Achievement in ELA Flashcards
1
Q
A
2
Q
accuracy skill activities
A
Readers’ Theater
Supervised Oral Reading
3
Q
Affix:
A
Words that attach to the root word and modify the meaning
4
Q
After Reading Informational Texts strategy
A
5
Q
Alphabetic Principle
A
understanding that words are composed of letters that represent sounds and it is the basis for phonics instruction
6
Q
alphabetic principle
A
- the understanding that letters represent sounds which are then used to form words
7
Q
Analogies
A
compare two things that are usually thought of as different but have something in common hand is to glove as foot is to sock cold is to hot as wet is to dry
8
Q
Antonyms -
A
words with the opposite meanings hot/cold big/little
9
Q
AT STAGE 1, TEACHERS CAN
A
Encourage children to make marks with writing/drawing material. In addition to initial “writing,” this enhances the development of gross motor skills.
Ask children to dictate while the teacher writes on the Smart Board or chart. The teacher then reads back the sentence(s) while pointing to each individual word.
Allow children to “read” their drawings/markings. Teach them to point to where they start and to each word.
Point to text on charts, big books, etc., while reading it orally to class. This helps children understand that print carries meaning. Always refer to directionality – that print and reading move from left to right.
Label items in the classroom, in the child’s home language when possible. Call on individual students to find and “read” the labels. This is sometimes called “environmental print.”
Place name cards on desks and during center time.
10
Q
AT STAGE 2, TEACHERS CAN
A
Foster a positive learning environment that nurtures the enjoyment of writing and writers.
Write real-life, on-going stories or messages on wall charts or in Big Books. This might be about the weather, certain class activities, upcoming field trips, or holidays.
Look for words in print and discuss the words and letters and what they mean during transition times (e.g., office, nurse, restroom, boys, girls, other classrooms, etc.)
Write messages to students (e.g., directions for center work).
Show familiar word cards and ask individuals or the class for the initial sound. Then discuss the word, its letters, and meaning. These can be made into Word Walls.
Pair students together to share their “writing.”
Use story maps from familiar stories to retell stories or to have students retell the stories.
Provide specific directions in letter formation. Some teachers find a letter template helpful. Others use playdough to have students practice forming letters.
11
Q
AT STAGE 3, TEACHERS CAN
A
Foster a positive learning environment that nurtures writing and writers.
Provide varied and frequent opportunities for using various purposes of writing (e.g, letters, cards, messages, stories, center assignments, classroom rules, etc.)
Increase students’ vocabulary in a variety of ways:
develop Word Walls
have students develop personal dictionaries of new and frequently used words
build word card and sentence banks relevant to new learning
Discuss and model the writing of texts moving from words to sentences to paragraphs.
Refer to new vocabulary on a daily basis, asking for spelling, meaning, and use of some of these words.
Model and discuss how writers use their own experiences, knowledge, and points of view to compose what they write.
Discuss, model and provide practice in the planning of writing such as with graphic organizers and/or storyboards.
12
Q
AT STAGE 4, TEACHERS CAN
A
Foster a positive learning environment that nurtures the enjoyment of writing and writers.
Discuss and model reasons for the use of certain kinds of text, including ideas that are included or omitted from the text. Provide opportunities for students to practice writing these kinds of text.
Discuss, model, and provide practice in the planning of writing, such as with graphic organizers and/or storyboards.
Extend students’ knowledge and use of punctuation (e.g., periods, question marks, and apostrophes).
Build students’ vocabulary, including knowledge of word parts, spelling strategies, and use of new words.
13
Q
AT STAGE 5, TEACHERS CAN
A
Foster a positive learning environment that nurtures the enjoyment of writing and writers.
Discuss, model, and provide practice in the building of organized paragraphs based on the purpose of students’ writing.
Enhance the use of spelling strategies, including the use of prefixes, suffixes, base words, and irregular spellings.
