Competency 3 - Phonological and Phonemic Awareness Flashcards
(144 cards)
1
Q
What is the difference between Phonological Awareness and Phonemic Awareness?
A
A child who has phonological awareness can identify and manipulate :
1) Individual sounds —Phonemic awareness
2) larger units like syllables and words —-Phonological Awareness
- It is all about sound. It is the knowledge that oral English is made up of small units.
- Phonemic Awareness is a subcategory of phonological awareness and is the ability to identify separate phonemes or sounds in a spoken word.
2
Q
What is Phonemic awareness?
A
the ability to distinguish the separate phonemes (sounds)
3
Q
Role of Phonological and Phonemic Awareness in Reading Development
A
acquisition of phonemic awareness is a predictor of success in learning to read.
4
Q
How to teach Phonological Awareness with Word Awareness?
A
Word awareness: Instructional activities that allow students to practice identifying word boundaries.
a) Goal-help children become aware that sentences are made up of words
b) Requires children to detect and identify word boundaries.
c) The lessons use one-word, two-word, and three-word sentences, each with one syllable.
Example:
The teacher has several cards, each with one word written on it.
The teacher then builds two-word sentences ( Sam walks.). The sentence is read as a whole, and then each word is read separately, with the teacher tapping the word card.
Finally, a third word is added to the sentence ( Sam walks slow.).
A more challenging task includes the teacher saying a two-word, three-word sentence, or four-word sentence and then asking the children to state how many words were in the sentence.
5
Q
How to teach Phonological Awareness with Syllable Awareness?
A
Focus on Instructional activities that allow students to identify syllables like:
a) Children clap their hands as they say each syllable in a two-syllable or three-syllable word.
6
Q
How to teach Phonological Awareness with Syllable Blending?
A
Focus on Instructional activities that allow students to practice combining syllables like:
a) Children are required to blend two syllables into a word.
Example:
Teacher: “what word do we get if we put sis and her together?”
Students: “sister”
7
Q
How to teach Phonological Awareness with Onset and Rime Blending ?
A
Focus on Instructional activities that allow students to practice blending with words families.
Example:
The teacher would say the onset, /b/, and the rime -ank.
Children then put them together and say, “bank”.
8
Q
Which are the 5 strategies to teach Phonological awareness?
A
- Word Analysis: Activities that allow students to identify Word boundaries.
- Syllable Awareness: Activities that allow students to identify syllables (clapping syllables)
- Word Blending: Instructional activities that allow students to combine two single-syllable words. (Cow.boy)
- Syllable Blending: Instructional activities that allow students to practice combining syllables.(sis.ter)
- Onset and Rime Blending: Instructional activities that allow students to practice blending with word families. Children put together the initial consonant in the syllable (onset) and the (rime) or ending vowel sound and any consonant at the end of a syllable.
9
Q
Phonological Awareness Progression?
A
- Rhyme: Matching ending sounds. ( Cat, hat, bat, sat )
- Alliteration: Identifying words that being with the same sound (ten tall tables)
- Sentence segmentation: Breaking up sentences into spoken words (The Dog Ran Fast )
- Syllable segmentation: blending and segment syllables to say words ( /moun/ /tain/ or /ro/ /ket/
- Compound words: Blend and segment spoken words into two separate words (Cow-boy, rain-bow)
- Onset & Rime: Blending and segmenting the initial consonant and the rime ending sound /d/ /og/ /l/ /et/
10
Q
6 tasks - Strategies to teach Phonemic Awareness Progression
A
- Sound Isolation:
- Children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word.
- It is best to start with the beginning sound, then the ending sound, and then with the medial sounds. (Medial sound is the most difficult for students) - Sound Identity
You need a set of words that all share the same beginning, middle, or ending sound (no other shared sound) - Sound Blending
- The teacher says the sounds with only brief pauses in between each sound
- The teacher guesses the word - Sound Substitution
The teacher asks the children to substitute one sound for another. - Sound Deletion
- Works best with consonant blends
- Make sure it makes a new word like block -> lock - Sound Segmentation: The most difficult of phonemic awareness tasks
- Children need to isolate and identify the sounds in a spoken word
- Start with words with only two sounds
- Always model behavior first
- The lesson challenges children to segment words with minimal differences, such as cap, cat, cab
11
Q
Example of Sound Segmentation in Phonemic Awareness
A
Teacher: “I am going to say a word and then slowly say the sounds in the word. Bee (pause) /b/ (pause) /e/.”
Teacher: asks students to say the sounds in two-sound words. BEE (Then, focus on words with three sounds)
Then just ask for the number of sounds in a word) To simplify the challenge, the teacher may just ask how many sounds are in a word. For example dog
12
Q
Example of Sound blending in Phonemic Awareness
A
Teacher: asks “which word am I thinking of? Its sounds are /b/ /a/ /t/?”
Students: “bat”
13
Q
Example of Sound identity in Phonemic Awareness
A
Teacher: uses the words lake, light, low
Teacher: says each word, and then asks, “What sound is the same in each of these words?”
Students: the /l/ sound
14
Q
Example of Sound Isolation in Phonemic Awareness
A
Teacher: has a list of words that all have long vowels in the medial position: cake, day, late, leap, feel, vote, coal, bite, like
Teacher: models, “leap, the middle sound is /i/”
Teacher: “cake”
Students: “the medial sound is /a/”
15
Q
Relationship between phonemic awareness and the development of phonics knowledge and skills.
A
Children cannot be expected to learn which letters represent which sounds (phonics) until they are aware of the sounds in a word (phonemic awareness)
So, the prerequisite to teaching phonics is phonemic awareness.
16
Q
Instructional Strategies Phonemic awareness for Struggling Readers:
A
The teacher should focus on small groups or individualized lessons.
