When a child is able to hear the sounds that make up a word, such as identifying the initial consonant sound in the word put, that child has:
Two or more consonant letters that combine to make one sound such as those found in the words church and what are called:
A child's ability to indicate how many words are found within a sentences that is dictated to them involves:
Using the knowledge of the relationship between letters and sounds and blending them together when decoding is using:
When a child can break up the letters in words into their particular sounds, he/she is demonstrating the ability to:
In the early stages of developing word identifications such as: the, of, when, because, and and are considered:
During an instructional activity, the teacher asks a child to locate the onset of the word shop, the child would be correct if they responded:
The part of a word that makes up the vowel and the final consonants within a syllable is called:
In a word containing an r-controlled vowel, such as shark, far, apart, the vowel sound is:
neither long nor short
If a teacher asks the child to locate the rime in the word test, the child would be correct if he/she responded:
Two or more consonant together that keep their particular sounds such as those found at the beginning of the words climb and straight are called:
When a teacher teaches phonics by taking sounds and blending them together into words, she is teaching phonics through:
While reading, if a child immediately recognizes a specific word without having to mediate the word with the use of phonics, it would be said that this specific word is:
a sight word
One way you can find the meaning of the word is by looking at the words around the unknown word. The student is using:
In general the best strategy for helping beginning readers to identify function words such as: to, the, and of would be to
teach such words as sight vocabulary
Compared with standardized reading assessments, one important advantage of informal reading assessments is that they allow the teacher to:
Personalize reading assessments to identify the needs of individual students
The use of repetitive, rhyming texts for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by:
fostering their phonemic awareness
Key components of research based reading/literacy instruction:
Fluency, vocab, phonemic awareness, phonics, reading comprehension
Phonological awareness vs. Phonics
the ability to differentiate sounds
the ability to instruct based on sound symbol relationships
Two or three consonants that appear together ina word, with each retaining sound when blended (fl, gr, sp, mp)
Two consonant letters may represent the sound of only one of them. The other consonant is "silent" (gn, kn, wr)
The letter r affects the sound of the vowel(s) that precedes it (er, ir, ur, ar, or)
A syllable ending in one or more consonants and having a short-vowel sound spelled with one vowel letter (vc, cvc, ccvc, cvcc)
Vowel combination syllable
A syllable with a short-vowel, long-vowel, or dipthong sound spelled with a vowel combination (such as ai, ea, ee, oi, or oo. cvvc, ccvvc, cvvcc)
A syllable containing a letter combination made up of a vowel followed by the letter r. The vowel-r combination is one welded sound that cannot be segmented (such as ar, er, ir, or, and ur)
Vowel-Consonant e syllable
A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e (VCe, CVCe, CCVCe)
General sequence for Teaching Phonics Elements
1. Single Consonants and show vowels
2. Consonant Digraphs
3. Long Vowels with silent e (CVCe pattern)
4. Long vowels at the end of words or syllables
5. y as a vowel
6. r-controlled vowels
7. silent consonants
8. vowel digraphs
9. variant vowel digraphs or dipthongs
uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on the traditional forms of testing
is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension and motivation
is reading "text in such a way as to question assumptions, explore perspectives, and critique underlying social and political values or stances."
are teacher-directed stories written by the teacher and the students to reflect a group experience
is meaning which cannot be cited from the text but which may be drawn from the reading; reading between the lines
Letter sound correspondence
means recognizing the corresponding sound of a specific letter when that letter is seen or heard.
is the awareness and knowledge of one's mental processes such that one can monitor, regulate, and direct them a desired end; self mediation; thoughts about thinking
means partners reading aloud to each other for the purpose of practicing, sharing, developing fluency, communicating information, or modeling oral reading technique
a complex development challenge that we know to intertwined with many other developmental accomplishments: attention, memory, language, and motivation, for example: reading is not only a cognitive psycholinguistic activity but also a social activity
a process in which we construct meaning from print. Any of the subprocesses, such as word identification or comprehension, that are involved in the act of reading.
The process or result of seriously thinking over one's experiences, especially those valued; introspection
is the support and guidance provided by an adult that helps a student function on a higher level; students develop new cognitive abilities when a teacher leads them through task oriented interactions
A unit of organized knowledge. Includes who a person thinks and acts when planning and executing and evaluating performance on a task and its outcomes
is all reading that not individual; this can include paired reading, read-alouds, literacy circles, small groups, and choral reading
consists of addressing words through games, rhymes, tongue twisters; any method that increases student' awareness of the meaning and value of individual words
consists of words posted on classroom walls as a means of immersing students in language, students add new words as they come in contact with them.
