Teach Reading Praxis 5205 Flashcards
____________ __________ is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.
Phonological Awareness
Children who have ___________ ____________ are able to:
-Identify and make oral rhymes
-Clap the number of syllables in a word
-Recognize words with the same initial sounds like monkey and mother
-Recognize the sound of spoken language
-Blend sounds together (bl, tr, sk) and
-Divide and manipulate words
Phonological awareness
_____________ _________ includes 2 very important sub skills: phonemic awareness and phonics
Phonological Awareness
____________ ____________ is understanding the individual sounds (or phonemes) in words. For example, students who have phonemic awareness can separate the sounds in the word cat into three distinct phonemes: /k/, /æ/, and /t/
Phonemic Awareness
_________ is understanding the relationship between sounds and the spelling patterns (graphemes) representing those sounds. For example, when a student sees the letter c is followed by an e, i, or y, the students knows the c makes an /s/ sound, as in the words cycle, circle, and receive
Phonics
______________ and ____________ __________ is critical in reading development because these skills help students develop the foundational skills needed for word recognition, spelling, syllabication, fluency, and reading comprehension.
Phonological and phonemic awareness
Why is it important for teachers to focus ons students’ phonological awareness during emergent reading development?
A. Memorizing sight words is necessary to read quickly and efficiently.
B. Spelling correctly leads to success in other subjects like social students and science.
C. Understanding how the smallest unit in words function is necessary for spelling and reading development.
D. Being able to read fluently allows students to achieve on standardized reading exams.
C
Phonological awareness is essential in developing spelling and word recognition. The foundational skills in phonological awareness are necessary for students to acquire the phonics skills (spelling) necessary for reading.
____________ ________ includes skills. that encompass using sounds in words. When you think __________ _______, think sounds only. For example, if students are recognizing individual sounds in words or blending sounds in words without having to see the word, its __________ __________.
Phonemic awareness
___________ is understanding letter-sound correspondences or phoneme-grapheme correspondence. Students must see the letters or words to engage in phonics. For example, in the word receive, students know the c makes an /s/ sound because the c is followed by an e, I, or y. That is a basic example of letter-sound correspondence.
Phonics
-Focus on phonemes or the smallest unit of sounds
-Spoken language
-Mostly auditory
-Manipulating sounds in words
Phonemic awareness
-Focus on graphemes or letters and their corresponding sounds
-Written language/print
-Both visual and auditory
-Reading and writing letters according to sounds, spelling, patterns, and phonological structure
Phonics
What teaching strategy is this for?
Breaking down smaller pieces by focusing on letter-sound relationships. For example, words can be broken down by:
-inflected forms (-s, -es, -ed, -ing, -ly)
-contractions
-possessives
-compound words
-syllables
-base words
-root words
-prefixes
-suffixes beginning consonants
-end consonants
-medial consonants
-consonant blends (bl, gr, sp)
consonants digraphs (sh, th, ch)
-short vowels
-long vowels
-vowel pairs (oo, ew, oi, oy)
Phonological Awareness
Putting all the sounds in the words together, as in /p/-/a/-/t/-/pat/. Later we will discuss consonant blending and vowel blending.
Blending
Beginning consonant and consonant cluster
Onsets
Vowel and consonants that follow the onset consonant cluster. Some common _____ are: -ack, -an, -aw, -ick, -ing, -op, -unk, -ain, -ank, -ay, -ide, -ink, -or, -ock, -ight, -ame, -eat, -ine.
Rimes
The repetition of sounds in different words. Students listen to the sounds within words and identify word parts. For example, the /at/ sound in the word mat is the same /at/ sound in the words cat, rat, sat, and splat.
Rhyming
Breaking a word apart. This can be done by breaking compound words into two parts, segmenting by onset and rime, segmenting by syllables, or breaking the word into individual phonemes.
Segmentation
What kind of segmenting is this?
dad
/d/-/ad/
Onset and Rime
What kind of segmenting is this?
baseball
base ball
compound
What kind of segmenting is this?
behind
/be-hind/
Syllables
What kind of segmenting is this?
cat
/c/-/a/-/t/
Individual phonemes
To separate word parts or to isolate a single sound in the word. For example, if the teacher says, “Say just the first sound in bat” The students reply with /b/
Isolation
Omitting a sound in a word. For example, using the word mice, a teacher may ask students to delete the initial /m/ sound, resulting in the word ice. This skill is usually practiced orally.
Deletion
When students replace one sound with another in a word. For example, substitute the first sound in the word cat with an /s/ sound. Students will say sat.
Substitution
The ability to string together the sounds that each letter stands for in a word. For example, when students see the word black, they blend the /bl/, the /a/ sound and the ending /k/ sound. Sometimes blending exercises focus just on the consonant blend, like the /br/ sound in the word brick.
Blending
Which of the following strategies would be most helpful for students who are working on onset and rime skills?
A. Count the number if sounds in the word back.
B. Identify the beginning sound in the word back.
C. Substitute the /b/ sound in back with a /t/ sound.
D. Segment the word back into two sounds /b/ and /ack/
D
While phonemic awareness, a subskill of phonological awareness, is a foundational skill, there are levels within phonemic awareness students move through as they begin to acquire this skill. This is called the ___________ __________ ________.
Phonemic awareness continuum
There are 6 main levels of phonemic awareness.
Which level is this?
When students hear and separate out individual sounds in words. For example, the student can isolate the /b/ sound in the word bat.
Phoneme isolation
There are 6 main levels of phonemic awareness.
Which level is this?
The students can combine sounds in a word. For example, the three sounds in cat- /c/ /a/ /t/-make up the word cat.
