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Terms in this set (35)
Children recognize individual sounds in a word. Teacher: What is the first sound in van? Children: The first sound in van is /v/.
Children recognize the same sounds in different words. Teacher: What sound is the same in fix, fall, and fun? Children: The first sound, /f/, is the same.
Children recognize the word in a set of three or four words that has the "odd" sound. Teacher: What word doesn't belong? Bus, Bun, Rug.Children: Rug does not belong. It doesn't begin with /b/.
Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word.
Teacher: What word is /b/ /i/ /g/? Children: /b/ /i/ /g/ is big.
Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word.
Teacher: How many sounds are in grab?Children: /g/ /r/ /a/ /b/. Four sounds.*Teacher: Now let's write the sounds in grab: /g/, write g; /r/, write r; /a/, write
a; /b/, write b.* Teacher: (Writes grab on the board.) Now we're going to read the word grab.
Children recognize the word that remains when a phoneme is removed from another word. Teacher: What is smile without the /s/?Children: Smile without the /s/ is mile.
Children make a new word by adding a phoneme to an existing word.Teacher: What word do you have if you add /s/ to the beginning of park? Children: Spark.
Children substitute one phoneme for another to make a new word. Teacher: The word is bug. Change /g/ to /n/. What's the new word? Children: bun.
include blending phonemes to make words, segmenting words into phonemes, deleting phonemes from words, adding phonemes to words, or substituting one phoneme for another to make a new word.
phonemes (speech sounds) that are represented by letters and letters pairs.
print found authentically in our environment (stop sign, labels on food).
Semantics in reading cueing
Does it make sense
Syntax structure in reading cueing
Does it sound right
Phonics visual in reading cueing
What word matches the print
a part-to-whole phonics approach to reading instruction in which the student learns the sounds represented by letters and letter combinations, blends these sounds to pronounce words, and finally identifies which phonic generalizations apply
a whole-to-part approach to word study in which the student is first taught a number of sight
words and then relevant phonic generalizations, which are subsequently applied to other words
The overall "smoothness" of the reading which includes phrasing,
expression and intonation.
words that are spelled the same but have different meanings and may be pronounced differently
usually a simple word from which you can build a family of words around it. If you start with "place" you can say places, placing, placings, replace, placement, etc.
any unit in a word (in the word dogs, "dog" and the "s,")
refers to the origin of a word. For example, "locus" means place in Latin. From this root word derives words such as local, locate, locality, relocation and phrases like "in loco parentis."
Morpheme added to the beginning of the word
Morpheme added to the end of the word
Prefixes, suffixes and inflectional endings
An unstressed vowel sound, such as the first sound in "around" and the last vowel sound in "custom". In the examples below, the bold part of the word is the accented (stressed) syllable.
A strategy that visually displays the relationship among words and helps to categorize them.
These are strategies that help the reader become more aware of their own reading process, their thoughts as they read, and help the reader to have more control over their reading (e.g. noticing when comprehension breaks down and using "fix-up" strategies, such as rereading or paraphrasing, to comprehend).
a sequence of repeated readings of an excerpt from a text or short "chunk" of text. Through each successive reading, students are guided to focus on a different aspect of the reading (such as the meaning of selected words and phrases) in order to form a deeper interpretation of the text. This process is used to support children in reading complex texts at grade level.
Information that is stated explicitly in the text such as who, what, when, where, why.
Information that is implied within the text, but not directly or explicitly stated.
The reader needs to use information from the text and their own world experiences to form a judgment.
These are factual materials for science, social studies, and other content areas, as well as "concept books" for the very young dealing with the alphabet or relationships of time, space, amount. These books explain something to children or teach them how to do something.
Analysis of any responses (mistakes) made during oral reading that deviate from those anticipated
Informal Reading Inventories (IRIs):
A compilation of graded reading selections with comprehension questions accompanying each selection. This inventory is individually administered to determine the student's strengths and weaknesses in word recognition and comprehension.
Engagement of Schema
Does the reader show evidence of activating background knowledge? Does the reader use connections (text-to-self, text-to-text, and/or text-to-world) to better understand what he/she is reading?
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