Competency 5: Word Analysis and Identification Skills Flashcards
Developmental Order of Decoding Skills
- Letter Recognition Skills
- Letter-Sound Recognition Skills
- Consonant & Vowel Recognition
Letter Recognition Skills
1st stage in developmental order of decoding skills
Recognizes upper/lower case letters.
Recognizes letters at the beginning, middle & end of words.
Recognizes easily confused letters: b,d;p,q;m.n;E.F
Letter-Sound Recognition Skills
2nd stage in developmental order of decoding skills
Identifies & uses onsets & rimes
Identifies/creates rhyming words
uses rimes to create word families (Cat, Pat, Fat, Hat, Sat; Pot, Hot, Cot, Dot; Bit,Hit,Fit,Sit)
Name sounds that match consonants & vowels
Consonant & Vowel Recognition
3rd stage in developmental order of decoding skills.
Recognizes initial & ending consonants
Recognizes short & long vowel sounds
Reads & writes consonant-vowel-consonant words (CVC), such as man, hat, cot, pin
Recognizes the silent e marker, & understands that it controls the vowel, converting it to the long vowel sound (CVCe), such as mile, kite, lake, bike
Recognizes the 2 sounds of “c” (cold,cite) & “g” (girafe,girl)
Recognizes “y” as a vowel (fly) & consonant (yarn)
Reads & writes consonant-vowel words (CV) (be,my,hi,by)
Recognizes initial position two-letter blends, such as ‘bl’ in blip & final position blends such as help, cold, ramp, gulp.
Recognizes consonant digraphs in the initial position (CCVC) such as this, ship, chap, chat
Recognizes consonant digraphs in the final position (CVCC) such as fish, bath, much, with
Reads & writes blend words (CCVC,CVCC) such as flip, clap, slat, belt
Recognizes vowel digraphs (CVVC) such as read, mail, coat, roam
Recognizes vowel diphthongs (CVVC,CVV) such as toy, bout, foil.
Consonant Blend or Cluster
Two or three letters in the same syllable that are blended or heard when pronounced. EX) sn in snow & str in street
Consonant Digraph
A combo of 2 more letters that represent a sound that is different from the speech sound that the letters represent individually. EX) sh in ship, ch in chicken.
Vowel Digraph
Two adjacent vowels that represent one speech sound. EX) ea in read, ai in train, ee in seed.
Diphthong
Two adjacent vowels in which each vowel is heard in the pronunciation. EX) ou in out, oy in toy.
Schwa
In many words that have more than one syllable, one of the syllables receives less or diminished stress. The sound of the vowel that receives diminished stress has a softening of the vowel sound & often pronounced as the “uh” sound. Since this syllable is unstressed, children in transitional spelling frequently misspell these words. EX) 2nd syllable in woman, buses, chocolate, pencil, memory, coronation.
Decoding
Figuring out words using letter-sound recognition
Blending
Putting sounds together to identify the word.
Structural Analysis
Using word parts to identify the meaning of a word.
Sight Words
Using memory to identify high-frequency words.
Vocabulary
Using explicit study of words to identify new words.
Contextual Clues
Using the words that surround the new word to determine the new word’s meaning.
Structural Cues
Parts of the word itself that provide information about the word’s identity & meaning, specifically root words & affixes.
Affix
A structural element added to the beginning or ending of a word in order to alter the meaning, pronunciation, or function.
Independent Reading Level
The reading level that students should be at when they are reading to themselves; they must know 95% of the words.
Instructional Reading Level
The reading level of instruction; children know most of the words, and the teacher provides support; students must know 90-94% of the words.
Frustration Reading Level
The reading level at which students become frustrated with reading, and they must decode too many words to comprehend what they read; students should never work in this reading level; students know 89% or less of the words.
Semantic Maps
Spider web of bubbles that demonstrate understanding of a concept and relationships between elements of the concept.
Word Sorts
Activity in which students sort word cards by specific characteristics. Builds a variety of skills with words & word recognition skills.