Blending
There are 6 main levels of phonemic awareness.
Which level is this?
When’s students can divide the word into individual sounds. This also included being able to cont or identify how many sounds in a word. For example, in the word mat, there are 3 sounds– /m/ /a/ /t/
Segmenting
There are 6 main levels of phonemic awareness.
This step involves manipulation or changing the words. These skills are considered complex phonemic awareness skills.
Which level is this?
When’s students can manipulate a word by adding a sound that is not originally in the word. For example, start the word pay and add an /l/ sound after the /p/ sound and the word becomes play.
Addition
There are 6 main levels of phonemic awareness.
This step involves manipulation or changing the words. These skills are considered complex phonemic awareness skills.
Which level is this?
When students manipulate the word by deleting sounds to make a new word. For example, start with the word same and delete the /s/ sound and the word being aim. Remember, it is not the spelling we are concerned with in these activities. It is just the sounds.
Deletion
There are 6 main levels of phonemic awareness.
This step involves manipulation or changing the words. These skills are considered complex phonemic awareness skills.
Which level is this?
The highest level of phonemic awareness because students not only have to identify the sounds and locate the sounds in the word moth and switch the /o/ sound with an /a/ sound and the word becomes math
Substitution
Students learn the __________ and __________ sounds in consonants before the identify medial, or middle sounds in words. For example, in the word sun, students will identify the /s/ and /n/ sound before they recognize the /u/ sound.
beginning and ending
Asking students to listen to the word can and asking the students to add a /t/ sound to the word is most appropriate for students who have a:
A. Beginning level of phonemic awareness
B. Beginning level of phonics skills
C. Relatively high level of phonemic awareness
D. Relatively high level of phonics
C
Remember, manipulation of words is part of the complex stage of phonemic awareness. Therefore, the students must have a relatively high level of phonemic awareness to engage in this activity. Because the scenario is talking about sounds in words, the question is focused on phonemic awareness, not phonics. Therefore, we can eliminate answers B and D.
Like the phonemic awareness continuum, the __________ __________ __________ highest level include manipulating words. Notice that the _________ ____________ ________, uses the skills students acquired in the phonemic awareness continuum.
Phonological Awareness Continuum
6 Levels of Phonological Awareness Continuum
________ is when students can match ending sounds of words as in bat, hat, cat.
Rhyme
6 Levels of Phonological Awareness Continuum
___________ is when students can identify and produce words with the same initial sound as in sat, see, silly.
Alliteration
6 Levels of Phonological Awareness Continuum
_________ _________ is when students can segment sentence into words as in He | went | to |the | beach.
Sentence Segmentation
6 Levels of Phonological Awareness Continuum
___________ ________ is when students can blend and segment syllables of spoken words as in hap-py, de-light, sum-mer
Syllable Segmentation
6 Levels of Phonological Awareness Continuum
_______ and ________ ________, and ___________ is when students can blend or segment the (onset) initial consonant or consonant cluster and the (rime) vowel and consonant sounds following the rime as in tr- -ack, b-m-at, sl- -eep.
Onset and rime blending, and segmenting
6 Levels of Phonological Awareness Continuum
____________ ___________- is when students can manipulate sounds in words. This is the most complex skill on the continuum and includes several skills:
-blend phonemes (br, bl, pl, sn)
-segment individual phonemes (/b/ /a/ /t/)
-add and delete individual phonemes (baat becomes at)
-substitute phonemes to create new words (bat becomes sat, cat or back)
Phoneme Manipulation
Evidence-based strategies to promote phonological and phonemic awareness.
________ __________ in phonemic awareness and phonological awareness has strong results in spelling and reading development.
Explicit instruction
According to the National Institute of Child Health and Human Development (2000), ____________ _________ in phonemic and phonological awareness involves systematically teaching children to manipulate phonemes with letters, focusing the instruction on one or two types of phoneme manipulations rather than multiple types, and teaching children in small groups.
explicit instruction
Evidence-based strategies to promote phonological and phonemic awareness.
_______ _________ in phonemic awareness is sometimes called the whole language approach. This is when students are not taught sounds in isolation. Instead, they hear the words and see the words in their entirety.
Implicit instruction
Evidence-based strategies to promote phonological and phonemic awareness.
______________ ____________ is when students use phonemes to process spoken and written language (Wagner & Torgesen, 1987). ______________ ____________ includes phonological awareness, phonological working memory, and phonological retrieval.
It is very important that teachers develop the following skills in all students, including those students who struggle and those who are English learners (ELs). Teachers can do this by differentiating instruction and helping ELs develop phonemic awareness in their first language so they can develop these skills in their second language.
Phonological processing
Evidence-based strategies to promote phonological and phonemic awareness.
___________ _________ is the awareness of the sound structure of a language and the ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Phonological awareness
Evidence-based strategies to promote phonological and phonemic awareness.
____________ ________ ___________ involves storing phoneme information in temporary, short-term memory (Wagner & Torgesen, 1987). This phonemic information is then readily available for manipulation during phonological awareness tasks. For example, when students use substitution, they are also using their phonological working memory because they are accessing stored phoneme information to substitute sounds in words.
Phonological working memory
Evidence-based strategies to promote phonological and phonemic awareness.
__________ ____________ is the ability to recall the phonemes associated with specific graphemes (letters), which can be assessed by rapid naming tasks (e.g. rapid naming of letters and numbers). This ability to recall the speech sounds in one’s language is also integral to phonological awareness.
All three components of __________ ____________ are important for speech production as well as the development of the spoken and written language skills necessary for reading.
