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Phonology - answerrule system within a language by which phonemes are sequenced, patterned and uttered to represent meanings the study of speech sounds in language What are the steps in the revision process of writing? - answer Logic Completeness Style Visuals Document design phonological awareness - answer awareness that the spoken language can be taken apart in many different ways: -sentences broken into words, -words divided into syllables (sis/ter), -syllables divided into smaller, individual sounds (phonemes) such as /c/ /a/ /t/. -words separated into onsets and rimes /c/ /at/. INCLUDES knowledge of: -rhyming -alliteration (hearing similarity of sounds, as in "Peter Piper picked a peck of pickled peppers") -intonation phoneme - answerthe smallest unit of sound in a language; does not have meaning by itself, but when put together with other phonemes, creates a word (ex: /b/ /a/ /t/ = bat) How letters relate to phonemes - answerLetters are a code of symbols that spell phonemes in words decoding - answertranslating symbols (letters) into sounds Child is able to sound words out by understanding letter sound correspondence How many phonemes are there in English? - answerAbout 40-44, depending on accents. These are represented by the 26 letters of the alphabet and combinations of letters (th, sh, ch, etc.) segmenting - answerbreaking a word up into its phonemes (sounds) onset - answerthe first part of a syllable, before the vowel. Not all words have ____s, because some syllables start with the vowel sound.
Ex1: c is the ____ in cat) Ex2: at does not have an _____ because it starts with the vowel rime - answerThe part of a syllable that is the vowel and any consonant sounds that come after it. Comes after the onset if the word has an onset. Ex: "at" in cat (c is the onset here) Ex2: "at" in at (no onset) Ex3: "it" in it (no onset) Ex4: "it" in sit (s is the onset here) syllable - answera basic unit of speech sounds that can be divided into two parts— onsets and rimes closed syllable - answerA syllable with a short vowel, spelled with a single vowel letter ending in one or more consonants. Ex: DAP-ple HOS-tel BEV-er-age Vowel-Consonant-e (VCe) syllable - answerA syllable with a long vowel, spelled with one vowel + one consonant + silent e. Ex: com-PETE des-PITE open syllable - answerA syllable that ends with in vowel and the sound is long, spelled with a single vowel letter. ex: PRO-gram TA-ble RE-cent A-pron RE-mem-ber VE-hic-le Vowel Team syllable (including diphthongs) - answerSyllables with long or short vowel spellings that use two to four letters to spell the vowel. Diphthongs ou/ow and oi/oy are included in this category. AW-ful TRAIN-er con-GEAL SPOIL-age Vowel-r (r-controlled) syllables - answerA syllable with er, ir, or, ar, or ur. Vowel pronunciation often changes before /r/. in-JUR-i-ous
phonological vs. phonemic awareness - answerPhonological awareness: understanding that words are made up of small sound units (phonemes). AND that words can be segmented into larger sound "chunks" like syllables, onsets and rimes basis for phonics Kids w/ phonological awareness can: -identify and make oral rhymes, -clap out the syllables -recognize words w/ same initial sounds (mom/map) -find small words in bigger words (cat in catalogue) Phonemic awareness: sub-skill under phonological awareness - deals with only one aspect of sound: the phonemes Kids w/ phonemic awareness can: -segment words (mat to /m/ /a/ /t/) -blend words (/m/+/at/ = mat) -decode words (sound words out) -substitute phonemes (mat to cat) -can hear hear rhyme and alliteration -find which (inital/ending/etc.) sound is "not like the others" (ie. "bat", "ball", "wet") If a child knows that words is made up of letters and that those letters have sounds, they have __________ - answerphonemic awareness stem - answerroot word along with prefixes