Language Comprehension = Reading Comprehension 

Explains that reading comprehension is a product of decoding and language comprehension 

  • Orthography

The conventional spelling system of a language 

  • Orthographic mapping 

a cognitive process that helps people learn to read and spell words by connecting the sounds of words to the letters that represent them

  • Consonant digraphs

A letter cluster that stands for one sound

  • Consonant blends

A  group of two or three consonants that appear in a syllable without a vowel between them

  • Syllables

A word part of a word pronounced as a unit. Contains only one vowel sound. 

  • Morphemes

The meaningful parts of words. Word part clues 

  • Phonemes

The smallest unit of spoken language that makes a difference in written language. 

  • Graphemes

Written representation of one sound spellings EX: (s,a,t) 

  • Vowel teams

When two or more vowels in a word work together to create a single vowel sound 

  • Short

a vowel sound that is pronounced quickly and with a relaxed tongue and jaw

  • Long vowels

a vowel sound that is pronounced as the same sound as the letter's name.



  • Affixes 

Bound morphemes attached to other morphemes to make words. (Prefixes&Suffices) 

  • Stopped sounds 

consonant sounds that are formed by completely stopping airflow.

  • Continuants sounds

a speech sound that can be sustained for a long time because air flows out of the mouth without completely closing the oral cavity

  • Onset -rime

Onset is the part of the syllable that comes before the vowel

Rime is the vowel and everything after in a single word

  • R-controlled

The letter r affects the sound of the vowel(s) that precedes it. EX: (er, ir, ur, or, ar, taylor) 

  • Schwa

The vowel sound is sometimes heard in an unstressed syllable. EX: Banana, Isabella 

  • CVC

Consonant, Vowel, Consonant 

3 letter word

  • CVCe 

Consonant, Vowel, Consonant, silent e

  • Initial sound

the first sound heard in a word, or the sound made by the letter at the beginning of a word

  • Medial sounds

a sound that appears in the middle of a word or syllable

  • Final sounds

the last sound in a word

  • Skills and concepts under the phonological awareness umbrella

  • Phoneme Level

Isolation (Initial, medial & final), Blending (2,3, 4 sounds), Segmenting (2,3, 4 sounds), Deletion, Addition, substitution 

  • Onset- rime level

blending, Segmenting, Deletion, Substitution

  • Syllable level

Syllables: blending, Segmenting (2,3,4 syllables), Deletion (from 2 or 3
syllable word), Manipulating (from 2 or
3 syllable

  • Word level

Segmenting sentences, Rhyme, Alliteration 

  • Segmenting

the ability to break down a word into its individual sounds, or phonemes

  • Deleting

a sound that is omitted or left out of a word or phrase.

  • Substituting sounds

a strategy that involves replacing one sound in a word with another to create a new word

  • Voiced

Pronounced with vocal cord vibration


  • Unvoiced 

Pronounced without vocal cord vibration

  • Open Syllables

a syllable that ends with a vowel and is not "closed in" by a consonant

  • Closed syllables

a syllable that ends with a consonant sound, making the vowel short


  • Understand how to use orthographic mapping to analyze/ map out  a word

    • Say the word and tap the sounds 

    • Identify the number of sounds in the word 

    • Identify the letter(s) that make each sound 

    • Map the word 

    • Practice reading and writing the word 

    • Discuss any words with similar spellings 



  • What is the science of reading?

A collection of research from various fields that explains how people learn to read and how to best teach reading 

  • Know definitions and an instructional activity for each:

    • PRINT AWARENESS

Knowing about the forms and functions of print 

Read alouds 

  • LETTER KNOWLEDGE

Knowing that letters are the components of written words that represent sounds in the spelling of words 

Alphabet books 

  • PHONOLOGICAL AWARENESS

The understanding that speech flow can be broken into smaller units of sound such as words. 

Sound games 

  • Levels of phonological awareness

    • Phoneme

Children understand that words are made up of sounds, or phonemes  

  • Onset- rime

Children can identify the sounds at the beginning and end of words 

  • Syllable

Children can break words into syllables and sound them out 

  • Word

Children can identify individual words in a sentence 



  • How to increase phonemic awareness for  students

Rhyming, phoneme blending, phoneme segmentation, phoneme-grapheme mapping

  • Handwriting

    • Teaching letters (upper then lower case)

Lower case letters should be taught first because a lot of letters have the same shapes when it comes to their upper and lower case letter. They are also easier for the students to learn. 

  • Types of lines

Vertical (T), Horizontal (H), Diagonal (V), Zig Zag (Z), Curved (C)

  • Letter knowledge

​​a key early literacy skill that involves learning about letters, their names, sounds, and shapes

  • Ehri’s phases (all 5, in order)

    • Name, characteristics and examples for each phase

  1. Pre-Alphabetic Phase 

  • Little/no alphabetic knowledge 

  • “Read” Visual cues 

  1. Partial Alphabetic Phase

  • Same sound/spelling 

  • Sees 1 letter, assumes whole word 

  • Ex: P= Puppy 

  1. Full Alphabetic Phase 

  • Converting letters into sounds & words 

  • Orthographic mapping 

  1. Consolidated Phase 

  • Chunks of letters within words 

  • Spl + ash = Splash 

  1. Automatic Phase

  • Word reading is quick & effortless

  • Unfamiliar words are decoded with highly developed automaticity 

  • The four part processing model

        Context  I lead the class down the hallway

    ↕

       Meaning  To be in charge or guide others 

             ↕             ↕

 /l/ /ē/ /d/ Phonological↔Orthographic (Lead)


  • Label each part

    • Define each part

  • Be able to apply each part to a given word in detail