Phonological retrieval
An English learner is struggling to identify certain sounds in words. What would be the best approach to help the student develop phonemic awareness?
A. Determine if the student has phonemic awareness in the first language.
B. Have the student work with an English learner who is fluent in English.
C. Require the student to use English only when speaking.
D. Use pictures to help the student identify different words.
A
The question is asking about phonemic awareness, which is skills focused on sounds only. Nurturing students’ first language so the students can master the skills in their second language is very important for English learners.
When students begin to read, they acquire vocabulary skills. These skills progress in order: ________, ________, ________, ________.
listening, speaking, reading, writing
Instructional strategies to develop students’ expressive and receptive language skills
First students acquire __________ _________. __________ _________ refers to the words we need to know to understand what we hear. This is part of students’ receptive vocabulary.
listening vocabulary
Instructional strategies to develop students’ expressive and receptive language skills
Third, students acquire _________ __________. _________ __________ refers to the words we need to know to understand what we read. This is part of students’ receptive vocabulary.
reading vocabulary
Instructional strategies to develop students’ expressive and receptive language skills
Second, students acquire ___________ ________. ___________ ________ consists of the words we use when we speak. This is part of students’ expressive vocabulary.
speaking vocabulary
Instructional strategies to develop students’ expressive and receptive language skills
The last skill acquired is ________ _________. ________ _________ consists of the words we use in writing. This is part of students’ expressive vocabulary.
writing vocabulary
Instructional strategies to develop students’ expressive and receptive language skills
_____________ _______________. This skill relates to listening vocabulary. When a student has _____________ _______________n, the student can understand a story that is being read aloud. Students will often develop their _____________ _______________ before their reading comprehension.
Listening comprehension
Receptive Vocabulary OR Expressive Vocabulary
Reading, Listening
Listening to a book on tape, reading an article
Receptive
Receptive Vocabulary OR Expressive Vocabulary
Speaking, Writing
Engaging in role play, writing a poem
Expressive
________ ____________ refers to a child’s understanding of the nature and uses of print. Children develop ________ ____________ when they can recognize words as distinct elements of oral and written communication. Both skills are acquired in the child’s natural environment.
Print awareness
_______________ ______ is the print of everyday life. It is the name given to the print that appears on signs, labels, and logos. Street signs, candy wrappers, and labels on peanut butter and cereal boxes are other examples of _______________ ______.
Environmental print
__________ ________ involve understanding the difference between letters, words, punctuation, and directionality. __________ ________ foster reading comprehension and vocabulary growth. __________ ________ include:
* Directionality – reading from left to right and top to bottom
* Layout – front and back of books
* Differentiation – words vs. pictures and letters vs. words
Print concepts
Teachers must nurture students desire to interact with books. In the early stages, students will pretend to read or pretend to write, which are very important aspects of print awareness. Students will also point to words as they read, indicating they are tracking print, an __________ ______ in beginning reading.
essential skill
Strategies to promote ________ ________ and ________ _______:
* Hang labels on key objects in the classroom—door, sink, library, blocks.
* Use posters that include captions and pictures.
* Display an oversized book to show directionality and print.
* Point out the title, headings, beginning, middle, and end of a book or passage before reading.
print awareness and tracking print
5 early signs of ________ _____________:
1. The child holds a book correctly. If you hand a book that is upside down to the child, the child will turn it right side up.
2. The child understands that books are read from left to right, top to bottom, and front to back.
3. The child pretends to write by scribbling. This means the child understands that pictures and writing are distinct from one another.
4. The child points to a story and asks you to read it, understanding that the words on the page have meaning.
5. The child picks up a familiar book and reads it aloud. The child is using a memory of the story and not actually reading the book.
print awareness
The ___________ _____________ is the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words and to begin to read with fluency.
alphabetic principle
To promote the ________ ___________, teachers should:
* Teach letter-sound relationships explicitly and in isolation.
* Provide opportunities for children to practice letter-sound relationships in daily lessons.
* Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships.
* Use writing or print to represent what students say during class, so students understand speech can be represented in print.
alphabetic principle
The Alphabetic Principle
Which Phase?
Students read words by memorizing visual features or guessing words from context.
Pre-Alphabetic Phase
The Alphabetic Principle
Which Phase?
Students recognize some letters and can use them to remember words by sight.
Partial-Alphabetic Phase
The Alphabetic Principle
Which Phase?
Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words.
Consolidated-Alphabetic Phase
The Alphabetic Principle
Which Phase?
Readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory.
Full-Alphabetic Phase
A teacher is using picture cards to help students recognize words. Students see the picture below and say, “Sun!” What phase of word recognition are the students in?
A. Pre-alphabetic
B. Partial- alphabetic
C. Full- alphabetic
D. Consolidated- alphabetic
A
The students are only seeing a picture. Therefore, they are in the pre-alphabetic stage. Partial, full, and consolidated phases all require the use of letter recognition. In this case, there is only a picture.
______ ___________ consists of 6 major areas: phonology, vocabulary, morphology, grammar, pragmatics, and discourse.
Oral language
6 major areas of Oral Language
_________ encompasses the organization of sounds in language.
Phonology
6 major areas of Oral Language
___________ (semantics) encompasses both expressive (speaking) and receptive (listening) vocabulary.
Vocabulary
6 major areas of Oral Language
___________ is the smallest units of meaning in words. An example of __________ is breaking up compound words and analyzing their meaning.
