Read 3224 Midterm Part 5

Front 1

Stage 2: LETTER NAME SPELLING

Back 1

Students who are in this stage have only recently achieved a concept of word and begun to read. Words written are formed deliberately and with determination in a sound-by-sound fashion. Letter name spellers rely on the names of letters to spell words. They seek out the letter name that most closely matches the sound they are trying to reproduce. When there is no direct letter name match for the sound children choose the letter name with the closest “feel” (place of articulation) to the sound they are trying to represent. This approach leads to an unconventional spelling (e.g., drip as JEP, JP, GP, GEP, HEP, or HP.)
1. Initial and final consonants are usually the first features to become stable. 2. Letter name spellers’ representations of initial consonant blends and digraphs are often incomplete (GAB = grab and TAT = that). 3. Short vowels are written with many substitutions (PAT = pet). 4. Affricates (e.g., /j/, /ch/) are often substituted with another letter (JROM = drum, GOB = job HRE = tree, CHRAP = trap). 5. Final consonant blends and digraphs are often incomplete (DIS = dish, BOP = bump, LAD = land). 6. Omission of silent long vowel markers (BOT = boat, SHAD = shade) and of vowels in unstressed syllables (PAPR = paper, TMATO = tomato). (See Figure 1-2)

Front 2

Stage 3: WITHIN WORD PATTERN SPELLING

Back 2

Many students move into the within word pattern stage during second grade. Students have developed sight word vocabularies that enable them to read without the support of patterned or familiar text. 1. Vowel-consonant-silent e patterns are the first to be used with confidence. 2. R-controlled vowel patterns are often substituted for each other (HERT = hurt, FEER = fear) Reversed letter order is common (GRIL = girl, BRID = bird) 3. Other common long vowels include vowel teams like ai, ay, ee, ea, oa and ui may be confused (BOET for boat and POAK for poke, TITE for tight) 4. complex consonant patterns (scr, tch, ck, kn, dge, qu may have errors (SKRAP and SCAP for scrap, QWEEN for queen, BRIGDE for bridge) 5. Abstract vowels and diphthongs may have errors (COWCH for couch and POYNT for point) 6. Over-reliance on sound with the -ed ending (BATID for batted). (See Figure 1-4)

Front 3

Stage 4: SYLLABLE JUNCTURE SPELLING

Back 3

Often occurs in the intermediate grades.
Students use most vowel patterns in single-syllable words correctly. Polysyllabic words and the issues accompanying them become the instructional focus. Students must learn to apply their pattern knowledge within syllables and across syllable boundaries.

Front 4

Stage 5 DERIVATIONAL CONSTANCY SPELLING

Back 4

Continues from upper middle school through adulthood. Mature writers and readers have discovered how the sound, pattern, and meaning principles of English spelling interact. Greek and Latin roots provide further areas for study at the derivational constancy stage.

Front 5

Oral Reading Fluency - ORF from DIBELS

Back 5

independent (95%+), instructional (91-94%), and frustrational (90% and below

Front 6

Oral Reading Fluency - ORF from DIBELS

Back 6

• Count the number of correctly read words per minute. Divide that number by the total number of words read to determine the percentage for the student’s independent, instructional, or frustrational reading levels. Note it on your passage.
• Compare the CWPM (correct words per minute) benchmark goal on the chart on page 10 from his/her actual grade level (fall or winter benchmark scores) with the CWPM score your student achieved on the passage(s) he/she read for you. Is your case-study student ‘at risk,’ ‘some risk,’ or ‘low risk’ for reading difficulties? Mark your response on your report and your passage

Front 7

Phonics Instructions

Back 7

Teaches children the relationship between phonemes & graphemes.

Front 8

Goal of phonics instruction

Back 8

Teach children how to use the alphabetic principle.

Front 9

Alphabetic Principle

Back 9

The understanding that there are systematic and predictable relationships between written letters and spoken sounds.

Front 10

Knowing the relationships between written letters & spoken sounds help children

Back 10

Recognize words automatically and decode new words.

Front 11

Code Emphasis Programs

Back 11

start instruction with select words made up of letters and letter combinations representing the same sound in different words
rain, trail, paid, aim… ; hot, mop, Tom….

