Foundational Skills in Reading Flashcards
V-CV and VC-V
One consonant between two vowels
(e-ven, de-cent)
VC-CV
Two or more consonants between two vowels
(nap-kin, pen-ny)
CVCC
consonant-vowel-consonant-consonant (tack, hunt, fast)
CCVC
consonant-consonant-vowel-consonant (trap, chop, grit)
CVCe
consonant-vowel-consonant-silent e.
The vowels are long or say their name. (make, take, bake, late)
CVC
consonant-vowel-consonant (bat, cat, tap)
a syllable that makes one sound at the end of a word & can be taught as a recognizable unit
Examples: sion, tion, ture, sure, age, cious, tious
Other final stable syllables
Consonant le (-al, -el); final stable
syllable that has a consonant followed by the letters le, al, or el. the only syllable type without the vowel sound.
Examples: table, stable, local
r-controlled syllable
a syllable with one or two vowels followed by the letter r. “bossy r” influences or controls the vowel sound.
Examples: car, far, her, fur, sir.
Vowel teams
A syllable that has two consecutive vowels. can be divided into two types:
long (two vowels that make one long vowel sound). Examples: eat, seat, say, see.
and
variant (two vowels that make neither a long nor a short vowel sound but rather a variant. letters w and y act as vowels). Examples: stew, paw, book.
Vowel-consonant-silent e Syllable
A syllable with a single vowel followed by a consonant then the vowel e. The first vowel is usually long and the final e in the syllable is silent (ex; bike, skate, kite, poke)
open syllable
syllable which ends in a vowel sound rather than a consonant (ex; go, no, fly, he)
closed syllable
syllable with a single vowel that ends with one or more consonants (ex; cat, bat, clock, letter)
Effective Approaches for teaching ELLs
visual aides
cooperative learning
honor the “silent period”
allow use of native language
When readers have ___________ ________ they use less cognitive energy on reading the text and more cognitive energy developing comprehension & critical thinking.
Cognitive Endurance
asking students to summarize what they just read in their own words
Summarizing
teacher/student reads and stops to think about what the text means
Read aloud/think aloud
having students ask questions based on what they are reading
Questioning
asking students what they think will happen next
Predicting
Students in this stage of reading are using high level skills to relate meaning in the text to themselves and to real life.
Critical Thinking
Students in this stage of reading understand what is happening, can form images in their mind, and do not need to decode because they read fluently with prosody, automaticity, and accuracy.
Comprehension
looking over the running record, analyzing why the student miscued, and employing strategies to help the student with miscues
Miscue Analysis
Following along as a student reads and marking when he or she makes a mistake or miscues.
Running records
Method in which children reread a short, meaningful passage until a degree of fluency is achieved.
Repeated reading