Morphology
6 major areas of Oral Language
_________ (syntax) is the structure of language and words.
Grammar
6 major areas of Oral Language
___________ focuses on the social cues or norms in language. This is often referred to as situations in language.
Pragmatics
6 major areas of Oral Language
________ focuses on speaking and listening skills in language. ______ means dialogue.
Discourse
Readers at the beginning (emergent) stage are learning to read and understand words by decoding the reading process as they engage with the text. __________ ________ involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing (Whitehurst & Lonigan, 1998). ___________ __________ skills begin developing in early infancy and early childhood through participation with adults in meaningful activities involving speaking and reading.
Emergent literacy
Strategies for teaching __________ ___________:
* Build upper and lowercase letters. For example, start with a circle and add a straight line for a lowercase b or d.
* Tracing letters. Have students use their fingers to trace over pre-drawn letters.
* Draw letters in the sand. This can be done outside or inside or with a tray of sand.
letter formation
Strategies for ________ _________:
* Use large grip pencils for students who struggle.
* Strengthen the hands by using playdough or silly putty.
pencil control
Having students trace letters in the sand is most appropriate for students working on:
A. Letter formation
B. Word recognition
C. Pencil control
D. Phonemic awareness
A
Having students trace letters in the sand is effective for letter formation. Printed words are most appropriate for word recognition. Exercising fine motor skills would be helpful for pencil control. Phonemic awareness has to do with sounds only and is not a correct answer.
When a student has awareness of phonemes in words, syllables, onset-rime segments, and spelling, he or she is demonstrating:
A. Phonological awareness
B. Phonics mastery
C. Phonemic awareness
D. Structural analysis
A
Phonological awareness is putting phonemic awareness and phonics together. Remember, phonological awareness is the umbrella, and phonics and phonemic awareness fall under that umbrella. Structural analysis is not related in this situation.
Phonemic awareness includes the ability to:
A. Form compound words and combine word parts
B. Spell accurately and decode unfamiliar words
C. Pronounce individual sounds in words
D. Differentiate between homonyms and to spell accurately
C
Phonemic awareness involves only listening to and pronouncing sounds in words. In fact, students can practice phonemic awareness without any paper or pencils. It is only the individual sounds (phonemes) in words.
A teacher is working with a student on initial sounds. The teacher says pet and asks the student to replace the initial consonant to make other words, such as get, vet, and set. What is this an example of?
A. Segmenting
B. Blending
C. Structural analysis
D. Substituting
D
The students are manipulating the word by switching or substituting one sound for another. This is considered the highest level of phonemic awareness.
A reading teacher wants to help students with segmentation. What is the most appropriate instructional approach?
A. Have students break apart words by separate phonemes.
B. Have students break apart compound words.
C. Have students blend beginning consonants together.
D. Have students use prefixes and suffixes to learn words.
A
Segmenting is breaking apart a word by individual sounds (phonemes). This helps students with phonemic awareness. Answers B and D are exercises in morphology. Segmenting is the opposite of blending, which eliminates answer C.
Which word is correctly broken up by onset and rime?
A. /mon/ -/key/
B. /t/- /ap/
C. /hand/- /y/
D. /pro/-/tect/
B
Onset is the beginning consonant or consonant cluster. Rime is the vowel and consonants that follow. In this case, the only answer choice with a definitive onset and rime is B. The /t/ is the onset. The /ap/ is the rime. The other answer choices are broken up by syllables, not onset and rime.
Which of the following students is demonstrating the highest level of phonemic awareness?
A. The student identifies the beginning /p/ sound in the word pass.
B. The student substitutes the beginning /p/ sound in the word pass with a /g/ sound making the word gas.
C. The student adds a /t/ sound to the word pass making the word past.
D. The student segments the word pass into 3 distinct sounds—/p/ /a/ /s/.
B
The highest level of phonemic awareness is substitution because it involves manipulation of the word.
A student in the partial-alphabetic phase says the word sun and identifies the /s/ and /n/ sounds. What would be the most appropriate next step to take with this student?
A. Identify all three letters in the word.
B. Identify medial sounds in words.
C. Decode the word by using grammar rules.
D. String together blends in words.
B
Because the student is in the partial-alphabetic stage, the student only knows some of the letters. The next step would be to work on medial sounds or the middle /u/ vowel sound.
A teacher has posted words next to everyday objects in the classroom—door, pencils, library, sink. The teacher is developing students’:
A. Phonemic awareness
B. Morphology
C. Spelling
D. Environmental print
D
Environmental print is the print of everyday life. By labeling all the everyday objects in the room, the teacher is helping students with their environmental print.
A child with book handling skills will:
A. Sound out unfamiliar words.
B. Track letters with his or her finger.
C. Turn an upside-down book right side up before opening it.
D. Spell unfamiliar words correctly using decoding skills.
C
When students have book handling skills, they understand that we read from left to right, top to bottom, front to back. If you hand a child a book that is upside-down, the child with book handling skills will turn it right side up.
A student draws a stick figure and scribbles above the picture. The student says, “This says, ‘Sarah is my best friend.’” What can the teacher determine from this behavior?
A. The student needs assistance with fine motor skills.
B. The student is ready for phonics instruction using single syllable words.
C. The student understands directionality of print.
D. The student can distinguish between pictures and print.
D
Even though it is just scribble, the student is displaying an essential skill in beginning reading, which is distinguishing between pictures (stick figure) and text (scribble).
____________-________ _____________ is the essence of phonics. This concept is also known as letter- sound correspondence. Recall in the previous section, we focused mainly on phonemic awareness, which is associated with the sounds in words. With phonics, students must understand that a written symbol or letter represents a sound. For example, the letter c is a symbol in the English language that when followed by an a, u, or o usually makes a /k/ sound. However, when that same symbol—the letter c—is followed by an e, i, or y, it makes an /s/ sound. See the following examples.