Front 12

Meaning Emphasis Programs

Back 12

start instruction with select words that appear frequently in print regardless of their letter sound irregularity; variety of sources as cues
travel, gone to the ball, castle, step-sister, fairy godmother…

Front 13

Decodable Readers

Back 13

High percentage of words are linked to phonics lessons.

Used to help students focus their attention on sound-symbol relationships they are learning.

Contains some sight words.

Front 14

Why is Alphabetic Principle important?

Back 14

Decoding is an essential means of word recognition.

There are too many words to memorize.

Combo of PA & letter-sound recognition important for early reading success.

Front 15

A Primary difference between good & poor readers

Back 15

is the ability to use letter-sound correspondence to recognize words.

Front 16

Approaches to Phonics Instruction

Back 16

Synthetic Phonics(best)
Analytic Phonics
Analogy-based Phonics
Phonics through spelling
Embedded Phonics (bad)
Onset-rime Phonics

Front 17

Synthetic Phonics*

Back 17

Children learn how to convert letters & letter combos into sounds and then learn how to blend sounds to form words.

Front 18

Analytic Phonics

Back 18

Children learn how to analyze letter-sound relationships in previously learned words.

Front 19

Analogy-based Phonics

Back 19

Children learn parts of words families to identify new words with similar parts.

Front 20

Phonics Through Spelling

Back 20

Children learn to segment words and to write new words by writing the letters for the phonemes.

Front 21

Embedded Phonics

Back 21

Children are taught letter-sound relationships as they read. (Not systematic or explicit.)

Front 22

Onset-rime Phonics

Back 22

Children learn to identify the sound of the letters before 1st vowel and the sound of the rest of the word. (one syllable)

Front 23

Explicit Phonics

Back 23

Teachers students precisely what you want them to know.

Front 24

Implicit Phonics

Back 24

Implied, not revealed directly.

Front 25

Teacher: Points to the letter m. “This sound is mmm. What sound?
Students: “mmm”
Teacher: “Yes, mmm.”

Is this is an example of explicit or implicit phonics instruction?

Back 25

Explicit

Front 26

Teacher: Today we’re going to read “Brown Bear, Brown Bear, What Do You See? ‘Brown’ and ‘bear’ start with the sound /b/. Who can tell me another word that starts with the sound /b/?”
Students: “blue, birthday, breakfast!”
Teacher: “Yes, good. Let’s read the story.”
Is this is an example of explicit or implicit phonics instruction?

Back 26

Implicit

Front 27

Programs with Systematic Explicit Phonics Instruction

Back 27

Have a logical sequence
Help students break spoken words into sound and blend sounds into words.
Provides opportunities to practice.
Produces more growth in spelling & reading.

Front 28

Non-Systematic Phonics Programs

Back 28

Literature based with embedded phonics.
L-S relationships taught incidentally.
Focus on whole word or meaning based.
Sight-word programs.

Front 29

CRITICAL ELEMENTS OF A SYSTEMATIC K-2 RESEARCH-BASED LITERACY PROGRAM

Back 29

Alphabetic-Phonetic
Sythetic-Analytic
Structured
Sequential
Multisensory
Cumulative
Diagnostic-Prescriptive
Cognitive
Direct Instruction

Front 30

Factor that influence sound

Back 30

Position in a word or syllable
Lexical environment
Accent
Syllable type

Front 31

Lexical environment

Back 31

What letter comes after the grapheme.

Front 32

There are ___types of syllables

Back 32

6

Front 33

Only ___of words need to be learned by sight, because they contain uncommon sounds not found in a traditional pattern

Back 33

13%

Front 34

Hannah, et al. (1966)

Back 34

examined 17,310 words and found 50% of them have a 1-to-1 relationship and 37% are predictable in all but 1 sound (totaling 87% regular). Only 13% of words need to be learned by sight, because they contain uncommon sounds not found in a traditional pattern.