Encourage students to use new and appropriate vocabulary to clarify meaning.
Provide opportunities for students to share their writing with others.
Discuss, model, and provide practice in editing their own work and the writing of others.
14
Q
automaticity
A
15
Q
Building Vocabulary:
A
16
Q
Change Double the Consonant
A
If a root ends in a short vowel followed by a consonant, you will double the consonant. bat → batter This rule does not apply to words ending the the consonants W, X, or Y.
17
Q
Change Drop the E
A
Drop the e off of the end of a root word if the suffix begins with a vowel. hate → hating If a root ends in “ce’’ or “ge” and the suffix begins with a or o.
18
Q
Change IE to Y
A
When the root word ends in “ie,” you will change it to “y” if the suffix begins with “i.” lie → lying
19
Q
Change Y to I
A
When the root word ends with a “y,” you will often change the “y” to an “i.” worry → worrier You will usually keep the “y” if the preceding letter is a vowel (annoyance) and when the suffix begins with an “i” (worrying).
20
Q
Choral Reading
A
21
Q
Closed syllable
A
A closed syllable ends in a consonant. This is the most common spelling unit in English and accounts for 50% out of all the total syllables in text. For example: hot, help, and dog.
22
Q
Clustering Concepts:
A
Good readers make connections between related important concepts or ideas in a text. Transition words help readers construct meaning by clarifying how ideas relate to each other. Teachers should provide students tools to scaffold drawing these connections.
Chart
Outline
Web
23
Q
Comparing and Contrasting:
A
24
Q
Connecting to Previous Knowledge:
A
25
Consonant + -le syllable
A consonant + -le syllable occurs at the end of a word. If the consonant + -le syllable is found next to an open syllable, then the vowel in the open syllable stays long. If the consonant + -le is next to a closed syllable, the vowel in the closed syllable stays short. For example: bugle, candle, bubble, circle, and trample.
26
Contextual analysis
use of surrounding information in a text to help determine a word In the sentence "I went to the store to buy groceries." the word "buy" could be determined based on the clues in the rest of the sentence.
27
Conventional spelling Stage 5
When children know and use most basic spelling rules and spell most words correctly. They can often recognize misspelled words, which is a tremendous help in editing either their own or others' writing drafts.
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Criterion- referenced state tests
Tests against a standard Examples: state standardized tests, SATs Formal Summative
29
Curriculum- based assessments
Assessment covering curriculum that is being taught at that time Could cover information from the previous week or two Allows teachers to check for understanding and adjust Formal or Informal Formative
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CVC:
consonant, vowel, consonant Ex- bag
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CVCC
consonant, vowel, consonant, consonant Ex.- camp
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CVCe:
consonant, vowel, consonant, silent "e" Ex- lane
33
CVVC
consonant, vowel, vowel, consonant Ex.- heat
34
Determining fact and opinion:
35
Diagnostic assessment
Used to assess current level and skills Example: pretest before starting a new unit Formal or Informal Summative
36
Diverse and Extensive Classroom Library:
37
During Reading Informational Texts strategies
Reading Rate:
Clustering Concepts:
Comparing and Contrasting:
38
Early fluent/fluent readers/proficient readers
recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words. Fluent readers do a better job at reading more easily and with accuracy and expression. These students are improving their skills in revising their writing and using correct punctuation and spelling.
39
Early readers
begin understanding that reading from the printed page needs to make sense - both from the pictures and from the print. The students can usually identify most letters and know the sounds of some. These skills help them decode words and they sometimes even know a few words by sight, including times when they see the words in different locations/texts. Early readers are usually able to write a few words or at least beginning sounds of words and should be able to re-read their own writing.
40
emergent stage of development
when children understand that written language has meaning and gives messages. The students begin to recognize words in the environment or in text such as signs at McDonald's, Walmart, etc. These students may be able to write a few letters, especially in their names, even though some of the letters could be reversed or in upper case.