* The letter c in the words cat, cut, cot, and cable, makes a /k/ sound.
* The letter c in the words cell, cycle, receive, and city, makes an /s/ sound.
Phoneme-grapheme correspondence
According to the University of Florida Literacy Institute (n.d.), when teaching _________-_________ _____________, it’s important to model the pronunciation of each sound that can be used when blending sounds to make words.
phoneme-grapheme correspondences
As you can see in the following table, the instruction goes from simple _________-________ ___________ to complex.
1. a, m, s, f, i, p, t, n, d, nasalized a, CVC patterns
2. c (cat), o, sh, k, u, b, g (go), e, CCVC and CVCC patterns
3. h, v, th, ch, ck, r, l, j, z, w/wh, y (consonant), s /z/ (is), silent e, CVCe patterns, ff, ll, ss, zz
4. ar, or, er, ai, ay, ee, ea (read), Vr and CVVC patterns
5. ir, ur, oa, ow (tow), y as a vowel (cry, baby), closed & open syllables, multisyllable words
6. ou (out), ow (cow), oi, oy, oo, ie, x, qu, ph, ə, accented syllables, final stable syllables
7. ea (bread), ea (steak), oe, c before i/e/y (city), g before i/e/y (gem)
8. ng, igh, ew, au, aw, ar and or as /er/ (dollar, worm)
9. ue, y (gym), ou, eu
10. ei, eigh, ey, ar (beggar), or (doctor), wa (want), u (push, pull), ou (country)
11. wr, kn, gn, mb, gh, stle, ps, pn
12. alk, ough, augh, ch (Christmas), ch (Chicago), ture, ti, si, ci
phoneme-grapheme correspondence
_________ ___________ is very important in teaching emergent readers because explicit spelling instruction supports word recognition by helping students learn and reinforce common phonics patterns.
Spelling instruction
However, for the exam you need to have a basic understanding of how to teach ________ explicitly in an order that goes from the easiest skills to the most complex. Notice that consonants and short vowel sounds come first, blends are next, and combined vowel sounds are last. The sequence moves from simple to complex.
phonics
Teaching Phonics by Skill Level
Level 1 of 9 (Easiest)
Instruction: ___________ _________
Examples: b, c, d, g, h, f
Pattern: c
Consonant sounds
Teaching Phonics by Skill Level
Level 3 of 9 (Still Easy but slowly getting harder)
Instruction: ___________ _________
Examples: cǎt, bǎt, cǔt
Pattern: cvc
Blend short vowel sounds with consonants
Teaching Phonics by Skill Level
Level 2 of 9 (Little bit less Easier)
Instruction: ___________ _________
Examples: ǎ, ě, ǐ, ǒ, ǔ
Pattern: v
Short vowel sounds
Teaching Phonics by Skill Level
Level 4 of 9 (Easy but moving into the moderate- in between easy and hard)
Instruction: ___________ _________
Examples: a̅ , e̅ , i̅ , o̅ , u̅
Pattern: v
Long vowel sounds
Teaching Phonics by Skill Level
Level 5 of 9 (Moderate- In between easy and hard)
Instruction: ___________ _________
Examples: ma̅ ke, ta̅ ke, bi̅ ke
Pattern: cvcv
Blend long vowel sounds with consonants
Teaching Phonics by Skill Level
Level 6 of 9 (Getting harder)
Instruction: ___________ _________
Examples: sl, bl, th, pl
Pattern: cc
Consonant blends
Teaching Phonics by Skill Level
Level 7 of 9 (Hard)
Instruction: ___________ _________
Examples: ea, oi, ou
Pattern: vv
Vowel Combinations
Teaching Phonics by Skill Level
Level 8 of 9 (Harder)
Instruction: ___________ _________
Examples: ir, er, or, ur
Pattern: vc
R-controlled
Teaching Phonics by Skill Level
Level 9 of 9 (Hardest)
Instruction: ___________ _________
Examples: kn, gn, gh,
Pattern: cv
Silent letters
Which of the following common English letter combinations would be taught first according to systematic phonics instructional principle?
A. kn
B. ou
C. er
D. th
D
Using the table, notice consonant blends are usually taught before silent letters (Answer A), vowel combinations (Answer B), and R-controlled vowels (Answer C).
_________ _________ ____________ is a method of teaching students how to connect the graphemes (letters) with
phonemes (sounds) and how to use this letter-sound relationship to read and spell words.
Explicit phonics instruction
__________ ________ _________ is using a logical and specific scope and sequence that is developmentally appropriate to teach students the major letters and sounds. This includes short and long vowels, blends, and consonant digraphs (oi, ea, sh, th, etc.). This plan is carefully thought out, strategic, and designed before activities and lessons are developed.
Systematic phonics instruction
___________ ________ ___________ involves lessons building on those previously taught, and students will have to draw and recall from previous lessons. Lessons move from simple to complex and include clear, concise student objectives. Students have to use their prior knowledge to learn complex skills.
Recursive phonics instruction
Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills:
1st. ________ – sounding out words while reading. The student uses phonics generalizations, letter sound correspondence, and phonological awareness.
Decoding
Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills:
2nd. ________ – the process of hearing a word and spelling it based on sounds and phonics. Encoding is usually assessed with a spelling test.
Encoding
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
The letter _ before e, i, or y makes a /k/ sound.
k
Example: kite, key
Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills:
3rd. _______ –moving through the text accurately without having to stop to decode.
Fluency
Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills:
4th. ____________ – reading fluently and understanding the text by forming pictures in the brain,
predicating, and asking questions.