Four strategies:
1. Focusing on key skills that are lacking: blending and segmenting sounds. These are the most difficult tasks of phonemic awareness.
- Reteaching skills they have not mastered considering a) slowing the pace b) providing more modeling or different delivering c) making tasks simpler proving to scaffold or using different materials.
- Using a variety o examples to explain a concept. Like images and real objects.
- Providing additional practice. Struggling readers need more opportunities to practice a skill.
17
Q
Instructional Strategies Phonemic awareness for English Learners:
A
Explicitly teach phonemes that do not exist in the ELs 1st language, b,d,m, p are the same phonemes in Spanish like h, sc, sk, sp.
18
Q
Instructional Strategies Phonemic awareness for Advance learners:
A
There are two ways to differentiate instruction for advanced learners are:
- Increasing the pace of the instruction. Spending less time on the lesson by less modeling and fewer chances to practice
- Building on or extending current skills.
19
Q
Assessment of Phonological Awareness, including Phonemic Awareness:
A
The assessment of Phonological Awareness begins with a test of Phonemic segmentation, such as the Yopp-Singer test.
1.The teacher talk and the student listens. No print is involved**
2.Test of Phonemic Awareness is the Yopp-Singer Test of Phonemic Segmentation (teacher 22 words and student will provide each sound of the word in order.
3.Measure proficiency of Sound Identity, Sound Isolation, Sound Blending, Sound Deletion, sound substitution, and Sound Segmentation.
20
Q
What should include Phonological and Phonemic awareness assessments
A
Assessing Phonological Awareness including Phonemic Awareness should include:
- Entry Level assessment. To determine each child’s level of phonological awareness before the lesson begins.
- Progressing-Monitoring assessment during individual or multiple lesson units to identify students who need more help and identify the necessity of reteaching the entire class something.
- Summative assessment at the end of the instruction to confirm if the student has met the standard or exceeded the standard
If a student does well in phonemic segmentation test (t: “dog” s: /d/ /o/ /g/) they are phonemically aware.
21
Q
How to analyze, Interpret and use results of Phonological and Phonemic awareness assessments
A
- Teachers must analyze and interpret the results of assessments for individual students and the whole class, based on standards.
- Individual assessment will indicate which student’s level of performance is below, met, or exceeded expectations.
- The results of assessments will provide the teacher with the information needed to create individual profiles for each student. Students who have not met the standard will need intervention.
22
Q
What are the Concepts about Print?
A
Coined by New Zealand Marie Clay The RICA content specifications identify 4 concepts about print.
Concepts of print are principles of how letters, words, and sentences are represented in written language. Includes:
- Awareness of the relationship between spoken and written language and an understanding that print carries meaning.
- Letter, word, in sentence representation.
- The directionality of print and the ability to track print in text (left to right)
- Book handling skills (front cover of a book, title page, how to turn pages, back cover)
23
Q
Main definitions about Concepts of Print
A
Letter recognition- ability to identify both uppercase and lowercase letters when a teacher says the name of the letter.
Letter formation and production: the ability to write uppercase and lowercase letters.
Letter naming: ability to say the name of a letter when a teacher points to it.
Letter formation: (letter production) ability to write upper and lowercase letters with legibility.
Alphabetic principle: Letters represent sounds
24
Q
How to teach the concepts about print:
A
a) Reading aloud to students. Reading aloud will teach children that print carries meaning and they will recognize the covers of books.
Classroom print: This is the written print that teacher chose to display in the classroom, labels, and posters.
Everyday print: exposition to written languages in natural daily life
b) The shared book experience
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Describe the strategy to teach concepts of print The Shared Book Experience.
Has the potential to teach ALL of the concepts about print
Use a big book with predictable phrases or words
1. The teacher introduces the book by looking at and pointing out features (title name, author) and asking questions.
2. The teacher reads the story, pointing to every word as they read it.
3. Discussion occurs before, during, and after the text reading.
4. The story is reread for enjoyment by everyone.
5. Direct instruction: when we need to provide intervention to push these concepts of print
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Importance of letter recognition in Reading development.
Research shows that accurate and rapid word recognition is an essential component in learning to read.
The key is that children need to be accurate, pointing to a letter the teacher names; and naming a letter, saying the name of a letter when the teacher points to it.
Subsequent reading instruction, especially in phonics, requires students to know their letters.
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How to teach letter recognition?
Associating names and things with letters. Some teachers have 26 shoeboxes, each labeled with a different letter of the alphabet. Teachers then ask children to place toys or come and classroom objects in the appropriate box.
Singing the alphabet. To teach the name of the letters. Singing slowly and pointing to the letter. Auditory experience
Children learn the names of the letters as they practice writing them. Practice writing both uppercase and lowercase letters and writing the words
Use tactile and kinesthetic methods (3-d modeling clay or trace sandpaper) *essential for struggling readers!*
For visually similar letters like m or n ask students to trace the letters with their fingers, focusing on the different directions or the different movements the fingers take for each letter. Or for visually/auditory similar like b and d should be taught one after the other instead of alphabetically.
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Concepts about the Alphabetic principle
A child who understands the alphabetic principle knows that the purpose of letters is to represent the sounds of words.
Phonemic awareness activities teach children to hear and manipulate those sounds.
Phonics instruction teaches children letter-sound correspondences & how to apply that knowledge to sound out words.
Instruction in phonemic awareness, phonics, and spelling all teach and reinforce the alphabetic principle.