and suffixes ex: steamboat has 2 ~s: steam and boat ex2: pickpocket has 2 ~s: pick and pocket If a child is identifying similar phonemes in similar words, they are ______________. They need ____________ awareness in order to do this. - answerrhyming, phonemic Can you teach with phonemic awareness? - answerNo. You can teach using the phonics system what the child is getting out of it is phonemic awareness. grapheme - answerA letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English ex: e, ei, igh, eigh ex2: /ch/, /sh/, /th/ letter sound correspondence aka Graphophonemic Knowledge - answerrelationship between phonemes (sounds) and graphemes (symbols that represent those sounds, aka letters)
How is letter sound correspondence taught? Teaching Strategies - answer-letters that occur frequently taught first (ex: M, A, T) -letters that look/sound similar are separated in the instructional sequence -short vowels taught before long vowels -lower case letters taught first because they occur more frequently deleting phoneme example - answerremove the /s/ sound from the following words, what words do you get? Mist, stop, sand, fast, gust remove the /d/ sound from the following words, what words of you get? stand, band, card, dash affixes - answerprefixes and suffixes fluency - answerAccuracy + Automaticity + Prosody the ability to read a text accurately, quickly, and with expression -recognize words automatically and group them so they can understand what they read. -focus their attention on what the text means. -recognize and comprehend words at the same time -reading is effortless and expressive accuracy (in literacy dvlpmt) - answerreading words in text with no errors high frequency words - answer-a small group of words (300-500) that account for a large percentage of the words in print -can be regular or irregular words -same as sight words -automatic recognition of these words is required for fluent reading rate (in literacy dvlpmt) - answerthe speed at which a person reads prosody - answerreading with expression, proper intonation, and phrasing. -helps readers to sound as if they are speaking the part they are reading. element of fluency that sets it apart from automaticity stop sounds - answera sound that can only be said for an instant, otherwise its sound will be distorted (i.e., / b/, /c/ /d/, /g/, /h/, /j/, /k/, /p/, /q/, /t/, /x/). Words beginning with these sounds are more difficult for students to sound out than words beginning with a continuous sound.
ex: ham- the /m/ blends with the /a/ to distort the vowel Consonant Blend - answer2 (+) consecutive consonants that all keep their individual sounds /bl/ in block /str/ in string Consonant Digraph - answer2 consecutive consonants = one phoneme /ch/ /sh/ Decodable Text - answerText that has 80%-90% of the words made up of sound- symbol relationships that have already been taught. (ex: Sam books) -practice specific decoding skills -bridge between learning phonics and application of phonics in independent reading. Decodable Words - answerwords that contain phonic elements that were previously taught words kids can sound out Decoding - answer-sounding it out -the ability to translate a word from print to speech, usually by using knowledge of sound symbol correspondences Derivational Affix - answerA prefix or suffix added to a root or base to form another word (e.g., - un in unhappy , -ness in likeness). Digraphs - answer2 adjacent letters that make 1 sound /ea/ in bread; /ch/ in chat; /ng/ in sing Diphthong - answer2 vowels in which the sound begins at the first vowel and moves toward the sound of the second vowel (e.g. "boy") Elkonin Boxes/Sound Boxes - answerA framework used during phonemic awareness instruction. To use a child listens to a word and moves a token into a box for each sound or phoneme Expository Text - answerInformational Test factual information and the relationships among ideas.
