DOMAIN 2- competency 6 Flashcards
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including:
- demonstrate knowledge of the continuum of research based, systematic, explicit instruction in phonics and sight words appropriate for students at the beginning reading stage: (as students progress from sounding out letter by letter to recognizing words as units of letters)
for example:
-teaching sound out and blending of regular VC and cvc words
-teaching whole word reading focused on single syllable regular words and some high freq. irregular sight words
-using decoable text to ensure that students have abundant practice with phonics elements and sight words already taught
-teaching students to use phonics lang. to spell VC and CVC WORDS
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including:
2-demonstrate knowledge of the continuum of research based, systematic, explicit instruction in phonics and sight words appropriate for students at more advanced stages of decoding development ( as students progress in word reading involving words with increasing linguistic complexity)
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including: examples for #2
examples for #2-
- teaching CVCC, CCVC, AND CVVC words containing common, regular letter combinations.
- teaching regular CVCe words
- teaching words containing phonics elements that are less common (kn and ph)
- continuing the use of decodable text to ensure that students have abundant practice with phonics elements and sight words already taught
- teaching words formed by adding a common inflected ending (-ed, -er, -est, -ing, -s) to a base word
- teaching students to use phonics knowledge to spell more complex orthographic patterns in single syllable words and in words formed by adding a common inflected ending to a single syllable word
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development.
3- demonstrate knowledge of research based, systematic, explicit instructions in sight words including:
- identifying high freq. words that do and do not conform to regular phonics / spelling patterns
- recognizing factors that affect the sequence of instruction for specific sight words (the freq. with which a word occurs in students’ reading materials, how visually similar or dissimilar a word is to other sight words.
- identifying explicit strategies for helping students master the spelling of high freq. sight words.
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development.
4- demonstrate knowledge of how to address the full range of learners in the classroom with respect to their development of phonics skills, sight word knowledge, and spelling of syllable words (universal access)
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including: #4 examples
examples:
- providing diff. instruction in phonics, sight words, and spelling of single syllable words to address the needs of struggling readers and students with reading difficulties or disabilities (focusing on key phonics skills and high freq. sight words, reteaching phonics skills an sight words that are lacking, using a variety of concrete examples to explain a concept or task, providing addtl. practice.)
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including: #4 examples
- ”” to support students with special needs (using systematic and explicit synthetic phonics instruction; focusing on key concepts and skills, such as key phonics elements and sight words; using a variety of concrete examples to explain a concept or task; using visual, auditory, kinesthetic, and tactile techniques to teach spelling and to promote mastery of new sight words; reteaching content and skills that are lacking; providing additional practice)
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including: #4 examples
- ”” to address the needs of EL and speakers of non standard English (capitalizing on transfer of relevant knowledge and skills from the primary language; explicitly teaching sounds that do not transfer; explicitly teaching the meaning of sight words if needed)
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including: #4 examples
- ”” to address the needs of advanced learners (increasing the pace or complexity of instruction, building on and extending current knowledge and skills)
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including:
5: demonstrate knowledge and ability in assessment (entry level assessment, monitoring of progress, and summative assessment) with respect to phonics, sight words, and spelling of single syllable words.
Competency 6- understand how to develop students’ phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development including: #5 examples
examples:
- demonstrating ability to describe and use appropriate formal and informal assessments in phonics, sight words, and spelling of singly syllable words for different assessment purposes (entry level assessments, monitoring of progress, and summative assessment)
- demonstrating ability to analyze and interpret results form these assessments
- demonstrating ability to use the results of assessments to plan effective instruction and intervention in phonics, sight words, and spelling of single syllable words, adjust instruction and interventions to meets the identified needs of students; and ultimately determine whether relevant standards have been met.
Competency 6- Questions for review
6.1 - What skills need to be taught at the beginning decoding stage?
- to read simple, new regular words from left to right
- to generate sounds from all the letters
- to blend sounds into a recognizable word
Competency 6- Questions for review:
6.2 What steps in the instructional process should a teacher consider when planning instruction in decoding?
- progress systematically
