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58 Cards in this Set
- Front
- Back
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Phonemic Awareness
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The understanding that sounds are the building blocks of words. Phonemic awareness is one of the most important steps in a students reading development.
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Assessing Phonemic Awareness
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Tools useful for assessing phonemic awareness: Letter recognition, letter sound knowledge, sound walks, Yopp-Singer test of phoneme segmentation, onset rime test, word blending test, rhyming assessment.
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Letter recognition test
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Assesses the students understanding of letters. A paper with the alphabet on it, the teacher can ask the student to point out specific letters.
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Letter sound knowledge Test
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Assesses the child's understanding of how letters are related to sounds. The child is given a paper with the alphabet printed on it and is asked to give a particular sound for the letter
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The sound walk
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Designed to assess a child's ability to pay attention to different sounds and to separate sounds from each other
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The YOPP singer test of Phoneme Segmentation
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Assesses the students ability to break apart a word into its sound units
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Onset Rime Test
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Assesses whether a student can identify which word out of a set of three or four has a different onset or rime. Example: Using the words mat, sat, pat and cat. C in cat would be the onset and the t is the rime.
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Word Blending Test
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Assesses the students ability to take separate sounds and blend them into the word. Example: In the word rat the teacher may say it as rrr-aaa-ttt
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Rhyming assessment
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Measures the student's ability to understand whether two words rhyme.
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Developing Phonemic Awareness
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Should be taught from kindergartrn to at least 2nd grade. Students must recgoinze the following concepts in order to be phonemically aware: Rhyming, Word Blending, Phonemic segmentation, sound addition and subtraction, and sound manipulation.
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Explicitt Phonics instruction
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the teacher recgonizes the importance of teaching decoding strategies as well as increasing a students sight word vocabulary
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Most important phonics concepts for students to learn
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alphabetic principle, letters of the alphabet, consonants, vowels, rime/rhyme, blending, phonics generalizations, syllabication
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Phonics program teaching strategies
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high utility strategies, developmental continuum, whole-part-whole instruction, mini lessons, applications of phonics skills, teachable moments, phonemic awareness, phonics review
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Learning activities that are useful in studnet instruction for phonics
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Word sorts, picture sorts, word hunt, closed and open sorts, blind sorts, writing sorts, making connections between unknown and known words
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Developing fluency
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A fluent reader has three important characteristics: a large sight word vocabulary, a variety of decoding strategies, and the ability to read with expression and with attention to the meaning of punctuation
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How to use guided reading
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Choose two or three picture books, give a short intro to each book, Introduce new words found in the books, identify some known words in each book, page through the book, predicting the story, allow students to independently read the text, reread each new book, teach a skill from the book, review
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Increase fluency
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Choral reading, echo reading, rereading, tape recorded books
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Word identification strategies
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Teachers must teach children explicit word identification techniques/
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Clues to help students decode an unknown word
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Semantic clues, syntactic clues, picture clues, word structure clues, analogy clues, graphophonic clues, syllable division
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Semantic clues
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The subject matter of the text.
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Syntacic clues
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Word order clues
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Picture clues
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Illustrations in a picture book can help identify an unknown word
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Word structure clues
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There are many letter clusters that occur frequently in words. Prefixes: re, non, dis. Suffixes: er, less, ly. Verb endings: s, ed, ing
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Analogy Clues
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As students develop and increase their sight word vocabulary the words that they know can be used to pronounce words that they don't know.
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Graphophonic Clues
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Sounding out words means to identify possible phonemes with in a written word and then use word blending to combione the identified phonemes
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Syllable Division
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The division of words into syllables becomes an increasingly important word identification strategy as a childs reading ability develops.
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Effective Use of Word Identification Strategies
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Note that semantic, syntactiv and picture cluse are all context clues.
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Sight Words
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Words that good readers recgonize immediately the use of word identification strategies.
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Dolch Sight Words
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Should be part of a teachers sight word vocabulary
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PrePrimer Sight Words
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Preschool level
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Primer Sight Words
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Kindergarten
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Teaching sight words methods
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Word walls, concentration games, drills, magnetic letters, word tracing, rhythmic recitation, air writing
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Morpheme
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The smallest meaningful unit in the grammer of a language
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Phoneme
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One of the second units that make up a word. A phoneme can be represented by a letter or a group of letters.
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Grapheme
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The unit of writing that represents a single phoneme. A grapheme can be a letter or a group of letters.
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Orthography
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The study of spelling and standard spelling patterns.
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Morphology
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The study of word structure. Morphology encompasses the derication of words, the use of inflections and the creation of compound words.
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Onset
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A words initial consonant or consonant blend
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Rime
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A words vowel and any final consonants
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Consonant cluster
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A group of sequence of consonants that appear together in a syllable without a vowel between them.
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Consonant diagraph
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A pair of consonants that makes a single osund that is different from each individual letter sound
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Consonant blend
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Two or three consonants blended together. The sound that this blend makes is the sound of the consonants blended together
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Vowel digraph
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A pair of letters with the first letter making a long vowel sound and the sound letter being silent.
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Schwa
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The vowel soun in many lightly pronounces unaccented syllables in words of more than one syllable
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Vowel Generalization
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A single vowel followed by a consonant in a word or syllable usually has the short sound; A single vowel that concludes a word or syllablw usually ha the long sound; In the vowel diagraphs oa, ea, ee,ai and ay, the first vowel is usually lond and the second is silent; In words containint two vowels one of which is finale, the final e is usually silent and the preceding vowel is long; Single vowels followed by r usually result in a blended sound.
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Short vowel
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The short wowel sounds are /a/ as in atl /e/ in elf; /i/ in it; /o/ in odd; /u/ in up
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Long vowel
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The long vowel sounds are A as in game, E as in Pete, I as in pine, O as in home, U as in cute.
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R controlled voewl
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R controlled vowels are neither long nor short. The are /ar/ as in car, /ur/ as in begger, /or/ as in horn, /ur/ as in doctor, /ur/ as in her, /ur/ as in bird and /ur/ as in burn
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Syllable patterns
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Syllable patterns are common consonant vowel pattersn that appear frequently in English, such as CVC, CVVC, CVCe, CCVCC
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Affixes
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Affixes are subordinate additions to root words with grammer like functions. Affixes can either be added to the beginning (prefixes) or to the end (suffixes)
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Roots
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Roots are the main parts of words and have more semantic conten than affixes.
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Assessing Spelling
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Precommunicative spellin, semiphonetic spelling, phonetic spelling, transitional spelling, conventional spelling
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Stage 1 Precommunicative Spelling
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Students may use scribbles, letter like forms, letters and numbers to represent words and sentences
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Stage 2 Semiphonetic Spelling
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Students are aware of the alphabetiv principle and they will make an attempt to conform their spelling to that principle
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Stage 3 Phonetic Spelling
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All essential phonemes is a word will be represented in the studnet's spelling of it.
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Stage 4 Transitional Spellin
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Studnets will follow the essential conventions of English spelling. They will use morphological and visual information to determine the spelling of the word instead of relying solely upon phonetic spelling
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Stage 5 Conventional Spelling
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The student will continue to follow the essential conventions of English Spelling.
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Other Methods of Spelling Assessment
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Every few weeks choose a writing exercise as a spelling crosscheck after the writing has been completed. Circle each misspelled word in the exercise, count the total words written and the number of misspelled words. Divide the number of misspelled words by the total number of words to derive a Spelling Batter Average. Maintain a record of a students spelling batting average throughout the year.
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