41
Evaluative comprehension
- The ability to evaluate or analyze the text through questioning.
Analyzing character development
Evaluate word choice
Detecting faulty reasoning
Explaining the point of view
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Exit slips
Students write a response to a teacher prompt or question on a card or slip of paper at the end of class (in order to exit) Informal Formative
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reading Motivation:
44
five typical stages of development
pre-conventional, emergent, transitional, conventional, and proficient.
45
Fluency can be accurately measured
46
Formal Assessment
tests, quizzes, projects, Traditional style assessment that use standard rubric
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Formal summative assessment
Examples: Traditional state assessments, district benchmarks, semester or six weeks tests, and end of unit or chapter tests Formal Summative
48
Formative Assessment
Assessments that are part of the instruction Given throughout learning process Assessing the learning as it is FORMED
49
Grapheme
a symbol, letter, or the combination of letters that represents a phoneme (a single sound)
50
Heterogeneously
different. Best for collaboration.
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High frequency sight words
words that students are expected to memorize without decoding. Examples for a 2nd grader: "because" and "said"
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Homogeneously
similar. Best for differentiation to work on a skill.
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Homographs
words that have the same spelling as another word but have different meaning (verb) tired meaning fatigue / (noun) tire meaning the rubber around a wheel of an automobile
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Homophones
words that are pronounced the same as another word but have a different meaning and/or spelling carat/carrot/caret to/too/two
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I Chart
a type of graphic organizer especially used for inquiry and research and usually used beginning in upper elementary grades
56
In the word unacceptable:
In the word unacceptable: Root: "accept" a verb to agree to take something offered The affixes: "un" prefix that changes the word to the opposite "able" suffix that changes the word for a verb to an adjective
57
Independent Reading
58
Independent reading level
59
Inferential comprehension
The ability to infer or understand parts of what has been read without it being stated explicitly.
Drawing conclusions
Inferring cause-and-effect relationships
Determining morals, lessons, and themes
Making predictions
60
Informal Assessment
Flexible assessment Adjust to situation and might not count as grade Examples: observations, discussions
61
Instructional reading level
62
Irregular High–Frequency words
words that frequently appear in printed English but are not readily decodable in the early stages of reading instruction. A few examples of these words for younger students are you, said, know, there, what, who, two, and too. Some examples for older students include enough, through, their, where, brought, and though.
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3 Levels of Comprehension
1. Literal comprehension
2. Evaluative comprehension
3. Inferential comprehension
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Literal comprehension -
65
Literature Circles:
66
Making Generalizations:
67
Measures of Text Complexity - Five Finger Rule
Teachers often employ the Five Finger Rule, determining a book's readability by limiting unknown words per page to less that 5 fingers, to help students self-select reading materials.
The Five Finger Rule:
1. Students find a book that seems interesting
2. Student opens book to a random page
3. Student reads the page. Every time they don't know a word, they hold up a finger.
4 .At the end of the page, they look at how many fingers they have up
1. 0-1 fingers: too easy
2. 2-3 fingers: just right
3. 4-5 fingers: too hard
68
Metacognition
69
miscue
70
miscue analysis
determines the kinds of reading strategies a reader uses during the process of reading from a text.
71
Morphemes
the smallest unit of meaning in a word.
72
morphology
an understanding of roots and affixes
73
Nonsense Word Test
used to determine students' actual knowledge of individual sounds without allowing the knowledge of sight words to interfere with the students' thinking.
74
Norm-referenced tests
Compare an individual's performance to a group Examples: IQ tests Formal Summative
75
Open syllable
An open syllable ends in a vowel. The vowel has a long vowel sound. For example: the "va" in vacant: va/cant; the "a" in agent: a/gent; and the "bru" in brutal: bru/tal.
76
Paraphrasing:
Good readers can retell information from a text using their own words. Teachers can ask students to paraphrase after reading a section, or at the end of reading the text.