Comprehension
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
The letter _ before a, o, u, or any consonant makes a /k/ sound.
c
Example: cat, cost, cut, clap
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
English words don’t end in i; _ is used instead.
y
Example: my, fly
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
When _ is followed by an e, i, or y, it makes an /s/ sound.
c
Example: cycle, receive
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
The letter _ is always followed by a u.
q
Example: queen, quick
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
Usually, _ comes after two consonants or a long vowel sound.
k
Example: look, skunk, book
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
Use __ at the end of one-syllable words after a short vowel.
ck
Example: luck, tuck, stuck
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
When _ comes at the end of a two or more-syllable word, it makes a /k/ sound.
c
Example: garlic, Atlantic
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
Always follow _ with an e following a long vowel sound at the end of the word.
k
Example: like, strike, hike, make
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
The letters __, __, __ are often doubled at the end of a one-syllable word that ends with that sound.
ss, ff, ll
Example: floss, fluff, chill
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
i before e except after _, except as in neighbor and weigh. Exception - when _ is making an /sh/ sound.
c
Example: receive, believe ancient, glacier
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
The letter _ before e, i, or y sounds like /j/.
g
Example: gel, giant, gym
Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations.
The letter _ followed by any other letter sounds like /g/.
g
Example: glass, grow, get
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: A single consonant letter can be represented by a phoneme.
Examples: b, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y, z
Single letters
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: A ________ uses two of the same letters to spell a consonant phoneme.
Examples: ff, ll, ss, zz
Doublets
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: ________ are two-letter (di-) combinations that create one phoneme.
Examples: th, sh, ch, wh, ph, ng (sing)
gh (cough)
ck
Digraphs
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: _______ are three-letter (tri-) combinations that create one phoneme.
Examples: -tch -dge
Trigraphs
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position in a word.
Examples: aisle coin loud
Diphthong
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: include two or three graphemes, and the consonant sounds are separate and identifiable.
Examples: s-c-r (scrape) c-l (clean)
l-k (milk)
Consonant blends
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: use two letters: one represents the phoneme and the other is silent.
Examples: kn (knock) wr (wrestle) gn (gnarl)
Silent letter combinations
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: These two letters always go together and make a /kw/ sound.
Examples: quickly
Combination
qu
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: A single vowel letter that stands for a vowel sound.
Examples: (short vowels) cat, hit, gem, pot, sub
(long vowels) me, no, mute
Single letters
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: are combinations of two, three, or four letters that stand for a vowel sound.
Examples: (short vowels) head, hook (long vowels) boat, rain, weigh (diphthongs) soil, bout
Vowel teams
The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy.
Grapheme Type: _________________
Definition: is a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It is often called the “lazy” sound in a word. The symbol for this is Ə.
Examples: a: balloon e: problem i: family
o: bottom u: support y: analysis
Schwa sound
Other strategies for helping students decode words involve following common consonant-vowel patterns (CVC, CVCC, CVCe, CVVC patterns).
Pattern: ________
Description: consonant-vowel-consonant
Examples: bat, cat, tap
CVC
Other strategies for helping students decode words involve following common consonant-vowel patterns (CVC, CVCC, CVCe, CVVC patterns).
Pattern: ________
Description: consonant-vowel-consonant-silent e
Examples: make, take, bake
CVCe
Other strategies for helping students decode words involve following common consonant-vowel patterns (CVC, CVCC, CVCe, CVVC patterns).
Pattern: ________
Description: consonant-consonant-vowel-consonant
Examples: trap, chop, grit
CCVC
Students will often use ___________ and word analysis to decode and understand words as they read. Morphology is an important part of developing students’ foundational reading skills.
morphology
Other strategies for helping students decode words involve following common consonant-vowel patterns (CVC, CVCC, CVCe, CVVC patterns).
Pattern: ________
Description: consonant-vowel-consonant-consonant
Examples: tack, hunt, fast
CVCC
_______________ is the study of word parts and their meanings. Morphemes are the smallest units of meaning in a word. For example, in the word unbelievable, there are three morphemes— un (not), believe (trust), able (capable). The following list provides categories and examples of using morphology to develop decoding skills.
Morphology
(Morphological analysis)
Two words put together.
Examples: mailman, sidewalk
Compound words
(Morphological analysis)
The root of a word is the basic part of the word. It stands alone in meaning and in English language and often comes from Latin languages.
Examples: In the word unbelievable the ______ _____ is believe. In the word complex, the ____ _____ is plex.
Root words
(Morphological analysis)
Additions to root words that help to form a new word with another meaning from that of the root word. ________ are at the beginning of a word.
Examples: _________ that indicate not: un- (unknown), dis- (disregard), im-(impossible), in- (inaccurate), mis- (misunderstand), and ir- (irrational).
Prefixes
(Morphological analysis)
Additions to root words that form a new word with another meaning from that of the root word. ________ are at the end of a word. They change the part of speech (past tense, present tense) or verb tense of a word. They also
indicate whether the word is plural or
singular.
Examples: -ed, -ing, and plural -s are all ________
Suffixes
___________ is the study of the origins of words and how they have changed over time. If students are analyzing root words and their meaning, they are using ___________.
For example, if students are discussing how the word complexity comes from the Latin word complexus “surrounding, encompassing,” they are using ___________.
Etymology
When students use __________ to decode words, they are usually using prefixes, suffixes, and roots. They will also break apart compound words. This is also referred to as a structural analysis because students are breaking down the morphemic structure of the word to figure out its meaning. In addition, you may see the term affixes on the test. Affixes are additions to roots; prefixes and suffixes are affixes.
morphemes
______ ____________ – These morphemes can stand alone because they mean something in and of themselves. For example, in the word closely, the morpheme close is a ______ ____________. It can stand alone.
