Competency 1: Teaching Reading Flashcards
Beginning readers learn to recognize and manipulate sounds in speech.
Phonemic awareness
Beginning readers learn alphabetic system- letters sound correspondences and spelling patterns, and learning how to apply this knowledge in their reading.
Phonics
The student reads words accurately, quickly, and with ease.
Fluency
Crucial to text comprehension. If a student does not have this, they will not understand the text’s meaning.
Vocabulary
Complex process by which a student has the fluency and vocabulary to understand the text
Text Comprehension
Knowledge builds from grade to grade
TEKS vertical alignment
Knowledge and expectations travel from subject to subject
TEKS horizontal alignment
5 critical aspects of language in order:
Listening
Speaking
Reading
Writing
Thinking
Recognizes sounds and syllables in spoken words. Hears and understands instructions.
Listening to
Developing oral language, growing ability to ask and answer questions. Uses vocabulary expressively.
Speaking
Reads and recognizes the letters of the English alphabet. Reads grade level appropriate text fluently
Reading
Writes letters of the alphabet. Writes words and thoughts at a appropriate grade level
Writing
Decodes words using a variety of strategies. Comprehends and evaluates grade- level appropriate texts
Thinking
Reading to Learn Transition
- Recognizes different types of text
- Understanding and using text features
- Appreciating the various reasons for reading
Print has meaning
Some directionality
Some initial sounds
Some patterns
Recognizes some high frequency words
Relies on pictures
Emergent Reading Phase
Recognizes high frequency words
Uses syntax for meaning
Starts to self monitor
Can retell
Uses patterns to determine new words
Early Reading Phase
More sight word vocabulary
Multiple strategies for difficult words
Summary
Early chapter books
Transitional Reading Phase
Reading to learn
Comprehending a texts meaning and reading for a variety of purposes
Intermediate reading phase
High sight words
Long texts with deeper meaning
Interprets
Notes features of texts
Reads with a variety of purposes
Multiple view points
Construction
Advanced Reading Phase
uses logos or symbols to identify objects and places
Pre-Alphabetic phase
Begins connecting letters with sounds
Partial alphabetic stage
Connects letters to sounds
Uses oral vocabulary to determine the meaning of written words
Full alphabetic stage
Uses existing knowledge to decode new words
Makes new words
Uses onsets and rimes, words families, and letter chunks
Consolidated alphabetic phase
Reading words in a text form:
- recognizes all the letters in the sentence
- understand the sound each letter makes
- understand how sounds work together to make each word
- blend the letter sounds together to read each word aloud
Decoding
Using letter sound knowledge to write :
- understand how sounds form words
- separate the word into distinct sounds
- remember the letter that corresponds with each sound
- write the letters together to create words
Encoding
Writes strings of letters
Awareness of letters
Pre-communicative spelling stage
Beginning to understand that letters represent sounds
Writes letters to represent some words
Semi-Phonetic Spelling stage
Writes all obvious sounds in a word with letters
Letter choices are only made on a basis of sounds the student can hear in the word
Phonetic spelling stage
Begins to spell based on how words look, not just how they sound
Uses some conventional phonics patterns
Transitional Spelling Stage
Understands spelling rules, semantics
Knows when words don’t look right
Understands word etymology
Conventional spelling stage
Follows step-by-step, logical order of language development
Systematic
Follows a specific sequence of increasing complexity
Sequential
Intentional, targeted instruction. Does not assume that students will understand basic concepts “naturally” . May include modeling and guided practice.
Explicit
Instruction that follows intentional learning plan with specific goals
Strategic
Integrates evidence based instruction ad interventions to address student needs
Multi-tiered system supports
A multi-tiered approach intended to identify and support students with special needs
Response to intervention (RTI)
Establishes a baseline and identifies students who need extra support
Universal Screener
Curriculum based measurement that creates a beginning benchmark of a students ability and uses ongoing assessments to compare the starting point with later progress.
Progress monitoring
Considers all available data to determine whether a problem is specific to an individual student, or is class wide.
Fidelity of implementation
A neurological, language-based disorder that causes reading difficulties
Dyslexia
Learning ability that affects a students handwriting
Dysgraphia
Individual sounds in a language
Phoneme
The smallest unit of meaning in a language
Morpheme
Adds onto the end of a word to create a new form of a word (-ed, -ing, - s)
Inflectional suffix (Inflected ending)
Adds onto the beginning of a word to create a new word (re- , de-, dis-)
Derivational affix
The rhythm, stress, and tone of spoken words, particularly of words of texts read aloud
Prosody
The study of sounds
Phonology
The study of word formation and patterns
Morphology
The rules of sentence structure and word order
Syntax
The study of the meaning of language
Semantics
Spoken and written communication
Discourse
Studies the way context determines meaning in language
Pragmatics