Written retelling (a particular section)
Dramatic play
Turn and Talk
Jigsaw with student "experts"
77
Partner/Small Group Reading:
78
Performance- based assessment
Project or Performance Assessment requiring students to show mastery of specific skills Examples: designing and performing experiments, building models, writing poems or shorts stories, and developing portfolios Formal Summative
79
Phoneme blending
the ability to blend two sounds to make a word Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.
80
Phoneme manipulation
the ability to add, delete, and substitute one phoneme for a different one. Replace the first sound in 'bug' with 'r' (rug)
81
Phoneme segmentation:
the ability to break down a word into separate sounds, saying and counting each sound. How many sounds are there in the word bug? /B/ /u/ /g/?
82
phonemes
sounds of speech Before learning to read, children must understand that words are made up of phonemes are the smallest individual sounds in a word. For example, the word "bit" has three phonemes, b–i–t. Each phoneme makes a difference in the meaning of words. The word "fork" has three phonemes, f-or-k, because the or letters make one sound. The initial sound in a word is the onset, and the remaining phoneme/sound is the rime.
83
Phonemic awareness
is the ability to hear and recognize specific sounds. What sound do you hear at the beginning of pig? What sound do you hear at the end of pig?
84
phonemic awareness
identify the individual sounds (the smallest units) in a word.
85
Phonemic manipulation
is when students add, delete, or substitute sounds to create new words. If you take the 'b' off the beginning of the word 'big', what is left? If you add 's' to 'at,' what is your new word?
86
Phonemic spelling Stage 3
When students spell the way they hear the word pronounced, such as "kum" for come or "mad" for made.
87
Phonemic Teaching Examples
- Lessons on common spelling patterns, including silent letters or unique spelling patterns
- Identifying spelling patterns in one- and two-syllable words
88
phonic activities
Teacher-modeled Reading
Supervised Oral Reading
Partner/Small Group Reading
Independent Reading
Diverse and Extensive Classroom Library
89
Phonics (Graphophonemic Principle) -
relationship between symbols (letters and words) and sounds of a language
90
phonics
91
Phonological awareness
recognize and manipulate the sounds of a spoken language strong predictor of reading success Most children are unable to develop phonological awareness skills without explicit direct instruction. Children who have not developed these skills often have difficulty learning to read. includes the ability to hear and comprehend individual words, syllables, and sounds in spoken language.
92
Pre-Conventional Stage
STAGE 1
(Sometimes called: Awareness Stage; Exploration Stage)
Ages 2 - 5
Aware that drawings and print have specific meanings; may try to "read" what the squiggles that they drawmean
Scribbles, first randomly and then in a more linear fashion (e.g., from left to right); begins holding a pencil more like adults
Draws symbols that represent letters
Understands the difference between print and drawing, sometimes relying on these pictures and symbols to assign meaning
Writes "mock" letters which are letter-like forms and sometimes their own unique form of letters; shapes look somewhat like letters but are not formed correctly
Relies on own experiences to generate messages
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Pre-phonemic spelling stage 2
When children have some letter awareness. They may spell a lengthy word with a few letters, spelling play as "pa" or talk as "tk."
94
Pre-phonemic teaching examples
Grouping words based on like spelling or syllable sounds
-Continue practicing phoneme identifications
95
precise language
the practice of choosing the best word to convey meaning – is essential in written communication. For example, take the word "dog." A teacher asks his students to draw a picture of a dog. Some may draw a German shepherd, some a dalmatian, and some a corgi. By using an imprecise word like "dog," the teacher leaves the interpretation of the word up to each student.
96
Precommunicative spelling Stage 1
– When students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms.