Free Morphemes
_________ ___________ – These morphemes only have meaning when they are connected to another morpheme. In the word closely, the morpheme ly cannot stand on its own and only has meaning when it is attached to another morpheme.
Bound Morphemes
Teaching Syllable Patterns
Syllable Type: _________
Description: A syllable with a single vowel followed by one or more consonants.
The vowel is closed in by a consonant. The vowel sound is usually short.
Example: cat bat clock letter
Closed
Teaching Syllable Patterns
Syllable Type: _________
Description: A syllable that ends with a single vowel.
The vowel is not closed in by a consonant. The vowel is usually long.
The letter y acts like a vowel.
Example: go no fly he
Open
Teaching Syllable Patterns
Syllable Type: _________
Description: A syllable with a single vowel followed by a consonant then the vowel e.
The first vowel sound is long, and the final e is silent.
Can be referred to as the sneaky silent e.
Example: bike skate kite poke
Vowel- Consonant Silent e
Teaching Syllable Patterns
Syllable Type: _________
Description: A syllable that has two consecutive vowels. Vowel teams can be divided into two types:
− Long vowel teams: Two vowels that make one long vowel sound.
− Variant vowel teams: Two vowels that make neither a long nor a short vowel sound,
but rather a variant. Letters w and y act as vowels.
Example: Long vowel teams: eat, seat, say, see Variant vowel teams: stew, paw, book
Exceptions: bread (makes a short vowel sound)
Vowel Teams (Diphthong)
Teaching Syllable Patterns
Syllable Type: _________
Description: A syllable with one or two vowels followed by the letter r.
The vowel is not long or short. The r influences or controls the vowel sound.
Example: car far her fur sir
R-controlled
Teaching Syllable Patterns
Syllable Type: _________
Description: A syllable that has a consonant followed by the letters le, al, or el.
This is often one syllable.
This is the only syllable type without the vowel sound.
Example: table stable local
Consonant le (-al, -el)
Final stable
Common activities to teach syllables
_______ ______ – Students clap and say the syllable at the same time. For example, in the word
apple, students clap once for -ap and then again for -ple. The word evenly has 3 claps: -e, -ven, -ly.
Syllable clapping
Common activities to teach syllables
_______ _______ – Create a list of prefixes, suffixes, roots, ly, le, and others.
Syllable lists
Common activities to teach syllables
__________ _____ ________ – Write different syllables on note cards. Jumble the cards and have students put the cards in the correct order so the word makes sense.
Multisyllabic word manipulation
Common activities to teach syllables
________ _______ – Students scoop under each syllable of multisyllable words.
Syllable scoop
_________ _________ is breaking up words into different parts. For example, in the compound word sidewalk, students would break the word into two parts: side and walk.
Using _________ _________, students can also break words up by their prefixes, suffixes, and roots. For example, in the word predictable, the students can break the words into pre/ dict/ able.
Structural analysis
_______ _________ or _______ _________ are words that show up in text very frequently. Students should memorize these words because it helps them save their cognitive endurance for more difficult reading tasks.
High Frequency or Sight words
* want * what * why * walk * talk * not * saw * say
* said * see * there
* those * been * because
* ever * every *by * are
* would * should * water
* called * over * only
One of the only times memorization is a good practice is when increasing students’ automaticity. This is done through memorizing ______-________ ______.
high-frequency words
Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills.
Teachers can also use:
________ ______ – Carefully sequenced to progressively incorporate words that are consistent with
the letter–sound relationships that have been taught to the new reader.
Decodable texts
Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills.
Teachers can also use:
__________ and ________ __________ ________ – An interactive reading experience where the teacher guides students as they read text. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression.
Authentic and shared reading tasks
Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills.
Teachers can also use:
_____ _______ – When students read aloud in class, to a partner, in cooperative groups, or with a teacher.
Oral reading
Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills.
Teachers can also use:
_________ _______ – Instead of reading out loud or silently, kids read in a whisper voice. This allows students to make mistakes without feeling embarrassed. It also helps students with decoding and fluency.
Whisper reading
Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills.
Teachers can also use:
________ _______ – A ______ ______ is a literacy tool composed of an organized collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. These will be discussed further in the vocabulary section of the study guide.
Word walls
Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills.
Teachers can also use:
_______ ________ – When students and teacher share the process of writing. The teacher begins by writing a word or a piece of a word, and the student continues.
Interactive writing
As students begin to read, they use different methods to figure out words. ________ _____ allow students to use their background knowledge (schema) and apply that to understanding words. There are several types of cues students use when they read.
Cueing systems
________ _____ involve the structure of the word as in the rules and patterns of language (grammar), and punctuation. As students read, they use structural cues.
Example: Joey sat in class yesterday.
In this case, the student is sure to say sat not sit because of the word yesterday indicates there needs to
be a past tense verb—sat.
Syntactic cues
________ _____ refer to the meaning in language that assists in comprehending texts, including words, speech, signs, symbols, and other meaning-bearing forms. _________ _____ involve the learners’ prior knowledge of language. Gradually, students independently relate new information to what is known and personally meaningful.
_________ _____ are especially helpful for homographs—words that are spelled the same but have different meaning.
* For example: Thinking about leaving her friends made Jane blue.
The word blue in context is not the color but rather the feeling of sadness. _________ _____ help the student understand this.
