Ftce Language Arts & Reading

Front 1

DEV: Phonological Awareness

Back 1

K-1. Instruction begins with emphasis on oral language and awareness of sounds (listen for rhymes, identify initial sounds, listening for number of syllables).

Front 2

DEV: Phoneme-Grapheme Correspondences

Back 2

K-2. Children will learn that letters correspond to speech sounds and speech can be put into print. Children learn initial sounds, then final consonant, and lastly learn vowels.

CVC patterns first, the consonant blends and digraphs.

Front 3

DEV: Recognition of Word Families

Back 3

1-2. Students work with words built from similar patterns. Activities which have students manipulate sounds to build/sort words helps reinforce patterns of English spelling.

Front 4

DEV: Common Syllables

Back 4

2-3. Knowledge of syllables expands reader's capacity to recognize and decode longer words.

Front 5

DEV: Inflectional Morphology

Back 5

2-3. Learning about inflectional endings provides additional information about how the meaning of words changes with different endings.

Front 6

DEV: Derivational Morphology

Back 6

3-6. Prefixes and suffixes, which impact the meaning of the base word to which they are added.

Front 7

_________ instruction helps children learn to read and spell

Back 7

Phonemic awareness

Front 8

Phonemic awareness instruction is most effective when _____________

Back 8

it focuses on only one or two types of phoneme manipulation (blend and segment)

Front 9

A good activity for practicing phonemic awareness is ________

Back 9

Elkonin Sound Boxes (Say it and Move it)

Front 10

Alphabetic Principle

Back 10

Understanding that there are systematic and predictable relationships between written letters and spoken sound

Front 11

The goal of phonics instruction is to _______

Back 11

Help children learn and use the alphabetic principle

Front 12

The most effective way to teach phonics is through _______

Back 12

systematic and explicit instruction (direct teaching of a set of letter-sound relationships in a clearly defined sequence.

Front 13

Continuous blending vs cumulative blending

Back 13

Continuous blending: s..a..t

Cumulative blending: s..sa..sat

Front 14

Fluency: If child lacks accuracy, ______

Back 14

Focus on word work and echo readings

Front 15

Fluency: If child lacks rate, _______

Back 15

Repeated readings, paired readings, and reader's theater

Front 16

Fluency: If child lacks prosody, ______

Back 16

Cued phrases, paired readings, and reader's theater

Front 17

Keep in mind for Reader's Theater:

Back 17

may be best for practicing prosody because children may memorize their lines which eliminates the reading portion

Front 18

Comprehension strategies

Back 18

Monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing.

Front 19

Types of text structures

Back 19

Descriptive, sequence, cause/effect, problem/solution, compare/contrast