Writing reinforces phonics and alphabetic principle*
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Differentiated instruction strategies of Concepts of Print for struggling readers
To teach Concepts of Print to Struggling Readers
Focus on:
1. Key concepts and skills
2. Reteach concepts, letters, and skills they are lacking
3. Use a variety of examples to explain a concept or task
4. Provide extra practice
5. Use visual, auditory and kinesthetic, and tactile techniques.
Struggling readers have difficulty with:
- Directionality and tracking of print and the difference between letters and words:
- Reteaching directionality involves One-on-one intervention
Kinesthetic element (sandpaper)
- Differences between letters and words.
Offer concrete examples
Example: words
Teacher: gives students tiles with letters c, a, t, and asks students to place them apart from each other and then move them closer together to form cat.
Example: letters
- use tactile intervention
- write letters in sand or 3-d with modeling clay
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Differentiated instruction strategies of Concepts of Print for struggling readers
Teaching Concepts of Print to English Learners:
1) Capitalize on the transfer of relevant knowledge and skills from their primary language.
2) Recognize that not all languages are alphabetic and features of alphabets vary, including letters, directionality like in Chinese)
Directionality (Arabic and Hebrew do not transfer)
Letter and word representation ( Chinese letters do not transfer)
Concepts about print, Book handling skills, and Print carry meaning concepts will transfer from their 1st language if they already read in their language
Directionality and tracking print may not transfer from other languages to English instruction.
Letters and word representation and letter recognition, naming, and formation. will have positive transfers from alphabetic languages
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How to assess Concepts of Print?
Use of the book Sand and Stones which is printed upside down, with some words with letters reversed and some lines off printing in odd configurations to measure book orientation, directionality, beginning and ending of the story, word sequence, and recognition of punctuation and capital letters.
- Informal assessment with the book: ex. “where do I start reading?” ( directionality)
- The teacher will ask to start a new page
- Point where to start reading (The student must point to the first word on the first line of the book)
- Reading slowly, the teacher will ask the children to put their fingers in the next word of the reading to track the flow of the print.
To assess whether print carries meaning, the teacher will ask to write something. The child must write letters, not images or squiggles.
Some school districts have created a checklist to assess Concepts of print
1. Letter recognition: Formal and informal assessment. The teacher names the letter and the child points to it. On a list of 26 letters.
2. For letter naming, point to the letter and the child will say the name
At the end of kindergarten, students should be able to do both tasks accurately.
3. Alphabetic principle: Observing the student reading aloud and writing. If children STRUGGLE to try to sound out words and try to find the correct letter while writing they have mastered the alphabetic principle. This reveals that the child understands that letters represent sounds
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What are the 3 types of assessments of concepts of Print?
Entry Level, for the concepts about print it is important that kindergarten and first-grade teachers do a formal assessment of each student early in the school year
Monitoring progress, Teachers should rely on observations to determine which students are learning what they need to know and which students are struggling
Summative Assessments are used as well for notions of print with the same purposes. Analysis and interpretation of assessment results should be based on standards.
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Main concepts of Phonics and Sight words:
Word identification: the ability to pronounce the word. Decode (read aloud) correctly.
Word recognition: the connection between word and meaning, understanding word meaning.
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(Phonics and Sight words) 4 strategies to identify words:
Four strategies to identify words:
1. Phonics: Instruction to learn the correct association between letters and symbols.
2. Sight words( to be identified as a whole); high-frequency (appear often), irregular spelling, interest words, content-area words)
3. Morphological clues (word formation-roots and affixes) (aka structural analysis)
4. Context clues. Knowing the meaning of words surrounding an unknown word
5. Knowledge of phonics and sight words facilitates word identification, the prerequisite to word recognition, reading fluency, and reading comprehension.
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The role of phonics and Sight words in word identification
Sight words facilitate swift (fast) and accurate word identification which is a prerequisite for word recognition, reading fluency, and reading comprehension.
a) Word identification contributes to word recognition: Readers know the meaning of many words that they cannot pronounce in printed form., when children identify print words that exist in oral vocabulary increase the number of words they recognize.
b) Automaticity in word recognition leads to fluency and comprehension: Automaticity is achieved when word identification is swift and accurate. Essential for fluency*
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Phonics. Definitions of consonant and Types of Consonant Sounds?
Consonant: speech sounds that occur when the airflow is obstructed,
1. Types of consonant sounds:
- Continuous sounds (hold the sound and stretch it) f, l, m, n, r, s, v,
- Stop sounds b, c, d, g, j, k, p, qu, t,
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Phonics and Sight word instruction. Common Letter combinations
B) Common letter combinations sequence
- Consonant digraphs: 2-letter combinations that make one sound (ph in phone and sh in share)
- Consonant Blends: 2 or 3-letter combinations blending together. ( pl, bl, spr )
- Vowel Digraphs: 2-vowel combinations that make one sound. (oa in boat, ea in teach)
- Diphthongs: Glides sounds, are those sounds that have vowel-like qualities. , tongue starts in one position and moves to another (oi in oil and oy in boy)
-Inflected suffixes change the meaning of the root. (-er and -est)
- CVCe: the vowel makes a long sound (made, like, cone) , beware of phonetically irregular words, such as love and live.
- R-Controlled Vowels: Neither long nor short sd in sounds like a makes in car, e in her, i like in girl, u in hurt and o make sin for.
- L-Controlled Vowels: Neither Long nor short, /a/ as in Chalk, /e/ in help, /i/ in milk
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Morphological units taught as part of phonics:
Morphological units taught as part of phonics:
Are prefixes (inter or intra) and suffixes (est or ment), and words without affixes (pizza or elephant)
Inflected morphological units are suffixes that do not change the part of the speech of the root word: Example: walk and walked are both verbs.
Inflected suffixes include ed, er, est, ing, and s. Children should be taught how to pronounce (er) o (est) and understand how they change the meaning of root words.
