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
reading aloud in unison with a whole class or group of students. this method helps build students’ fluency, self-confidence, and motivation.
Choral Reading
fast tests, usually one minute timed readings, focusing on accuracy, rate, automaticity, and prosody; what a student’s words per minute or words correct per minute are calculated.
Fluency Checks
reading with expression. it is this element of fluency that sets it apart from automaticity.
Prosody
reading smoothly without having to stop and decode
Fluency
Fluency is necessary for _______.
Comprehension
Focuses on the meaning of the text; it’s when a reader uses word meaning and sentence context to read and comprehend. (cueing system)
Semantic Cueing System
Focuses on the structure of the sentence; it’s when a reader uses grammatical patterns such as word order and affixes to read and comprehend. (cueing system)
Syntactic Cueing System
two or more consonants together and each sound is heard, ie. “blend.” the consonant blends stick together (spec-trum).
Consonant Blend
theorist who believed that humans have an inborn or “native” propensity to develop language
Noam Chomsky
theorist who claimed that language acquisition is based on environmental factors/ is based on reinforcement principles by associating words with meanings.
advocates for positive reinforcement.
B.F. Skinner
Refers to the type and use of structures, phrases, and words by ELLs. Some features include choices of intonation to convey meaning and types of grammatical structures.
Language Usage
the quantity and variety of language used by ELLs at the discourse level and refers to how ELLs express their ideas and understand interactions
Linguistic Complexity
ELLs understand:
Pictorial or graphic representation of the language related to content areas
Words, phrases, or chunks of language when presented with one step directions or statements with visual and graphic support
Entering (WIDA)
ELLs understand:
general language related to content areas
phrases or short sentences
how to produce oral/written language with errors that often impede meaning, when presented with one to multi-step directions with visual and graphic support
Beginning (WIDA)
ELLs understand:
Specific and some technical language of the content areas
How to produce a variety of sentence lengths of varying complexity in oral discourse or writing
Expanding (WIDA)
ELLs understand:
General and some specific language of content areas
How to create expanded sentences in oral interaction/written paragraphs
How to produce oral/written language with errors that may impede communication but retain much of the meaning when presented with oral or written, narrative, or expository descriptions with occasional visual and graphic support
Developing (WIDA)
ELLs understand:
The technical language of content areas
How to produce a variety of sentence lengths of varying complexity in extended or oral written discourse, including stories, essays, or reports
Bridging (WIDA)
ELLs understand:
Specialized or technical language reflective of the content area at grade level
How to produce a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by grade level
How to communicate orally or through writing in English, comparable to proficient English peers
Reaching (WIDA)
this language acquisition stage is where the student can converse fluently and think clearly in the second language.
Advanced Fluency Stage
In this stage of language acquisition; the student gains competency speaking in more complex sentences and demonstrates a larger vocabulary.
Intermediate Fluency Stage
During this stage (of language acquisition), students will start to communicate with simple phrases and sentences.
Speech Emergence Stage
During this stage (of language acquisition), students can show understanding by answering yes/no questions, and forming short phrases. Students at this stage will use pictures to represent ideas in the new language.
Early Production Stage
This stage (of language acquisition) is most commonly known as The Silent Period. Students are listening and deciphering vocabulary. They may have receptive (listening) vocabulary, but they are not speaking yet. In this stage students benefit from repetition.
Pre-Production Stage
second language
L2
first language
L1
Process of breaking words apart by prefixes, suffixes and roots, and interpreting meaning
Structural Analysis
parts added to the beginning (prefix) or end (suffix) of a root word
Affixes
parts of words (without the affixes) that provide the basic meaning of the word
Roots
can be sounded out and follow letter-sound correspondence and spelling conventions or rules
Decodable words
The words that appear most often in grade-level texts; sight words. These words do not always follow English language rules and cannot always be sounded out.
High-frequency words
the rules that English words follow
Spelling Conventions
The matching of an oral sound to its corresponding letter or group of letters.
Letter-Sound Correspondence
Skills needed to be able to make sense of an unknown word in the context of reading. These skills rely on phonemic awareness. More advanced levels of these involve using context, prefixes or suffixes or a dictionary to determine what a word means.
Word Attack Skills
the process of using the relationships between spelling and pronunciation to identify words
Word Analysis
The study of words and their forms
Morphology
taking a word, removing one sound (phoneme) and pronouncing the word without the removed sound
Deleting
replacing one phoneme with another in a word
Substituting
breaking words apart (whether breaking a compound word into two parts, by onset and rime, by syllables, or breaking the word into individual phonemes)
Segmenting
the ability to string together the sounds that each letter stands for in a word
Blending
vowel sound and any consonants that follow
Rimes
beginning consonant and consonant cluster
Onsets
units of pronunciation containing one vowel sound
Syllables
in language, the smallest unit that carries meaning
Morpheme
the smallest unit of written language that represents a phoneme in the spelling of a word
Grapheme
smallest unit of sound in a language
Phoneme
Understanding the individual sounds (phonemes) in words
Phonemic Awareness
the relationship between sounds and their spelling patterns/letters (graphemes)
Phonics
An overarching skill that includes identifying and manipulating units of ORAL language (including parts of words, syllables, onsets, and rimes)
Phonological Awareness
Strategies for boosting comprehension, critical thinking, and metacognition:
Predicting, Questioning, Read-aloud/Think-aloud, and Summarizing (higher-order/critical thinking skills)