-more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts. Five Components of Reading - answer1.)Phonemic awareness, 2.)phonics, 3.) fluency, 4.) vocabulary, and 5.) comprehension Flexible Grouping - answerGrouping students according to shared instructional needs and abilities -regroup as their needs change. -Group size and allocated instructional time may vary among groups. Floss Rule - answerWords of one syllable, ending in "f", "l", or "s" - after one vowel, usually end in "ff", "ll", or "ss" (sounds /f/, /l/, /s/). Frayer Model - answergraphic organizer -focuses on vocabulary categorization or concept attainment and is similar to the Quadrant Model. guides students through a concept attainment activity Circle in middle of quadrant of connected empty boxes -"what it is" (description) -"what it is not" -examples -non-examples (example of opposite of idea/word) Frustrational Reading Level - answerThe level at which a reader reads at less than a 90% accuracy (i.e., no more than one error per 10 words read). Student is not yet ready for books of this level independent level: Easy instructional level: challenging but can do frustration level: too difficult Generalization - answerThe ability to use a learned skill in novel situations Graphophonemic Knowledge (=letter sound correspondence) - answerThe relationship between letters and phonemes. Homograph - answersame spelling, different meaning can sound same or different ex: (tin) can/can (able to)
governs pluralization and conjugation Includes: phonemes, graphemes, root words, affixes -can be a free ______, or a bound ______ -bound _____s are usually affixes -NOT the same as a syllable Ex1: Mean-ing-ful: Mean can stand on its own (free ____), but ing and ful can't (bound _____). ex2: pins: pin (free _______s), -s (bound ____) ex3: unladylike: un, lady, like ex4: technique: only one _____, 2 syllables derivational morphemes - answermost bound (affixes) morphemes are ~ when combined with roots or stems, form new words with new meanings has potential to change part of speech ex: -ly unbelievably past participle - answerpast perfect I have done Single syllable words with more than 1 morpheme - answerpins: pin, s dogs: dog, s Examples of free morphemes - answerexs: table, lion, platform, some, horror, label bound morphemes - answer-morphemes that need to be added to an existing base -do not have meaning on their own ex: internationalization base morpheme: nation ____morphemees: inter-, -al, -ize, -ation Orthography - answerthe way in which words are spelled Orthographic Units - answerletters the representation of the sound of a language by written or printed symbols Phases of Word Learning: - answerPre-alphabetic-
Sight word learning at the earliest period. no letter-sound connections to read words; if can read words at all, do so by remembering selected visual features. Partial alphabetic- learn the names or sounds of alphabet letters and use to remember how to read words. form connections between only some of the letters and sounds in words, often only the first and final letter- sounds. Full alphabetic- complete connections between letters in written words and phonemes in pronunciations. Consolidated alphabetic- can use morphemes, syllables, or subsyllabic units such as onsets and rimes. Common spelling patterns become consolidated into letter chunks, and these chunks make it easier to read words. Emergent Reader Skills: - answer-can identify parts of books and how to hold a book -directionality of print -voice to print match parallel expressions (aka Parallel structure, parallel constuction or Parallelism) - answerusing the same pattern of words to show that two or more words or ideas are of equal importance and to help the reader comprehend what is being written. The repetition of a chosen grammatical form within a sentence. By making each compared item or idea in your sentence follow the same grammatical pattern, you create a _______________. example: "She wants either to go to Switzerland to compete or to go to Spain to teach." Because the phrases that follow "either" and "or" are consistent (TO GO TO Switzerland and TO GO TO Spain). ex2: Ashley likes to ski, to swim and to jump. (incorrect version would be: Ashley likes to ski, to swim and jumping) ex3: Mary wanted to make sure that she made her presentation creatively, effectively and persuasively. This is correct and uses parallel structure. ex4: Tim was considered to be a good employee because he was never late, he was very motivated and he was not lacking in initiative. (incorrect version of this sentence would read: Tim was considered to be a good employee because he was never late, he was very motivated and he did not lack initiative.)
"What would make sense here?" "Does that make sense?" SYNTACTIC: relates to the structure of language. word order, sentence structure, GRAMMAR usage, word parts (affixes, syllables, morphemes, etc.), predicting the words that will come next in a sentence, CONTEXT clues "What kind of word belongs here?" "Does this sentence sound right?" PHONOLOGICAL: sounding it out, responsible for recognizing the distinct speech sounds heard in language PRAGMATIC: slang vs formal speech (aka speech codes) and when to use each one, practical use of language, often directed by the culture of the individual or the context in which he or she is using language. For example, student may use slang with his friends, but a more formal speech pattern/code with his teacher. Pragmatic processing system - answerused to determine when to use slang vs formal speech (aka speech codes) and when to use each one, practical use of language, often directed by the culture of the individual or the context in which he or she is using language. For example, student may use slang with his friends, but a more formal speech pattern/code with his teacher. phonological processing system - answerused when sounding it out, responsible for recognizing the distinct speech sounds heard in language Syntactic processing system - answerrelates to the structure of language. word order, sentence structure, GRAMMAR, usage, word parts (affixes, syllables, morphemes, etc.), predicting the words that will come next in a sentence, CONTEXT clues "What kind of word belongs here?" "Does this sentence sound right?" Semantic processing system - answerthe MEANING system: vocabulary, allows an individual to understand or express nuances of meaning by using specific words, degrees of intensity (ex: hungry vs. starving) , idioms, word play, synonyms, antonyms, cliches "What would make sense here?" "Does that make sense?" phoneme segmentation - answerthe ability to break a word into its separate sounds, count the sounds and say each sound as it is counted.