Front 35

c and g will make its hard sound if it is followed by

Back 35

a, o, or u (also in consonant blends cl cr, gl, gr)
The “fat” vowels

Front 36

c and g will make its soft sound if it is followed by

Back 36

i, e, or y
The “skinny” vowels

Front 37

y is a consonant

Back 37

at the beginning of a syllable.

Front 38

y says /ē/ when

Back 38

in the final unaccented open syllable.

Front 39

y says /ī/ when

Back 39

in the accented syllable.

Front 40

y says /ĭ/ in

Back 40

in the middle of a closed syllable.

Front 41

Letter-Sound Correspondences Sequencing Rules

Back 41

1.Teach correspondences from simple to complex
2.Teach more frequent letters before less useful letters (short vowels, s, m, t, r )
a.Continuants are easier to blend and read than stopped sounds
b.The first five or so letters introduced should be continuants.
3.Teach the most common sound of the letter first (e.g., teach the hard sounds of c and g before the soft sounds)
4.Separate visually and auditorily similar letters in the sequence (e.g., visually similar = h/n; auditorily similar = k/g, e/i; both = d/b, m/n, b/p)

Front 42

Procedure for Introducing a New Sound or Concept

Back 42

Model
Lead
Test
Retest

Front 43

Signaling Procedure for LSC Review

Back 43

Put the letter/letter combinations on the board that you want to review, or have them ready on cards.
Have the newest sound (ĕ) sprinkled throughout the list, or put the e-card back in the card pack several times.
Step 1: Point under the letter without touching (focus cue) and pause
Step 2: Touch and out (hold 2 seconds for a continuous sound and an instant for a stopped sound)

ă ĕ m ĭ b ĕ ŭ f ŏ k ĕ

Front 44

Procedures for Blending

Back 44

Start with 2-3 phoneme CVC word with continuants. Write it on the board with a little space between the letters. Add a dot under each grapheme. (e.g., sh has 1 dot under it)
Point to the left of the word. Say, “Get ready.”Then the teacher loops under the first sound and holds for at least 1 ½ seconds.
Then the teacher quickly makes a loop, moving the finger under the second sound and holding for at least 1½ seconds.
The teacher quickly makes a loop, moving the finger under the third sound and holding for at least 1 ½ seconds.

Front 45

As a general rule...
introduce reading in text after students sound out regular words in _______________on the first reading.

Back 45

3 seconds or less

Front 46

Progression of Regular Word Reading

Back 46

Sounding Out Blending Sounds to Form a Word Saying the Whole Word by Sight (sounding out the word in your head, if necessary)

Front 47

As a general rule

Back 47

intro reading after students sounds out regular words in 3 seconds or less
Provide initial practice in decodable text.
Include repeated opportunities to read words in text
Encourage sounding out
Progress to students figuring out words by saying the sounds.

Front 48

Error Correction Procedures: Sounds

Back 48

Model
Lead
Test
Retest

Front 49

Sounding Out Regular Words
How do you give students enough practice?

Back 49

Whole Group Response

Front 50

Sounding Out Regular Words
How do you ensure that students respond simultaneously?

Back 50

Signals – visual (pointing to word/sound, raising or tapping a finger for each sound) auditory (clap/tap for each word when reading list of words in unison)

Front 51

Sounding Out Regular Words
How do you monitor student performance?

Back 51

Listen, watch mouths and eyes, test, retest

Front 52

Sounding Out Regular Words
How do you test for accuracy?

Back 52

Individual tests (1 min. reading record)– record names of students who make errors, record the particular errors, & the sounds that take greater than 2 seconds to produce

Front 53

General Reading Procedure

Back 53

1ST Reading
Teacher writes on Board words that were missed and conducts blending or sight-word list exercise.
2nd Reading
3rd Reading

Front 54

1st Reading

Back 54

Discuss the title/topic/pictures of the story to prepare for reading. Students in the group read the decodable story in unison from a big book (teacher points to words as each word is read) or from small books in pairs (students point to each word).
Correct errors immediately

Front 55

2nd Reading

Back 55

Teacher calls on students to read individually a sentence or two at a time. Randomly select individuals/pairs to read.

Front 56

3rd Reading

Back 56

Students read independently to themselves or to a partner.