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Common word patterns of increasing difficulty in Phonics instruction
Word patterns sequence: UP- LIP - BALM - CLAP - GOAT - CONE
VC: up
CVC medial vowel is short like lip
CVCC balm
CCVC words with consonant blend: clap
CVVC commonly vowel diagraphs bait
CVCE words with long sound vowel like cone
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Define the Rules to divide Syllables:
Rules to divide words into syllables:
1. Compound words, divided between words:
In-side, foot-ball
2. Single syllable prefix, divide between the prefix and the root: un-kind, pre-test
3. Never divide a consonant diagraph: bush-el, teach-er
4. Two consonants in the middle of a word that are not diagraphs, divide between consonants: sis-ter, but-ter.
6. Single consonants in the middle, between two vowels, the vowel before consonant is short, divide after the consonant, cab-in, lev-el
7. Single consonants in the middle between two vowels, the vowel preceding the consonant is long, divide before the consonant, be-long, fe-ver
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The five Stages of spelling development are:
1. Pre-communicative: The child draws pictures to represent meanings. There is no understanding of Alphabet Principle
2. Semiphonetic: Attempt to use letters to represent sounds. (banana - baa)
3. Phonetic: Child understand letters represents sounds but with mistakes in spelling. (I lik two flii)
4 Transitional: will make mistakes in words with multiple spelling like Sight and Site. It is easy to read.
5. Conventional: almost perfect, but mistakes in irregular spelling
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Methods or approaches to teaching Phonics:
Whole-to-part (Analytic phonics)
Started with sentences that look at words, and end up with the sound symbol relationship that is the focus of the lesson. My mom went to buy FISH
Part-to-whole instruction (Synthetic phonics)
Begin with the sound SH and then children blend the sound into words.
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Example of Whole-to-part (Analytic phonics)
Started with sentences that look at words, and end up with the sound symbol relationship
Example sh digraph at the end of the words.
1. The teacher presents a set of sentences on the board, each sentence having a word with a common element (sh) at the end of a word. The teacher then underline the target word FISH, CASH, MASH< DISH)
{My mom went to the bank and came home with a lot of cash}
We went to the market and bought some fish and potatoes
I help her to mash the potatoes after dinner, my brother
Fred broke at the dish}
2. The students read the underlined word in each sentence.
3. The focus is now on the sound-symbol relationship
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Example of Part-to-whole instruction Synthetic phonics:
Begin with sound and then children blend the sound into words.
- Teacher: writes letters on the board (sh) and tells the sound it makes
- Students: say the target sound each time she points at it
- Teacher: places cards (ca, fi, ma, di) in front of the sound (sh) on the board
- Students: blend sounds together to make a word
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Systematic, Explicit Instruction in Phonics: (beginners)
1. Sounding out and blending regular VC and CVC words
The teacher wants to teach short a sound in CVC words (mad, man, map)
- First, students work with the /m/ sound and then, the short /a/ sound
-Next, students work with the /d/ sound and blend it together into mad.
-Next, students work with the /n/ sound and blend it together into man. and so on...
2. Reading single-syllable, regular words, and some high-frequency words.
3. Reading decodable text for practice
4. Spelling VC and CVC words: Children should sound out each word to themselves as they write
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Systematic, Explicit Instruction in Phonics: (Advanced)
1. Regular CVCC, CCVC. and CVVC words
Example- teaching the “ai” digraph in CVVC pattern with a Part-to-Whole approach:
- Start with letters ai on the board.
- Children make the long sound as the teacher taps the board below the “ai”.
- Then, beginning and ending consonants will be added. (b and t added to make bait)
- Students would blend the sounds to make bait
- Lesson continues with other “ai” words, like paid and rain, each time starting with “ai”..
2. Regular CVCe words (vowel is long , e is silent)
3. Words with less common elements (ph and know)
4. Use of decodable text (helps student practice word identification)
5. Words formed by adding a common inflected ending (first teach suffix in isolation)
6. Spelling more complex orthographic patterns
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Systematic, Explicit Instruction in Sight Words
Whole-to-part Approach to teaching sight words:
- First, select words (who, want, there, your)
- Then, write each word in a sentence, in a story format, with the target word underlined.
- Teacher: reads aloud the sentences, pointing to each word as it is read.
- Students: read the story aloud with the teacher.
-Teacher: writes each target word on the board, point to one word at a time and pronounces it
-Students: spell and say it
-Students: add words to word banks
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Differentiated Phonics and Sight Words instruction for Struggling Readers:
- Prioritize key phonics skills and sight words that strugglers are lacking
- Provide a slower pace, more review, and additional practice
- Place in small groups for reteaching
- Use physical manipulations (3-D letters and letter tiles)
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Differentiated Phonics and Sight Words instruction for English Learners:
- Same sounds in both languages like b,d,m,p or t should be taught first
- Meanings of sight words
- Explicitly and directly teach sounds that do not transfer
- Analyze patterns of error attempting to decode English
- Pronunciation errors that will impede comprehension*
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Phonics Assessment
- Decode in isolation: Child reads a list of words or flashcards
- Decode in context: Child reads a passage (part of the IRI)
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Sight Word Assessments
- Assess Sight words: Give tests in isolation and context. Use flashcards or lists.
You will need to prepare two sets of materials:
a) multiple copies of the recording sheet on which you will write the students' responses and
b) a copy of the student sheet cut into three sections and pasted on three 5x7 cards from which the students will read the content of the test. The contents of the three cards should be:
* Card 1 - - Words with short vowels and consonants (cvc patterns), and words with short vowels and consonant digraphs,
* Card 2 - - Consonant blends, inflectional endings, and final e, long vowel digraphs, r-controlled, and other vowel digraphs, and
* Card 3 - - all the remaining polysyllabic words.