ex1: the 3 sounds in pig are /p/ /i/ /g/ ex2: the first sound in pig is /p/, the second sound in pig is /i/, the third sound in pig is /g/ ex3: The ability to identify four sounds in the word "clap" demonstrates an understanding of this principle characteristics of a fluent reader - answerDecodes unfamiliar words with accuracy be able to apply phonics concepts to non-sight words to accurately decode them Demonstrates developmentally appropriate automaticity be able to read smoothly and at an appropriate rate Reads aloud with prosody: proper expression and regard for punctuation be mindful of phrasing and punctuation as he or she injects expression into oral reading. NOT: determines definitions/paraphrases orthographic word processing system - answer-ability to visualize and remember spelling/letter patterns in words -uses this visualization/memory to transfer this knowledge to reading and writing new words that follow the same patten (Although these words could also be phonologically decoded, the reader is not using this system in this case, because he or she is not "sounding out" the words letter by letter, he/she is spelling them on his/her own.) Example: A beginning reader is learning to read and spell the following words. five dime gave cute hope The reader is able to visualize and remember the letter patterns in the words and transfer this knowledge to reading and writing new words such as "hide," "take," and "robe." The reader in this example is using the ______________________________ to extend learning. 5 levels of phonemic awareness - answer1.) rhyming and alliteration 2.) sentence segmentation 3.) syllable blending and segmentation 4.) onset rime, blending and segmentation 5.) phoneme blending and segmenting words into phonemes
Three most common categories of spelling - answer1.) Regular spelling: pronunciation of a word can be predicted based on the spelling 2.) Irregular spelling: does not sound how its spelled, spelling of these words have to be memorized 3.) Invented spelling: student's attempt to use his or her personal judgement to guess how a word is spelled linguistic awareness - answercomprehending language use ex: 1.)developing vocab 2.)recognizing rhyming words 3.)matching words by sounds 4.)understanding syllables 5.)printing letters and words 6.)writing messages and stories 3 skills critical to learning to read/write - answerprint knowledge: understand print letters, words, books emergent writing: using print in meaningful ways linguistic awareness: comprehending language use literature-based reading approach - answerreading programs in which instruction is based in authentic children's literature in a leveled format. The whole-language movement and new understandings about children's literacy learning brought the use of real literature to the classrooms of many schools. helps students become motivated to read whole language approach (=basal reading approach) - answeremphasizes reading immersion techniques to familiarize students with irregularities in spelling uses books, workbooks and activities based on content and information that has meaning for the students done in a sequence in which each book or activity is designed to build on the skills learned previously Strength: gives students more exposure to different words and familiarizes them with the irregularity of English spelling Weakness: doesn't allow students to sound words out other subject areas are incorporated into thematic units and lessons
as students read and write, teacher interjects skills in spelling, grammar, reading, and writing scaffolding - answerAdjusting the support offered during a teaching session to fit the child's current level of performance Building on what a student already knows provides a temporary support for a student who is not yet ready to perform the task alone. Teacher gives needed support at the beginning of lesson (by paraphrasing textbook, asking questions and exploring ideas, for example). Teacher will gradually decrease it as the students become more independent and gain higher-order thinking skills choral responding - answerOral response of students (in unison) to a question or problem presented by the teacher Automaticity refers to a student's ability to __________________________ - answerprocess, decode, and understand written words without effort Current research supports that English-language learners are best supported by________ -_________ __________ and ____________ ____________- _____________ _____________ when learning English as a second language. - answermeaning-focused practice, appropriate form-focused instruction More info: Current research suggests that when English learners receive instruction with EXPLICIT TEACHING OF LEARNING STRATEGIES, the learners become more efficient and effective learners in the second language. Teachers also need to be open to a MULTITUDE OF LEARNING STYLES = PRESENT INSTRUCTION IN MANY DIFFERENT WAYS Students need large amounts of MEANING-FOCUSED PRACTICE AND FORM- FOCUSED INSTRUCTION at appropriate times phonological awareness: The decoding of unfamiliar words depends on the ability to _____________________________________________. - answerassociate sounds with written letters When do children begin and end growing into reading and writing? - answerCurrent research supports that emergent literacy is the idea that children grow into reading and writing with no real beginning or ending point. Begins at birth
