Rica Flashcards
Stages of Reading development
foundations of reading
decoding and fluency
vocabulary development
comprehension development
Decoding and fluency
letter-sound correspondence onset-rime instruction phonics generalizations simple polysyllabic words fluency activities (speed)
Vocabulary development
regular sight words irregular sight words advanced polysyllabic words structural analysis contextual analysis
Comprehension development
Fluency (intonation) Literal comprehension inferential comprehension Narrative text schema expository schema evaluative comprehension
Foundations of reading
Concepts of print
phonemic awareness
Concepts of print
Book-sentence-word-letter concepts (including letter names)
Activities: big book reading, morning messages
Trace and Say: teach student to say their actions when writing a letter (multi-sensory and metacognitive-think through the shape of the letter)
Language experience activities: child draws a picture and teacher writes down their sentence/story (gradual release into writing)
Phonemic awareness
identifying sounds: /kat/-> /k/
blending sounds: /k/ /a/ /t/-> /kat/
segmenting sounds: /kat/->/k/ /a/ /t/
Activities: Elkonin boxes (segmenting)(multisensory and metacognitive)
What are the two exit criteria in kindergarten
letter naming
segmenting
Letter-sound correspondence
begins with alphabetic principle (1 letter stands for 1 sound)
move beyond to see that there are many sounds that correspond to a letter
onset-rime instruction
word family->blends->digraph
onsets and rimes are for syllables, not words:
repeat: r (onset) e (rime); p (onset) eat (rime)
activities: making words- index cards with letters and word families
digraph
2 letters that produce 1 sound
short vowel patterns
CVC
CCVC-CCVCC drop-block
hard/soft c cut-city
long vowel patterns
CVCe
VV-digraphs each, paint, head
hard/soft G game, gym
diphthong patterns
def: vowel blends
R-control: car, bird, fur
short vowel II: drop->dropping (double consonants makes the vowels short)
phonics activities
making word: index cards focused on phonics rules
word sorts
Syllabication
consonants obstruct airways- when syllable ends in vowel, the chin goes down, vice versa
open- mama; mouth stays open when forming syllables
closed- batman; mouth closes to finish syllables
fluency
instruction is conducted while a child is learning onsets , sight words, etc.
speed
intonation
accuracy
fluency is decoding+sight words
always preteach the decoding and sight words necessary for the fluency activities (reading sentences)
speed
child must decode quickly enough to have enough short term memory available to comprehend what he/she reads
short term memory is taxed when they make mistakes or struggle with decoding
activity: repeated reading
intonation
child must read expressively to comprehend text and dialogue in stories
activity- choral reading (teacher models and students repeat)
accuracy
faithfully read 1:1 what is on the page
don’t add or delete things
activity: tracking
sight words
regular- words that occur frequently but don’t follow phonics rules (two, was, saw, there, here)
irregular- difference between through and though
taught through repetition and memorization
activities: sort (words they know and don’t know and then teach the don’t know more)
s/v
subject verb agreement
advanced polysyllabic words
word analysis
inflectional suffixes: plurals, possessives, comparatives, superlatives, verb tenses
derivational affixes: always prefixes and sometimes suffixes, changes meaning and grammar
activity: structural analysis (etymology)- denationalization
morphemes
free- can stand by themselves; America, Riley
bound- can’t stand by themselves, but carry meaning for other words
activity- etymology: trace history and origin of a root word; semantic map
