Reading Development: Foundational Skills Flashcards
Fluency
Accuracy, speed, and prosody
Reading Comprehension =
Fluency, Vocabulary, Schema, Skills (literal, evaluative, inferential)
Accuracy
Correctly pronounce words with automaticity
Prosody
Ability to convey expressions
Speed
The pace at which the reader reads the text
NAEP Oral fluency rating scale
Guide to rating fluency
ELPS
English Language Proficiency Standards- strategies that ELL’S need to become proficient in English.
TELPAS
Texas English Language Proficiency Assessment System- uses PLD’S to level ELL’s.
PLD’s
TELPAS Proficiency Level Descriptors- English that ELL’s can use and understand at then4 proficiency levels (beginning, intermediate, advanced, and advanced high).
Domains= listening, speaking, writing, and reading
SLA
Second Language Acquisition
Circumlocution
Saying something in a different way using familiar vocabulary.
LEA- Language Experience Approach
Teaching strategy that connects oral language to writing and reading skills
Ex: discuss an experience, students write about it, students read their writing
Stages of SLA
1- Pre-production
2-Early Production
3=Speech Emergence/Productive Language Use
4-Intermediate Fluency
5- Advanced Fluency
Phonological Awareness
Ability to recognize and manipulate the sounds in spoken language
Phonemic Awareness
Able to identify the individual sounds (smallest units) in a word
Components of Phonological Awareness
Recognize individual phonemes but ALSO syllables and words
*Rhyme awareness/alliteration
*Word awareness
*syllables
*onsets & rime
*phonemic awareness (isolating, blending, segmenting, manipulating)
Onset & Rime
Onset- sounds before the vowel in a syllable (consonants, consonant digraphs, consonant blends)
Rime- vowel sound and everything after
Ex. Fish /f/ = onset
/ish/= rime
Grape /gr/= onset
/ape/= rime
Directionality & Tracking
Proper ways to read
Directionality
Ex: text is written from left to right
Books are read from front to back
Tracking
Ex: identifying the next word to read
Return sweep
Alphabetic Knowledge (letter recognition)
The ability to recognize, name, and form letters
To develop this knowledge students should recite the name of the letter
Alphabetic Principle
The understanding that speech sounds (phonemes) are represented by graphemes (written representations made of phonemes)
Assessing (informal) Alphabetic Knowledge and Alphabetic Principle
When assessing alphabetic KNOWLEDGE provide the letter.
When assessing alphabetic PRINCIPLE, provide the sound
Intervention strategies for print concepts and letter recognition are generally the same as best-practice teaching strategies for all students, but they meet individual student needs through reteaching, slower pacing, and additional practice for missing skills.
Something to remember
Phonics
Method of teaching the reading and writing of an alphabet and the ability to understand the relationship between letters and sounds.
Instruction connects the sounds (phonemes) to their written symbols (graphemes).
Phonics knowledge helps students improve their reading and spelling skills.
Something to remember
Consonant blend
Two or more consonants that blend together but retain their own sound
Ex: bl, cl, dr
Consonant digraph
Two consonants that make a single consonant sounds
Ex: sh, ch, th
Vowel digraph (vowel teams)
Two vowels that make a single sound
Ex: ai, ay , oy
Diphthongs
One vowel sound made by a combo of two vowel sounds
Ex: au, aw, oo
Inflectional endings
Suffix added to a word that’s changes function, but not meaning
Ex: -ed, -er, -est
Digraphs are two letters that make one sound. Diphthongs are unique vowel sounds. For example, in coin the o and i come together to make a sound unlike short or long o or i. The sound is a diphthong; the letters are a digraph. The same vowel combination can be considered both a vowel digraph and a vowel diphthong. Pay close attention to how your questions about them are phrased.
Something to remember
Morpheme
Meaningful word parts
Smallest unit of language that contains meaning
Morphemes are a combination of sounds that have meaning in speech or writing and cannot be divided into smaller grammatical parts.
Embedded Phonics
Embedded phonics focuses on using the initial letter sound in combination with the context of the sentence to make an educated guess.
Grapheme
the letters and spellings that represent those sounds in written language
Decoding Skills Progression
CVC
CCVC
CVCC
CVCe
CVVC/vowel digraphs (teams)/vowel diphthongs
Multisyllabic words
Open vs Closed Syllables
Ex: robot
Ro- open bot- closed
Open- ends with a vowel sound that is spelled with a single vowel letter
Closed- has a short vowel ending in a consonant
6 syllable types
open– syllable spelled with a single vowel letter that ends with its long vowel sound
Ex. me, a-gent, ro-bot, re-act
closed-syllable that has a short vowel sound spelled with one vowel letter and ends in one or more consonants; this is the most common spelling unit in English and accounts for almost 50% out of all the total syllables found in text
Ex. hot, help, ad-mit, bas-ket
vowel team ( digraph/diphthong)- syllable with a long, short, or unique vowel sound that uses 2-4 letters to spell the vowel sound
Ex. south, taught, aw-ful, team-mate
r-controlled-syllable with a vowel followed by the letter r; the r changes the way the vowel is pronounced
Ex. stir, gui-tar, mo-ther, or-ange
VCe- syllable with a long vowel sound made from one vowel + one consonant + silent e
Ex. name, mice, com-plete, trom-bone
final -le (final stable)- - syllable made with a consonant + l + silent e
Ex. bu-gle, can-dle, cir-cle, tram-ple
Sight word - cannot be decoded, must be memorized
High-frequency word - appears often in grade-level text, may or may not be decodable
Decodable word - student can read using learned phonics skills
Just remember
Synthetic Phonics Approach
*Systematic and explicit
* Students learn to make letters and combinations
into sounds and blend together to form words
* Practice materials, such as decodable text, are provided
Analogy-Based Phonics Approach
- Students learn to use a rime (phonogram) in a familiar
word to read an unfamiliar word with the same rime - Unfamiliar word is decoded by blending the shared
rime with the new onset
Back Track
Both words contain ‘ack’
Analytic Phonics
- Instruction begins by identifying a familiar word
- Teacher introduces a sound/spelling relationship
within word
Sit ———lip, bib, fin
Embedded Phonics
- Instruction is embedded within authentic literacy experiences
- Rules of phonics are introduced informally as students
come across them - Instruction is focused on word-solving skills o context
o illustrations
o familiar word parts
o first and last letters of words
Morphemic Analysis
inferring word meanings by examining their parts (i.e., prefixes, suffixes, roots, etc.).
Morphology
Study of word form
in a language
Roots
Roots are the bases to which affixes may be attached. They provide the core meaning of a word.
Stand alone: help love friend
Cannot stand alone:
geo (earth)
omni (all)
Affixes
Affixes are morphemes that can be attached to roots to modify them in some way. An affix cannot stand alone as its own word.
Prefix-
un-
re-
dis-
Suffix-
-ed
-ful
-ing
Derivational Affix
alters the meaning or part of speech of a word
Ex. Re- added to ‘do’ changes the meaning
Can be prefixes AND suffixes
Inflectional Affix
alters the form of the word; typically does not change the part of speech
Ex. Loud, louder, loudest
Jump, jumps, jumped
Usually only suffixes
If you are assessing alphabetic knowledge, provide the letter.
If you are assessing the alphabetic principle, provide the sound.
Just remember it