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Syllabic Analysis, Structural Analysis, & Orthographic Knowledge. Competency 6 main concepts
- Structural analysis: (morphemic analysis) decoding a multisyllabic word with an affix added to a base word.
- Syllabic Analysis: decoding a multisyllabic word by examining the word’s syllables.
- Orthographic knowledge: what a person knows about how to spell words.
- Morpheme: smallest unit of meaning (walk + ed) suffixes, prefixes Chair(s)
- Open Syllable: Ends with a vowel
- Closed syllable: Ends with a consonant
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How to teach structural analysis skills (prefixes, suffixes and roots - Direct Instruction Whole-to-part
Direct Instruction Whole-to-part:
Display several sentences each with a word that contains a prefix, suffix, or root word on the board. (un-)
Example: Roberto was __unafraid__ when he entered the
Read the underline word and identify the key common element. Circle the suffix, prefix, or root word (un-)
Work with the students to arrive at the meaning of the suffix, prefix, or root word, if they cannot figure it out, the teacher will tell them.
Provide some other words with the common element.
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How to teach structural analysis skills (prefixes, suffixes and roots - Direct Instruction Part-to-Whole
Direct Instruction Part-to-Whole:
Display the prefix, suffix, or root word on the board. (un-) tell the children what it means.
Prepare some cards with root words that can be added to the prefix or suffix to make words. For root words prepare cards with suffixes and prefixes.
For example
- For teaching (un) the cards should read afraid, caged, ending, tangled.
- Add the cards to the prefix (un) on the board and make words
- Make sentences with each word created.
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How to teach syllabic analysis skills:
1. Teach to identify the number of syllables in a word
2. Instruction in common syllable patterns:
a) Compound words (divide between the words)
b) Single-syllable prefix (divide between prefix and root)
c) Never divide consonant digraphs
d) Divide between two consonants (sis-ter, but-ter)
e) Divide after the consonant (cab-in, lev-el)
f) Divide before the consonant (be-long, fe-ver)
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How to teach spelling:
a) Selecting Spelling words
Provide to children with a list of 10 to 20 words to learn each week. With groups of words that have common orthographic patterns: rimes, blends, Digraphs, diphthongs, affixes
b) Self Study.
c) Multisensory techniques
-Visual: write the word many times
use color to make orthographic patterns clear ( diagraphs)
-Auditory: The teacher says the word and the student write it
-Kinesthetic: Make words In the air with large exaggerated strokes.
-Tactile: Use sandpaper, and shaving cream to write letters
d) In a small group with individualized instruction
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Differentiation in Spelling instruction
Struggling Readers:
- Focus on key skills (how to spell and pronounce common affixes and root words)
- Increase tactile and auditory study activities (sand)
English Learners:
- Focus on key skills (how to spell and pronounce common affixes and root words)
- Teach common English roots and affixes*
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Assessment of structural analysis, syllabic analysis, and orthographic knowledge
- Test in isolation
- Test in the context
- The structural and syllabic analysis involves oral reading
Spelling tests require children to write
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Key indicators of fluency:
Accuracy: pronounce words correctly (phonics/sight words/ structural/syllabic/ orthographic knowledge)
Rate: quickly decode and read phrases/ sentences.
Prosody: appropriate expression
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Automaticity theory:
Readers need to:
(1) decode words and
(2) understand the meaning of the text.
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Factors that can disrupt fluency:
1. Weak word analysis skills (early grades= phonics and sight words) (upper grades= structural and syllabic analysis)
2. Lack of familiarity w/content vocabulary (one use words and multisyllabic content words are challenging)
3. Lack of background knowledge
4. Lack of familiarity w/complex syntactic structures (older readers)
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Fluency. Independent silent reading limitations:
Only for students who have automaticity when reading.
- Students without automaticity need oral reading activities*
- Provide students with appropriate reading-leveled books
- Hold accountable with reading logs
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Fluency Instruction and Assessment
How to build fluency:
A) Monitored Oral Reading** with the teacher
- Text should be at student’s independent reading level (95% accuracy) (poetry is a great choice)
Three components:
1. Teacher model: teacher reads the text aloud, modeling appropriate accuracy, rate, prosody.
2. Student practice: a student reads the same text.
3. Teacher feedback: select a phrase or sentence the child found difficult and model appropriate reading and the child will reread it. Or when a punctuation mark is misread.
B) Repeated Readings
-Student alone
-Timed
-Media-assisted reading
- Paired reading with a partner (take turns)
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How to build accuracy?
- Focus on building automatic word identification
- Young children: Need instruction in phonemic awareness, phonics, and sight words
- Older children: Need structural analysis skills, syllabic analysis skills, and orthographic knowledge.
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How to build reading rate:
Whisper reading:
Children read to themselves, while the teacher monitors individual performance.
Teacher provides feedback by modeling faster reading, focusing on specific words or reading with the child.
This is good for children who are embarrassed to read aloud because they make many errors.**
Independent silent reading:
- For students who have good decoding skills but read slowly
- Need accountability for comprehension and appropriate book at an independent reading level
- For example 2 students, who read at the same rate, can read together and quiz each other on what they read.
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How to build Prosody:
Phrase-Cued Reading**: They use a text that has been marked by the teacher, so students recognize phrases in sentences.
1. The teacher creates a small group with the same need and the same independent reading level.
2. The teacher marks text using slash marks (/)
3. Each child has a copy of the marked text, and the teacher explains the markings
4. The teacher reads the text aloud, modeling appropriate reading of the phrases.
5. The teacher rereads the text aloud with the students.
6. Students reread the text with their partner, alternating with reading aloud together and taking turns.
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Fluency instruction for Struggling readers
Additional practice done orally
If the child is older, it is okay to silent read as long as there is accountability and an appropriate book is selected
68
Fluency instruction for English learners:
- Modeling
- Phased-cued reading
- Echo-reading (imitative reading- teacher reads, then students read with the teacher)
- Meaning of English punctuation
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Fluency assessment
Assessment:
- Oral reading fluency tests
- Accuracy: 95% minimum
- Rate: words - errors = wcpm
- Prosody: listen for pitch, response to punctuation, appropriate characterization
70
Describe how phonemic awareness is related to beginning reading achievement.