Quantitative measures of text complexity (=Quantitative factors of text complexity) (=Quantitative features of text complexity) - answerinvolves an amount, or quantity sentence length, number of difficult or unfamiliar words, syllable count, number of complex and compound sentences What publishers traditionally relied upon to determine the difficulty of a text. These factors are fairly limiting when it comes to determining the complexity of a text. Factors of text complexity: Qualitative measures of text complexity (=qualitative factors of text complexity) (=qualitative features of text complexity) - answerexamine text attributes that can only be evaluated by a human reader levels of meaning :purpose of the writing explicitly stated or vague? single purpose or multiple? structure: is writing organized? chronological order? free from unnecessary distractions? sections and features clearly labeled? Visual aids and pictures contribute to the structure of a text. language conventions: Is the language clear? modern/unfamiliar? conversational/academic? cohesive? knowledge demands: single or multiple themes? simple or complex theme? relatable experiences or vastly different experiences from those of reader? perspective, changes in setting? references to other texts? Factors of text complexity: Considerations relating to the reader and task - answervital third component Each reader brings different skills, background, and motivation to the act of reading. Child interested in the topic? = more background knowledge, want to learn more importance of the assignment itself Skimming for key piece of info/reading leisurely vs. preparing for an exam/assembling a piece of equipment, or reading for long-term retention. What qualitative measures does a text-leveling system take into account? - answer- Predictability of text -Text structure and organization (logical nature of organization; text and feature distractions; labeling and reader supports) -Illustration support and infographics (complexity; text reliance on)
-Knowledge demands (concept load; topic; single vs. multi-themed; intertextual dependence) What quantitative measures does a text-leveling system take into account? - answer- Total word count -Number of different words; ratio of different words to total words -Number of high frequency words; ratio of high frequency words to total words; number of low frequency words; ratio of low frequency words to total words -Sentence length; sentence complexity Characteristics of a Nursery Rhyme - answercan be sung or told lively and slightly unpredictable meter regular rhyme schemes playful and nonsense situations nonsense words The factors involved in text complexity include the length and structure of sentences. The number of complex and compound sentences in a text is a ______________ factor because ___________________________. - answerquantitative, it involves an amount, or quantity. Narrative poems must include ________ ________ __________ such as _________ and ____________. - answerbasic story elements, characters, plot After locating basic information on a topic for a research report, the next best step to take in the process is to _______________ - answerdetermine which information is most relevant to the research topic proper research techniques - answer steps in the revision process of writing - answerrevision stage: where changes to content and organization are made then editing: where changes to structure and grammar are made difference between primary and secondary sources? - answerPrimary sources are original documents such as a researcher's data. Secondary sources interpret and analyze primary sources. Writers should ask themselves, "______________________________________?" during the revision process to address the coherence of a composition. - answerAre all my details related to the main idea? In the revision stage of the writing process changes are to content and organization. A composition with coherence contains ideas and details that are all related to the main idea.