Semantic cues
____________ ____ involve the letter-sound or sound-symbol relationships of language. Readers identifying unknown words by relating speech sounds to letters or letter patterns are using ____________ ____. This process is often called decoding.
Example: The student knows that the word make has a long /a/ sound because of the vowel after the k. This is a CVCe word.
Graphophonic cues
A teacher is helping students use language structure and grammar to figure out difficult words in grade- level text. The students are using what cuing system?
A. Semantic
B. Syntactic
C. Graphophonic D. Phonological
B
The students are using language structure and grammar, which is syntactic. Semantic is meaning, graphophonic is sound-letter relationships, and phonological is not a cueing system.
Remember, a reader’s oral vocabulary knowledge helps them derive meaning as they decode words. Vocabulary knowledge supports the _______ ____ system.
semantic cueing
Which of the following sets of letters would a teacher use when helping students with their diphthongs?
A. oi, ai, ei
B. kn, gn, gh
C. ee, ea, oo
D. ff, ll, pp
A
Diphthongs are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position in a word. Words like aisle, join, and loud contain diphthongs.
Which of the following would be most appropriate to strengthen automatic word recognition skills?
A. Memorize high frequency words.
B. Have students track letters with a finger as they read.
C. Write down difficult words over and over.
D. Use a dictionary for unfamiliar words.
A
Memorizing high frequency words is an effective way to increase automatic word recognition.
Which of the following represents an error in decoding vowel teams?
A. During a spelling test, the student writes cone when the teacher said coin.
B. During a fluency read, the student reads cone when the word is coin.
C. During a spelling test, the student writes bake when the teacher said back.
D. During a fluency read, the student reads bake when the word is back.
B
Answer B is decoding because the student is reading (decoding), and coin is a word that uses a vowel team (oi). Remember, encoding is when a student hears a word and writes it down (spelling test). Therefore, eliminate anything that is encoding—Answers A and C. A vowel team is a syllable that has two consecutive vowels. This eliminates answer D, because bake and back would be an error in CVCe and CVCC words.
Which of the following students would benefit most from explicit phonics instruction?
A. A pre-school student knows the alphabet but cannot recognize phonemes in words.
B. A kindergarten student can recognize pictures and associate them with words.
C. A first-grade student has memorized 100 sight words but cannot decode medium-frequency words in text.
D. A third-grade student has automaticity but struggles with low-frequency, academic words in text.
C
Answers A and B are students who are not ready for phonics. They need to be in the phonemic awareness stage of learning. Answer C is a good candidate for explicit phonics instruction because the student needs help with words that are in text often (medium frequency words). The last student in answer D is above explicit phonics instruction because the only trouble the student is having is with academic specific words—mitochondria, electoral college, literature.
A teacher asks students to think of and write down 5 words that contain the prefix in. Which of the following skills is the teacher reinforcing?
A. Greek and Latin roots
B. Structural analysis and morphology
C. Phonemic awareness and phonics
D. Vocabulary and homographs
B
Analyzing prefixes, suffixes and roots is a type of structural analysis associated with morphology.
Which of the following sets of words would be most appropriate when teaching structural analysis?
A. Bank, sank, tank
B. Green, Greek, grime
C. Impossible, unbelievable, incapable
D. Choice, voice, boil
C
Morphemes are the units of meaning in words. Breaking up compound words by prefixes and suffixes helps to understand their meaning. Answer choice C is the only answer that has words with prefixes, suffixes, and roots.
A student is identifying words with free and bound morphemes. Which of the following words should the student be identifying?
A. Sidewalk, mailman, rattlesnake
B. Station, caution, location
C. Lonely, cautiously, heavenly
D. Pizza, organize, stayed
C
A bound morpheme only has meaning when it is attached to another morpheme. A free morpheme can stand on its own. In answer C, lonely, cautiously, heavenly all contain free and bound morphemes.
Which of the following would be most effective when helping English learners understand multimorphemic words?
A. Focus on the common Latin roots in the words.
B. Memorize the spelling of words.
C. Understand the words in context.
D. Identify synonyms for the words.
A
Latin roots translate across languages. Therefore, focusing on the Latin roots in words is helpful when teaching English learners multimorphemic words.
Structural analysis is beneficial for students in the upper elementary grades because this skill:
A. Helps students decode words using phonics
B. Helps students memorize high-frequency words
C. Helps students use text structures to determine meaning
D. Helps students use strategies to break down multi-syllable words
D
The definition of structural analysis is breaking down words into smaller parts to derive meaning. That makes answer D the best answer. You may be tempted to choose answer C because it has the words text structure in it. However, text structure is not the same as word structure. Text structure relates to the type of passage the text is: compare and contrast, chronological, cause and effect, etc. This will be discussed in later sections on the study guide.
Which of the following is most useful when learning compound words?
A. Have students use decoding skills to break down vowel sounds.
B. Have students use structural analysis to break the words apart.
C. Have students use phonemic awareness to identify all the sounds in the words.
D. Have students identify if the words are CVC, CVCC, or CVCe words.
B
The best way to approach compound words is through structural analysis to break up each compound word into its 2 parts. For example, in the word sidewalk, the student can break the word up into two parts side and walk and analyze meaning that way.
When students begin to read, they acquire vocabulary skills. These skills progress in order: _________, __________, ________, ________. The following was mentioned previously in the phonemic awareness section, but it is worth revisiting here.
listening, speaking, reading, writing
Receptive Vocabulary vs. Expressive Vocabulary
Reading, Listening
Listening to a book on tape, reading an article
Receptive
Receptive Vocabulary vs. Expressive Vocabulary
Speaking, Writing
Engaging in role play, writing a poem
Expressive