Keith Stanovich’s research about individual differences in reading abilities demonstrates that phonemic awareness is the core causal factor separating normal from restricted readers.
Phonemic awareness, as noted in Marylin Adams’ research, is one of the three predictors of success in early reading.
Adams notes that if the student does not master phonemic awareness, he or she will probably never be able to read at grade level.
Blending is one of the final areas in the phonemic Awareness task. Students learn to blend individual phonemes into spoken words such as p/i/g/. It is essential that students perform these tasks with mastery. Then students can blend sounds and identify words. When this skill is attained, students then learn to segment the sounds in words rather than blending the sounds.
With these skills putting sounds in words together (blending) and pulling sounds in words apart (segmenting), students are then able to fully manipulate sounds.
When the students have a firm foundation in the auditory skills of phoneme manipulation and phonemic awareness, essential elements in Reading achievement can be mastered.
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definition of structural analysis
process of decoding a multisyllabic word with an affix (prefix, suffix) added to a base word. they put together their knowledge of the affix and the base word.
72
definition of morpheme
The most elemental unit of meaning in a language. there are two types ( words an affix
73
How to assess spelling?
Encode in Isolation (spelling test)
Encode in context: Review writing samples
74
Teachers have the goal for students to identify what sound in a word when teaching isolation...
The medial
75
What are the most difficult phonemic awareness tasks
Segmenting and blending
76
When would you use Elkonin Boxes? and why is effective?
To Teach phonemic awareness skills of segmentation.
2. Students segment words into sounds
Count the phonemes in a word
reinforces the alphabetic principle in decoding and spelling
It is visual-tactile, and kinesthetic ( when using markers)
77
What is the directionality of print
The knowledge that a text is read from left to right
78
What is the alphabetic principle
Each sound si represented by a letter
79
Two concepts that EL learners struggle with in their native language is not alphabetic.
1. Letter and word representation
2. Letter recognition, naming and formation
80
How does the reader identify words?
1. Phonics: sound and symbol decoding
2. Sight words (word wall/word banks)
3 Structural analysis (roots & affixes) for multisyllabic words
4. Syllabic analysis: decoding multisyllabic words by examining syllables
5. Orthographic patterns
81
What does mean to achieve automaticity?
When a student swift and accurate identify words
82
Consonant and vowel diagraphs are made up of how many letters to achieve one sound?
two
83
If a VC is the most common word pattern, what is the most difficult?
CVCe
84
In the stages of spelling development, what term is associated with children "writing" by drawing pictures or making squiggles?
Precommunicative Spelling
85
Name four types of words to teach as sight words:
1. High Frequency Words
2. Words with irregular spellings
3. Words children want to know
4. Key content vocabulary
86
Name 2 approaches to teaching phonics other than direct, explicit instruction.
1. analogy phonics
2. embedded phonics
87
What is the order of word identification lessons that should be included for Beginning Readers?
1. VC and CVC: sounding out and blending
2. Whole-word reading of sight words
3. Using decodable text to practice above
4. teach phonics to spell VC & CVC words.
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How do you select words for a spelling list?
A combination of:
- common rimes for the grade (-ake, -ite)
- common needs (many kids are misspelling)
- HFW
- Content area words
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Kindergarten word walls typically have how many of the highest-frequency words on it by the end of the year?
24
90
The most basic rule about syllable patterns is what?
There is one vowel sound in each syllable.
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What are the two affixes and where do they attach to the word?
Competency 7, Domain 2
1. prefixes are added to the beginning
2. suffixes are added to the end
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What are the two primary sources of English root words?
Competency 7, Domain 2
Latin and Greek
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Reading program needs to be both _____________ and _____________.
(Competency 1, Domain 1)
Balanced , comprenhensive
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How do you assess Fluency? And what are the Reading Levels?
(Competency 9, Domain 3)
Oral Reading of passages (IRIs e.g. ROLA)
Reading levels:
Independent: 95% accuracy and 90% comprehension
Instructional: 90% accuracy and 60% comprehension
Frustration: < 90% accuracy and < 60% comprehension
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What two things are determined from entry-level assessments?
Competency 2, Domain 1
1. which students possess prerequisite skills and knowledge
2. which students already have mastered the skills that are going to be taught
96
What 3 ways can teachers differentiate assessments for students with special needs?
Competency 2, Domain 1
Options include:
1: give students more time
2. divide the assessment into smaller units
3. change the mode of delivery
4. provide practice assessments
5. provide a simpler version of the assessment
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How do you assess:
a. Accuracy?
b. Rate?
c. Prosody?
(Competency 9, Domain 3)
a. Running record with miscue analysis
b. timed readings of passage 2-300 words
c. informal, observation and listening
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What is meant by systematic?
(Competency 1, Domain 1)
1. You know the skills the grade level should master and the order (standards) from less to more complex.
2. Assessment drives instruction via grouping students who are not acquiring a skill/strategy for lessons.
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What does direct explicit mean?
(Competency 1, Domain 1)
1. Teacher directed
2. Objective of lesson is to teach a specific skill.
3. Using small groups w/ students who share a common need.
Goal of systematic and direct teaching in early grades = prevention of reading difficulties.
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Name 3 strategies that can improve all 3 elements of fluency:
(Competency 9, Domain 3)
1. Monitored Oral Reading with Teacher:
teacher model, student practice, teacher feedback.