97
Precommunicative teaching examples
- Tracing and copying letter forms on writing paper
- Coloring activities that involve writing specific letters
- Matching words with like spellings to each other
98
Prefix:
A letter or letters at the beginning of a root word that changes its meaning
99
Previewing:
100
print concepts
understanding the difference between letters, words, spaces, and sentences. Young students must also be aware of the left-to-right, top-to-bottom progression of text. punctuation
101
Print orientation
Print orientation - understanding of how to begin writing letters including writing from left to right, on lines, etc.
102
print rich environment including
books at various levels and from different cultures and in different genres labels signs posters bulletin boards schedules
103
Process of Learning - Spelling
Students learn spelling in a predictable order: precommunicative, pre-phonemic, phonemic, transitional, and conventional.
104
Process of Literacy Development
students' ability to recognize letters and their sounds (phonemic awareness) being able to sound out words by breaking them into simple forms (decoding) reading and comprehending the ability to write with meaning
105
Questioning:
Good readers actively question while they are reading. Teachers should provide students the opportunity to ask questions of themselves or others about what is being read. These questions provide focus and purpose to the reading. Student-generated questions can also be used after reading for review.
Talk and Turn or Elbow Partner Discussions
Reading journal
Answering questions while reading
Asking students to generate questions while reading
Determining the Main Idea
What is the story mostly about?
What does the author want us to know?
What is the purpose of this text?
What details support the main idea?
Determining Cause and Effect
What caused that to happen toward the end of the story?
What was the effect of …?
How did ____ cause \_\_\_\_?
Determining Sequence of Events or Information
What happened first, second, third, etc.?
What do I think will happen next?
Does my prediction seem correct, or do I need to change it?
106
R-controlled syllable
An r-controlled syllable that contains a vowel followed by the letter r. The "r" controls the vowel and changes the way the vowel is pronounced. For example: car, guitar, mother, and manor.
107
Readers' Theater:
108
Reading Comprehension
describes the processes through which students construct meaning from the printed page. Comprehension is the primary reading skill: all other skills are based upon it. Students cannot acquire any other reading skills if they do not have comprehension.
109
Reading Fluency
is the ability to read easily and with understanding. This is not a single skill, but rather a set of skills that work together. These include:
the understanding that letters represent sounds which are then used to form words
phonemic awareness
phonics
word recognition skills
automaticity
vocabulary
110
Reading Rate:
111
Recognizing Organizational Cues:
112
Rhyme awareness
matching the ending sounds (rimes) of words Ex. "Blue" and "Flew" rhyme
113
Rhyme recognition and production
is the ability first to hear words that rhyme and then to be able to produce a rhyme(s). Does cat and dog rhyme? Give a word that rhymes with sun.
114
Root:
Base words to which prefixes, suffixes, and syllables can be added
115
Scaffolding:
Good readers build on simpler skills to develop other skills that are more difficult. To increase comprehension, teachers should also work to improve other reading skills in students.
Phonemic awareness
Phonics and word recognition
Fluency
Vocabulary development
116
Schema Development:
Good readers connect their schema (background of knowledge) to the information that is being read. Teachers should activate, review, and/or develop background information before starting to read a text.
Viewing and discussing relevant slides, videos, pictures, etc.
Ask students questions before reading
"Have any of you ever…?
Can you tell us something about…?
What do you know about …"
NOTE: The experiences that students have in their schema are vastly different depending on their cultural, linguistic, and family background. It is important that the teacher does not assume background knowledge, but teaches students how to independently develop their schema when approaching a new text.
117
Self-monitoring:
Good readers know when they understand what they are reading and when they do not. Teachers should provide students ample opportunity to pause and reflect on reading. When students realize they are not understanding, they can then use "fix-up" strategies to identify and resolve any problems with comprehension.