fluent processing of information that requires little effort or attention, as sight-word recognition
ability to sound out the word and knowing the words meaning (number or words read correctly)
referring to the sound relationships between the orthography (spelling) and phonology (sounds) of language
Evidence from the general sense or meaning of a written or spoken communication that aids in the identification or an unknown word
Information from the order of words, phrases, clauses or sentences which gives readers useful information on word identification
A word that is immediately recognized as a whole and does not require word analysis for identification
In phonology, a minimal unit of sequential speech sounds comprised of a vowel sound or vowel-consonant combination
Cause and Effect
a stated or implied association between an outcome and the conditions which brought it about, often an organizing principle in narrative or expository text
the ways in which the author shows how a character changes as the story proceeds
the range of secondary or associated significances and feelings which it commonly suggests or implies
the departure from what speakers mean from the standard meaning of words (ex. similes and metaphors)
Fiction that not only takes its setting and some characters from history, but makes the historical issues important to the central narrative
Point of View
the way the story gets told from who (use I for first person, third person is from someone outside the story)
the doctrine or general claim of a literary work (the message the author wants to communicate, sometimes expressed as a generalization about life)
"Correction" tells you
A student makes a miscue and then self corrects what they have read.
This is good! We want readers to self-correct. However is the reader reading too fast? Is the reader mis-correcting accurate reading? If so, the reader often doesn't see himself as a good reader
A student inserts a word or letter that was not in the text.
Does the inserted word detract from meaning? If not, it may just mean the reader is making sense but also inserts. The reader may also be reading too fast. If the insertion is something like using "finished" for "finish", this should be addressed.
Miscue Analysis allows you to comment on:
The language cuing systems that a reader uses and the reading strategies that they employ
When words are omitted
It may mean weaker visual tracking. Determine if the meaning of the passage is affected or not. If not, omissions can also be the result of not focusing or reading too fast. It may mean the sight vocabulary is weaker.
Lots of repetition may mean that the test level is too difficult. Sometimes readers repeat when they're uncertain and will repeat the words to make sense of the passage.
Watch for altered meaning. Many reversals happen with young readers with high frequency words ("of" for "for")
Sometimes a child will use a substitution because they don't understand the word being read. Does the substitution makes sense in the passage, it is a logical substitution?
What do miscues tell you?
Using miscue analysis is an important diagnostic tool that should be done every 6-8 weeks to see how the reader is improving in the strategies used. Making sense of the miscues will help you with the next steps to improve the child's reading. It is worthwhile to have a few questions prepared that let you know about the child's comprehension of the passage read as miscue analysis tends to rely on advising you of the strategies used. Miscue analysis may seem time consuming initially, however, the more you do, the easier it gets.
1. Knowledge-recognizing or recalling literal information
2. Comprehension-constructing meaning from the text
3. Application-applying text content to a new situation
4. Analysis-breaking down ideas into their parts to show how they are related
5. Synthesis-combining different ideas to create an original work
6. Evaluation-judging value or effectiveness, based on some criteria or standards
When to apply comprehension strategies in Narrative Reading
Before reading: to orient students to the story and to the task
During reading: to build an understanding of the story
After reading: to check whether students understand the story
Explicit Phonics Lesson Sequence
1. Develop Phonemic Awareness
2. Introduce Sound/Spelling
3. Blend Words
4. Build automatic word recognition
5. Apply decodable text
6. Word work for decoding and encoding
In this systematic and explicit approach, students learn to transform letters and letter combinations into sounds and then the sounds together to form recognizable words.
In this approach students learn how to use a phonogram or rime, in a familiar word to identify an unfamiliar word with the same rime.
In this approach, instruction begins with the identification of a familiar word. The teacher then introduces a particular sound/spelling relationship within that familiar word
In this approach, phonics instruction is embedded in the context of "authentic" reading and writing experiences. Phonic elements are introduced informally when the teacher sense that students need to know them.
Types of Phonemic Awareness Activities: Sound matching activities
Teachers create matching games using familiar objects. From a collection of objects and pictures, children choose the two that begin with the same sound. Or children choose one of several items beginning with a particular sound. Children also identify rhyming words. They name a word that rhymes with a given word and identify rhyming words from familiar songs and stories.
Types of Phonemic Awareness Activities: sound isolation activites
Children identify the sounds at the beginning, middle, or end of the word, or teacher can set out a tray of objects and ask children to choose the one object that doesn't belong because it doesn't begin with the sound.
Types of Phonemic Awareness Activities: Sound blending activities
Children play the "What am I thinking of?" guessing game. The teacher identifies several characteristics of an object and then pronounces its name, articulating each of the sounds separately. Then children blend the sounds together and identify the word using both the phonological and semantic information that the teacher provided.
Types of Phonemic Awareness Activities: Sound addition or substitution activities
Students create nonsense words as they add or substitute sounds in words in songs they sing or in books that are read aloud to them.