2. Repeated readings by student.
3. Readers Theater
101
The five Spelling Stages are:
(Competency 5, Domain 2)
1. Pre-communicative (uses non-letters)
2. Semi-phonetic (uses letters but not all sounds are represented)
3. Phonetic (one letter for every sound)
4. Transitional (understandable but misspelled; some correct)
5. Conventional (mostly correct)
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What are the teaching implications of the spelling stages?
84 / 101
1. Pre-communicative = Focus on CAP, letter recognition and production, and alphabetic principle.
2. Semi phonetic = Work on phonemic awareness activities
3. Phonetic = Phonics, less complex
4. Transitional = Advanced phonics and sight words.
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How can you increase pace in a student who can decode in isolation?
Repeated readings of text using whisper reading to build fluency and confidence.
104
Give a strategy that can improve fluency in these areas:
a) rate
b) accuracy
c) prosody
(competency 9, Domain 3)
a) repeated readings of text at independent level
b) word I.D.: phonemic awareness, phonics, sight words, voice/print match.
c) choral or echo reading with teacher modeling expressive reading.
105
Name 3 interventions for ELs to acquire phonics, sight words, and spelling skills:
(Competency 6, Domain 2)
1. capitalize on similarities from L1 to L2 (alphabet, sounds)
2. Explicitly teach sounds that do not transfer.
3. Explicitly teach meaning of sight words.
4. analyze patterns of error.
106
For Multisyllabic Words,
a. How to teach structural analysis?
b. How to teach syllabic analysis?
(Competency 7, Domain 2)
a. Part-to-whole (or W-to-P) teaching of roots and affixes. Display root, prefix, or suffix on board. Tell meaning. E.g., for prefix, Prepare note cards with roots that can be added. Use word in sentence.
b. teach syllabication rules (never divide a consonant digraph, divide between consonants in the middle of a word).
107
How to instruct phonics and sight words at advanced stages of decoding?
(Competency 6, Domain 2)
a. teach regular CVCC, CCVC, CVVC words
b. teach regular CVCe words
c. teach less common phonics (-kn, -ph)
d. continue using decodable text containing above.
e. teach inflected endings to base words (-ed, -er, -est, -ing, -s)
108
How do you assess phonemic awareness?
Competency 3, Domain 2
Start w/ Yopp-Singer test for segmenting.
(Segmenting is the most complex skill. If they can do it, they can do the rest of the tasks.)
109
What are two ways to teach phonemic awareness?
(Competency 3, Domain 2)
A) Orally do Sound Tasks aka Word Play:
Sound matching
Sound isolation
Sound blending
Sound substitution.
Segmentation
B) Picture books with word play: rhyme, alliteration
110
How can you assess concepts about print?
(Competency 4, Domain 2)
Option 1: CAP test - Clay
Option 2: Informally with a picture book.
111
How do you teach concepts about print?
(Competency 4, Domain 2)
1: Shared book experience with Big Book.*
2: Morning Message (print rich environment)
3: LEA (labor intensive)
------------balanced with---------
Direct, explicit instruction based on assessment.
112
How would you teach phonics?
(Competency 6, Domain 2)
Direct, explicit instruction
Systematic (less to more complex)
use *Part-to-whole method
*Part-to -whole example.
-Start with target sound. Write it. Teach it
-Then build words with sound.
-Then make a sentence with word.
113
How would you assess phonics?
(Competency 6, Domain 2)
Use a Mix of:
Decode in: isolation (word lists)
& context (reading text).
Encode in: isolation (spelling test)
& context (writing)
*decoding and encoding are reciprocal skills.
114
How can you assess sight words?
Competency 6, Domain 2
1. Test of high frequency word list.
2. Oral reading of words in context.
3. Review writing samples
115
How do you teach spelling?
(Competency 6, Domain 2)
A. First, develop list of appropriate words
B. Then, use multisensory methods, mix:
1. *Phonics. Use knowledge to encode words in writing: Write it, say it, hear it.
2. Kinesthetic (air write) and/or tactile (using finger on surface).
3. Visual: use of color (on problematic patterns like vowel digraphs)
* Know that there is a close relationship between phonics and spelling.
116
How do you assess spelling?
Competency 7, Domain 2
1. Encode in isolation (spelling test)
2. Encode in context = Review writing samples.
117
In print concepts, what is it called to understand that English is read left to right and top to bottom?
Competency 4, Domain 2
directionality of print
118
Sound Matching Activities
Student choose one of several words beginning with a particular sound or say a word that begins with a particular sound. Students can identify rhyming words as part of sound-matching activities.
Teacher can use objects, play guessing sound games
119
Sound Isolation Activities
Teachers say a word and then the students identify the sounds at the beginning, middle and end of the word or teachers and students isolate sounds as they sing familiar songs.
120
Blending activities
Children are as to manipulate individual sounds by combining them to form word sounds (/m/ /o/ /p/)
121
Segmenting activity
Children are asked to isolate sounds in a spoken word mop= (/m/ /o/ /p/)
122
Sound Addition-Subtraction Activities
Students play with words and create nonsense words as they add/subtract sounds in words in songs they sing or in books that are read aloud to them.
123
Phonemic awareness assignments
Elkonin Boxes- matching sounds, isolating, bledning, sound subtraction/ addition, segmentatio
124
Common consonant Blend
2-3 blends (sk, st, bl, fl)
125
Consonant Digraph
Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/).
126
Diphthongs
a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another (as in coin, loud, and side ).
127
r-controlled vowels
The letter r affects the sound of the vowel(s) that precedes it (er, ir, ur, ar, or) car, torn, stir, fur
128
sound substitution activity
Children are asked to substitute sounds in words (Initial- Cat, Sat middle- pAt, pEt, ending- caT, caP
129
Sound Matching
Requires the student to match a word to a particular sound.