Paraphrasing the difficult passage in their own words
Skimming back through the text to see if some parts need to be re-read
Skimming forward into the text to search for information that might be helpful
Asking for help from a teacher or peer
Visualizing: making mental pictures about what is happening
Creating graphic organizers
118
phonemic awareness skill activities
Teacher-modeled Reading
Supervised Oral Reading
Choral / Interactive Reading
Partner/Small Group Reading
Diverse and Extensive Classroom Library
119
automaticity skill activities
Supervised Oral Reading
Choral / Interactive Reading
Independent Reading
120
Skills Under Phonological Awareness
Word awareness Sound awareness (phonemic awareness) Phonemes Syllable awareness Rhyme awareness
121
STAGE 2
Emergent Stage
(Sometimes called: Experimental Stage)
Ages 4-5
Understands that what is said (speech) can be written and that print moves from left to right rather than randomly on a page
May pretend to read own writing
May continue to insert scribbles or mock letters in writing
Some scribbles and mock letters are typically still used in writing, but begin moving from mock letters to real letters, usually in random order
Begins to understand and demonstrate the relationship between written and spoken words and that written words remain consistent
d – o – g spells dog
Writes random letters or strings of letters, often in uppercase
Continues to "read" their writing using a simplified structure
Begins to understand the relationship between written words and those that are spoken
122
STAGE 3
Transitional Stage
(Sometimes called: Early Stage)
Ages 5-6
CHARACTERISTICS OF
TRANSITIONAL STAGE
EXAMPLES
Writes a single letter (often the beginning consonant of the word) to represent an entire word or syllable; begins to understand and use basic punctuation
Continues using some random letters, letter strings, and a few mock letters
Letter formation continues to be inexact
Has some understanding of the use of capital letters
Beginning of sentences
Names of people including self
Names of places
Attentive to beginning and ending consonant and vowel sounds along with the need for spacing; however, often spaces improperly
Spells more words correctly even though some letters may still be omitted; begins to use some standard punctuation
Understands and can explain some of the purposes of writing
Lists of homework activities to help remember assignments
Messages to parents or to friends
Begins to discuss, with others, ways to make their writing better through revising
"This word is not spelling right. You forgot to put a period at the end of the sentence."
123
STAGE 4
CONVENTIONAL STAGE
Ages 6-7
Demonstrates more control over many aspects of the writing process
Jane lost her cat named Tabby and it made her sad. She and her frends made sines with Tabby's pitcher. One of her frends found Tabby and Jane was so happy.
Can adjust writing for different purposes such as for information, biographies, and narratives
Uses an increasing number of known vocabulary words
Has more control over proper spelling of words, punctuation, and capitalization
Demonstrates greater usage of simple, compound, and complex sentences
Uses various strategies to attempt to spell new and unknown words
124
STAGE 5
PROFICIENT WRITING
Ages 7-9
CHARACTERISTICS OF
PROFICIENT WRITING STAGE
EXAMPLES
Understands and is able to write for various purposes and audiences
The proficient writer can easily engage and work with the following types of writing:
Lists
Invitations
Letters/emails
Narratives
Descriptions
Expository
Expresses correct usage of most spelling, punctuation, capitalization, and grammar
Possesses and uses correctly an increasingly broad vocabulary
Writes with a logical movement of ideas
Writes effectively through the use of appropriate words, phrases, and sentence structures; minor errors do not detract from writing fluently
Transitions easily from sentence to sentence and from one paragraph to another
125
Stages of Word Analysis and Decoding Skills Development
By mastering phonemic and phonic skills, they can decode (pronounce) many new words correctly. 1.Rhyme recognition and production 2.Phonemic awareness 3.Phonemic manipulation
126
Strategies Before Reading Informational Texts
Connecting to Previous Knowledge:
Recognizing Organizational Cues:
Building Vocabulary:
127
Strategies for Teaching Reading Fluency
Teacher-modeled Reading
Supervised Oral Reading
Choral / Interactive Reading
Partner/Small Group Reading
Independent Reading
Diverse and Extensive Classroom Library
Audio/Video-Assisted Reading
Readers' Theater
Literature Circles
128
Strategies After Reading All Texts
Making Generalizations:
Summarizing:
Paraphrasing:
129
Strategy Before Reading All Texts
Schema Development:
Previewing:
130
Strategy During Reading All Texts
Self-monitoring:
Questioning:
Using Graphic Organizers:
131
Suffix:
A letter or letters at the end of a root word that changes its meaning
132
Summarizing:
133
Summative Assessment
Given at the end of a unit or section of learning Assessing student understanding of what was just learned SUM up what has been learned
134
Supervised Oral Reading
135
Syllable awareness
the ability to hear the individual sounds that make up a word. Ex. "Education" has four syllables "ed-u-ca-tion"
136
Synonyms
words with the same or a similar meaning angry/mad/furious bad/evil/immoral/tainted fast/quick/rapid
137
Systematic phonics and word recognition
More helpful than non–systematic instruction or no phonics instruction Improves word recognition and spelling of students in kindergarten and first grade Enhances students' reading comprehension Valuable to students from all backgrounds Has favorable effects on at–risk students in preventing reading difficulties Most effective when introduced at an early age
