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Foundations of reading MTEL 190 complete solution Phonological awareness - Sounds of language sound units vary in sizes whole sentences, words, syllables, rimes Phonemic Awareness - Smallest unit of sound in language only level of phoneme Particular kind of phonological awareness Phonics - the sounds that letters make and the letters that are used to represent sounds Concepts of Print - Basic understanding about the way print works including the direction of print, spacing, punctuation, letters, and words Alphabetic Principle - Recognition that phonemes are represented by graphemes (letters and sounds) graphemes represent phonemes Syllables - Parts of words that contain one and only one vowel sound ex. Hat= one syllable Heat= one syllable but has two vowel letters -ONLY ONE VOWEL sound
Clap hands together and find them Rhyming - Phonological awareness Skill recognize some words sound alike onsets= do not need to be the same Rimes= do have have to be spelled the same to rhyme Phoneme blending - putting sounds together Phoneme segmenting - Taking apart syllables or words into separate phonemes onsets - consonants that go before the rimes /bl/= blue rimes - part of syllables that begin with the vowel and extend to the end of the syllable /ew/= chew consonance - repetition of a consonant sound usually the end or middle of words ex. school- the l sound
Consonant Digraph - 2 consonants that go together to make a new word ex. shower= /sh/ over powers everything DO NOT BLEND Consonant blends - 2 or 3 consonants that BLEND together and ALL sounds are heard appear in the beginning or ends of single syllables ex. start, team = no overpowering= team work Decoding - Process of recognizing a written word by applying letter sound correspondence or using analytic skills= break them down start= st ar t = the hoops Encoding - Process of WRITING a word using word analysis skills- SPELLING encoding and decoding are siblings - helps each other Phonetic spelling - Invented spelling young writers slowly pronounce the word they want to write and listen for each sound they hear ex. WUZ= WAS Semantic clues - meaning clues found within phrases or sentences
a student says rat instead of ran- not using clues because it does not make sense children use these to predict what would word makes sense in a sentence. Syntactic Clues - GRAMMATICAL CUES found within phrases or sentences ex. the big gray BLANK ran down the road. Children use these to predict what word wound SOUND RIGHT in a sentence Context clues - Listeners and readers use surrounding words to recognize/ define words they do not know or look unfamiliar Consists of both semantic and syntactic clues ex. what word word sound right and make sense here? Explicit phonics instruction - Planned and direct teachers plan systematically Implicit Phonics instruction - Incidental or embedded in OTHER teachings NOT SYSTMATICALLY OR PLANNED linked to analytic phonics instruction
CVCC - Consonant/ vowel/ consonant/ consonant short vowel sound EX. PILL CCVCC - Consonant/consonant/vowel/ consonant/ consonant short vowel sound EX. BLAST CVCe - Consonant/vowel/ consonant/ silent E Long vowel sound and silent e applies 63% of the time EX. make, bake VV - vowel/vowel digraph or diphthong sound ex. chart or straw VR - Vowel/ r-controlled
NOT LONG OR SHORT VOWEL SOUND
ex. car, bar I- controlled vowel - when the vowel A is followed by L or LL a= does not make it's typical sound ex, all - although Common phonograms - One syllable patterns that begin with a vowel and extend to the end of the syllable also known as rimes, spelling patterns , word families ex. ight. ate, ing, ll High frequency words- sight words - Most frequently used words in the language words often defy decoding/ phonics generalizations so readers MUST recognize the whole word automatically ex. was, the, she, he, and Homophone - Words that sound alike but are not spelled the same ex. to ,too , two phone is something we listen to and we listen for it to ring- SOUND ALIKE
make sentences more grammatically acceptable but do NOT change the word's part of speech ELL struggles Derivational Suffix/ ending - Used to alter a word's part of speech act= verb action= noun active= adjective common ones are; tion, able, ment, less, ful, ous, ist Affixes - Either prefix or suffix added to base or root words to change their grammatical function or their part of speech Morpheme - Smallest unit of meaning in a language suffix, root, bases and prefixes are ALL considered them free ones can stand alone such as base words bond ones MUST be attached to another word sandboxes are 3
- sand
- box