130
Sound Isolation
Child given a word and asked to tell which sound occurs at beginning, middle and end of word
131
Blending
combining individual phonemes to form words or combining onsets and rimes to make syllables, then combining syllables to make words.
132
Guided reading
Small group reading instruction is designed to provide differentiated teaching that supports students in developing reading proficiency
133
Shared reading
Choral reading, echo reading, peer reading
134
Describe the instructional strategies used to tecah children Ortographic knowledge (how to spell)
For students having difficulty with spelling, you should know how to describe a series of lessons using multisensory techniques:
Visual- Writing the word multiple times
Color: for words patterns make them in color
Auditory: Say each letter as you write -patterns one says and one writes
Kinesthetic: write in the air, exaggerating strokes
Tactile Sand paper, window screens, shaving cream
Mental imaginary: Mental image of the words being spell
135
Define phonics instruction that is systematic, direct and explicit and distinguish Whole-to-Part and Part-to-Whole phonics instruction. Describe a lesson of WTP and PTW.
Systematic - sound-symbol relationship for students at their grade level, moves from simple to complex
Direct and Explicit - teach phonics directly, small groups is best. Objective is to teach a sound-symbol relationship.
Whole-to-Part: aka Analytic Phonic: start with sentences,then look at words, then end with the sound-symbol relationship that is the focus of the lesson
Example lesson: teacher reads four sentences with target words underlined. Students read each sentence aloud with the teacher. The students read aloud the underlined word in the sentences. Then sound-symbol - teacher circles the letter pairs and says the sound as pointing to them. Students make appropriate sound. Teacher then moves to the next sentence with same pattern.
Part-to-Whole: aka synthetic phonics: begin with the sound and then children blend the sounds to build words.
Example lesson: teacher writes ‘sh’ on the board and tells the sound. Students say target sound each time teach points to it. Teacher shows letter combinations that can be added to creat words. The children blend the words.
136
Describe four categories of phonics lessons that should be taught to beginning readers.
1. Sounding out and blending regular VC/CVC words-short vowel sounds
2. Reading single-syllable, regular words and some HF irregular sight words
3. Read Decodable texts - for practice to reinforce the sound-symbol relationship children have learned
4. Spelling VC and CVC words - once students have learned the words, add them to their spelling tests. Phonics challenges students to decode, spelling challenges students to use their phonics knowledge to encode words in writing
137
Describe 6 categories of phonics lessons that should be taught at more advanced stages.
1. Regular CCVC, CCVC, and CVVC words - CVCC and CCVC short vowels. CVVC words that have vowel digraph with the first vowel saying its name
2. Regular CVCe - V says its name.
3. Words with less common elements - Consonant digraphs: th, sh, ch, wh, less common ph and know
4. Decodable texts - practice word identification
5. Words with Common inflected endings: -ed, -er, -est, -ing, -s. Using PtW or WTP
6. Spelling more complex written patterns
138
Describe how to teach sight words in a direct and explicit manner, using WTP lessons.
1. Teacher selects the words to be learned (who, want, there, you)
2. Teacher writes each word in a sentence, preferably in somewhat of a story format, with the target words underlined
3. Teacher reads aloud the sentences pointing to each word
4. Children then read story with teacher
5. Teacher writes target word on the plaid and points to one word at a time and asks the children to SPELL and SAY it
6. Children can add words to their word banks, dictionaries, and can be written on flash cards to review
139
Differentiate instruction in phonics and sights words for Struggling readers.
1. Focus on key phonics skills and HF sight words - slower instruction
2. Research phonics skills and sight words that are lacking
3. Variety of concrete examples to explain a concept or task - physically manipulate letters as they learn the sounds they make
4. Additional practice - word sorts
140
Differentiate instruction in phonics and sights words for English Learners.
1. Transfer relevant knowledge and skills from primary language - COGNATES
2. Explicitly teach sounds that do not transfer
3. Explicitly teach meanings of sight words, if needed - how to pronounce the word and what the word means
4. Analyze patterns of error
141
Describe assessment devices to assess student acquisition of phonics skills and knowledge of sight words.
ISOLATION AND CONTEXT
Isolation - presented with a list of words, may include nonsense words
Context - read part of a story and teacher takes note of miscues, look for sound-symbol patterns that are missed repeatedly
142
Define Decodable text
Decodable Texts - texts written for young children that use many single-syllable words with regular spellings. Important for beginning reading instruction
143
7.2 Instruction used for phonics and sight words
Whole-to-Part: analytic phonics. Start with sentences, then words, then sound-symbol relationship
1. Presents sentences common element. Underlined target words
2. Students read each sentence aloud with the teacher, and complete the entire sequence before moving to the next sentence.
3. Students read aloud underlined word in the sentence
4. Sound-symbol relationship. Teacher circles letters and says the sound, children make sound.
5. Teacher moves next sentence and repeats
144
Describe how phonemic awareness is related to beginning reading achievement.
Keith Stanovich’s research demonstrates that phonemic awareness is the core causal factor separating normal from restricted readers.
Phonemic awareness, as noted in Marylin Adams’ research, is one of the three predictors of success in early reading. Adams notes that if the student does not master phonemic awareness, he or she will probably never be able to read at grade level.
Blending is one of the final areas in the phonemic Awareness task. Students learn to blend individual phonemes into spoken words, then learn to segment the sounds in words.
Putting sounds in words together (blending) and pulling sounds in words apart (segmenting), students are then able to fully manipulate sounds.
When the students have a firm foundation in the auditory skills of phoneme manipulation and phonemic awareness, essential elements in Reading achievement can be mastered.
