Integratjon Of Knowledhe And Understanding Flashcards
Phonemic awareness
The ability to identify and manipulate the individual sound in spoken words.
Phonics
A method of teaching the relationship between the letters of the English language and the sounds they represent
Consonants
B as in boy
Consonant blends (has two sounds)
Bl as in Bled
Consonant digraphs (which has one sound)
Sh as in ship
Vowels
E as in egg
Vowel digraphs
Ai which has on long vowel, as in WaiT
Diphthongs
Which is two adjacent vowels in a single syllable where in articulation of the vowel sound “glides”; beginning as on sound and moving toward another
Oi as in oil
Syllabication
Dividing words into syllables for decoding
Decoding
The ability to apply letter sound relationships, including letter patterns
Morphemic analysis
Analyzing words ( root word, prefix, suffix)
High frequency words
Words that appear most frequently in texts
Automaticity
Effortless word identification
Fluency
Includes accuracy, rate, automaticity, and prosody
Accuracy - decoding words accurately
Rate - the speed at which words are read; rate should mirror natural speech
Automaticity- fast, effortless word recognition
Prosody- appropriate rhythm, intonation, phrasing, and expression when reading aloud
Counted as errors
Words that are substituted
Words that are told by teacher
Not counted as error
Words read correctly that are repeated more than once
Self corrections made by student
Words that are inserted by the student that are not in the text
Words mispronounced due to dialect or speech impairments
⭕️ omission
Student omits, or leaves out a word
^ insertion
The student inserts a word that is not present in the text.
|| long pause
short pause
Student pauses but continues reading, not considered an error
<— repetition
Student rereads words in the text. Not considered an error
it
is. SUBSTITUtion
The student substitutes a different word for the one in the text
Circle w a C in it (self correction)
Self correction occurs when a student realizes their error and corrects themselves. If the student self corrects, the omission or error is not counted as an error.
T w a circle around it. (Told by teacher)
The student pauses for longer than 3 seconds on a particular word and the teacher says the word out loud.
Instructional strategies
-teacher modeling
-gradual release of responsibility (I do, we do, you do)
-provide exemplars/visuals
-graphic organizers/concept map
-repeated exposure
-explicit 1:1 or small group instruction
-sentence stems
Reasoning for strategy
Gradual release of responsibility- provides scaffolding and builds confidence
Scaffolding- chunks information into less overwhelming tasks; builds confidence; allows you to see where misunderstanding may be taking place.
Teacher modeling- allows students to see an exemplar/what is expected
Elkonin boxes- supports students when segmenting words into syllables or phonemes; letters can also be introduced to support encoding
Graphic organizers- helps students make connections/organize information
Background knowledge- allows students to make connections, apply learning to the real world, and increases engagement.
Small group/1:1 explicit instruction-
Focuses on one skill; allows teachers to create flexible groupings for targeting students instructional needs as identified through assessment.