138
Teacher-modeled Reading
139
The Research Process
1. Develop a research question or questions. This will become a thesis statement in later grades.
2. Locate reliable sources with information to answer the research questions.
3. Create notes with paraphrased and summarized information from the research.
4. Organize the well-documented information into graphic organizers, a visual presentation, and/or use it to write an expository essay. Cite sources.
140
To model metacognition:
You can:
Read aloud to the class while discussing your thoughts and ideas about the text as you read
Model using context clues to construct meaning in text read aloud
Ask what students think will happen next (predictions)
141
To model metacognition: student can
Write notes or responses (the main idea, question, or observation) in the margin every few paragraphs
Check in with a partner every few paragraphs to discuss
Encourage students to make predictions and reflect on their predictions later to see if they were correct
Ask and answer their own questions about a text using graphic organizers, practicing think-alouds, or using other reading comprehension strategies to gauge their own understanding of a text
Synthesize by connecting new knowledge to existing knowledge
142
Transitional spelling Stage 4
When students use some conventional spelling but still misspell many irregular words.
143
Transitional Teaching Examples
- Creating various forms of the same word (catch, catcher, catching)
- Begin proofreading self and peer writing for spelling errors
- Identifying spelling patterns in multisyllabic words
144
Types of Syllables
There are six types of syllables in the English language. Each type of syllable affects the pronunciation of a word, and knowing them will improve student decoding and fluency. Closed syllable Open syllable Vowel-consonant-e syllable Vowel Digraph Vowel Diphthong Consonant + -le syllable R-controlled syllable
145
Using Graphic Organizers:
Good readers can translate what they are reading into a visual representation. Teachers should provide students different organizational tools for mapping the structure of a text or making connections between ideas.
Story/plot maps (example below)
Web maps
Charts
Tables
Line graphs
Venn diagrams
146
vocabulary
147
Vowel Digraph
Two vowels blending together to make one new sound. For example: the "ou" in south; the "au" in taught; and the "oa" in boat.
148
Vowel Diphthong
Two vowel sounds blending together to make one sound: oy, ow, oi, ou, and aw. Vowel diphthongs are sometimes referred to as "gliding vowels." For example: the "ou" in proud; the "oy" in boy; and the "oi" in foil.
149
Vowel-consonant-e syllable
The vowel-consonant-e syllable has a silent "e" and makes the vowel before it long; this syllable is usually found at the end of a word. For example: name, mice, and cake.
150
Why Reading Fluency Matters
151
Word awareness
knowing that individual words make up a sentence
152
word recognition skills
153
Audio/Video-Assisted Reading:
154
phonemic awareness
the ability to hear, identify, and recreate individual sounds in spoken words
155
rate of fluency
The teacher notes the number of words read correctly and then divides this number by 60 (seconds).
Reading research indicates that the reading rate should be above 90 words per minute.