- es Base words - free morphemes that captures the bulk of the meaning in a word rerun- base word= run compound words have two base words Root words - free morphemes but they are bound morphemes both capture the bulk of the meaning of the word EX. AUDIO= audience Etymology - the study of word origins Context clues - help determine either word identification and/ or word meaning Are the words that surround unfamiliar words that allow readers to use semantic or syntax clues to determine pronunciation, meaning or help identify Common syllable types - 6 single syllable types
- open
- closed
Orthography - spelling system of a language common orthographic rules or patterns - I before E except after C as in thief and receive Spelling by analogy - use spelling patterns tp spell longer multisyllabic words cognate - roots or words that are used in more than one language that share spelling, pronunciation and meaning spaniish Fluency - reading accurately, at a good rate and with prosody Necessary but not sufficient for comprehension Atomicity - accuracy and speed prosody - reading with expression- not a robot essential to fluency Independent reading level - 95-100% accuracy Instructional reading level - Level at which children read with 90-95% fluency Frustration reading level - Below 90% accuracy
ELL - proficient in accuracy and rate but struggle with prosody Repeated reading - reading the same text more than once promote fluency echo reading - echoing the text, sentence by sentence after the teacher reads promote fluency partner reading - taking turns reading orally and reading a familiar text with a partner promote fluency Decodable text - text built on regular phonics patterns, phonograms and high frequency words easy for beginning readers ex. frog and toad complex academic text - text requires close reading includes varying text structure, unfamiliar concepts, unfamiliar grammatical structures and unfamiliar vocab NOT FOUND IN CONVERSATIONS
Denotative meaning - EXPLICIT meaning of words of definitions of words SWEET= something that tastes sweet with sugar in it Connotative meaning - Suggested or associated with a word SWEET= good or fine meanings are determined IN context Semantic map or web - graphic organizer that a teacher constructs with children by brainstorming their associations with a particular concept large new concept in the center and then record children's associations by making a web children learn from other children's ideas Academic language - specific to school and school book settings includes grammatical structures and vocabulary NOT HEARD IN CONVERSATIONS tier 2 vocab= academic vocab Complex sentences - At least one independent clause and one or more dependent clause ex. My dog likes to chase balls when she isn't tired.
when she isn't tired is a dependent clause because it cannot stand alone Dependent clause - does not express a complete thought and cannot stand alone as a sentence Independent clause - A clause that can stand alone as a sentence Compound sentence - two independent clauses joined by (and,or, or but ) My dog likes to chase balls and she likes to take naps. Simple sentence - one independent clause My dog likes to chase balls Parallel structure - TWO OR MORE words, phrases, or clauses that are similar in length and grammatical form ex. The women were strong, the men were good-looking and the children were above average. Non- paraelle structure - The women were strong, the men were good- looking and the children liked school. the structure of were was broken with "liked school" Expressive vocabulary - Words learners can use in their oral language
teachers can promote this Total Physical Response - ELL teachers use this by using body language or facial expressions to act out concepts ask students to use their own response Greek and Latin roots - the etymology of many English words derives from Latin or Greek Apposition or appositives - Occur in English sentences when a noun or noun phrase is explained or renamed after a comma with another noun or noun phrase ex. Santa brought our Labrador Retriever, our dog a new bone. Synonym - A word that means the same as another word Antonym - a word opposite in meaning to another thesaurus - a book of synonyms Literary/ Imaginative text - Stories or fiction where the characters are made up fables/ fairy tales historical fiction realistic fiction modern fantasy Literary Elements - Components that make a story
characterization setting theme plot mood/ tone nonfiction is NOT included literal language - language that is right there explicit NO inferences needed inferential language - Implicit NOT explicit language that requires readers to combine literal language from the text with prior knowledge or to make connections writers expect readers to make inferences when they read Figurative language - language that is NOT literal similes metaphors idioms symbolism imagery
