(Praxis) Teaching Reading: Elementary 5205 (2023/2024) Rated A+

(Praxis) Teaching Reading: Elementary 5205 (2023/2024) Rated A+ phonological awareness the ability to reflect on and manipulate the sound structure of spoken language Phonics the sounds that letters make and the letters that are used to represent sounds Elements of phonological awareness Rhyme, alliteration, segmenting, blending, syllable manipulation, onset and rime Phonemic Awareness The ability to hear, identify, and manipulate the individual sounds, phonemes, in oral language. Methods for Teaching Phonemic Awareness -clapping syllables in words -distinguishing between a word and a sound -using visual cues and movement to help children understand when the speaker goes from one sound to another -incorporating oral segmentation activities which focus on easily distinguished syllables rather than sounds Phonemic Segmenting Phonemic Awareness skill. Ability to break words down into individual sounds. Relatively high phonemic awareness skill phonemic deletion the ability to identify how a word would sound if one sound were omitted Phonemic substitution - Substitute one sound for another - Example: /b/ in /ball/ for a /t/ to make /tall/ The Emergent Reader: Reading Instruction Begin phonemic awareness: -Help to recognize print in environment -Help to make predictions in stories -Observe pretending to read -Help to recognize letter shapes phoneme-grapheme correspondence the relationship between a sound and the letter that represents it Consonant Digraph Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/). Blends two letters that are pronounced together with each letter retaining it pronunciation Dipthong 2 vowels in which the sound begins at the first vowel and glides toward the sound of the second vowel (snout=ou/boy=oy) Syllable Types There are six syllable types: 1. Closed: cat, cobweb 2. Open: he, silo 3. Vowel-consonant-e (VCE): like, milestone 4. Consonant-l-e: candle, juggle (second syllable) 5. R-controlled: star, corner, 6. Vowel pairs: count, rainbow closed syllable ends in a consonant open syllable ends in a vowel Vowel-Consonant e syllable syllable ends in one vowel, one consonant, and a final e - the final e is silent - the vowel is long (cake, five, athlete, rope, cube) Consonant-le syllable AKA final stable syllables. Bubble, maple, kettle, and fiddle. Final Stable Syllable a syllable with nonphonetic spelling that occurs frequently in the final position in English base words (ble in stable, tion in station, cial in special) R-controlled syllable A vowel followed by an r. The r affects the sound the vowel makes, and both sounds are heard within the same syllable: or, ir, er, ar, ur word families groups of words that have the same ending sound (rime) but a different beginning sound (onset), such as can, man, fan. vowel digraph two vowels, and occasionally three, that make one sound (rAIn, grEAt, lEAves) it's a LONG VOWEL sound that starts with the first letter. vowel team syllable with two adjacent vowels (strEAm, fOOt, yOUng) morphological analysis analyzing the lexical, inflectional, and derivational morphemes of unfamiliar words to infer their meanings Morpheme in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix, suffix, or affix) prefix a syllable or word that comes before a root word to change its meaning suffix word ending affix a prefix or suffix base words a stand alone linguistic unit that cannot be deconstructed or broken down into smaller words Multisyllabic Words Words with more than one syllable. A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read should increase steadily throughout the grades. expressive vocabulary the words a person can speak receptive vocabulary words the child understands methods for teaching vocabulary - Frayer model (definition, characteristics, examples, and non-examples) - Context clues - Generating new sentences with the word - Viewing morphology, such as prefixes, suffixes, or latin roots Anticipation Guide A list of statements about a topic that children discuss before reading an informational book informational text structures Description (describes), Sequence (goes in order), Cause & Effect (shows an event and the effects after), Problem & Solution (shows a problem and one solution), Compare & Contrast (similarities and differences between two things/events) story grammar The general structure of stories that includes story elements. Question-Answer Relationship (QAR) Four types: Right there; think and search (in text, but in more than one spot), author and you, on my own. Students then explain the basis of the answer. Cite a source or provide textual evidence for opinions/throughts. Right There Questions (QAR) The answer is in the story in a single sentence and easy to find Think and Search Questions (QAR) The answer is in the story, but students need to put together information from different parts of the story. Not easy to find. "Author and You" questions (QAR) "Author and You" questions - require the reader to use what he or she already knows coupled with what he or she has just learned from the text. On my own questions (QAR) The answer is not text-based. Students may be able to answer the question without reading the selection by using their own experiences and background knowledge. Alphabetic Principle an understanding that letters and letter patterns represent the sounds of spoken words. Decoding interpreting and trying to make sense of the message encoding words Oral Language Development enhance skills: be involved in open-ended (whole group, small group, and one-on-one) discussions, read alouds, echo reading, songs, nursery rhymes, storytelling, readers theater, cloze activities, poetry, role play and drama, fingerplays... Fluency activities - At home reading - Choral reading - Repeated reading - SSR Phonics Instruction the systematic, exlicit presentation of sound-letter relationships; for children to benfit from it they need phonemic awareness. Phonological Awareness Continuum Phonics method of teaching emphasizes the association between the grapheme and the phomene. phoneme in language, the smallest distinctive sound unit Grapheme the smallest part of written language that represents a phoneme in the spelling of a word strategies for english language learners - build background knowledge - teach vocab explicitly - check comprehension frequently Explicit Phonics Instruction Begins with the instruction of the letters (graphemes) with their associated sounds (phonemes). Next, explicit phonics teaches blending & building, beginning with blending the sounds into syllables and then into words Systematic Phonics Instruction systematic phonics programs teach children an extensive pre-specified set of letter sound correspondences or phonograms. Phonics Maintenance After each sound-spelling is introduced, and the spelling is written on an index card, use the index card deck to review all the sound-spellings. Semantic Feature Analysis A graphic organizer using a grid to compare a series of words or other items on a number of characteristics. Criterion-Referenced Assessment An assessment that compares a student's performance with a preset standard Nondecodable Words, Sight Words Sight words, often also called high frequency sight words, are commonly used words that young children are encouraged to memorize as a whole by sight, so that they can automatically recognize these words in print without having to use any strategies to decode. List-Group-Label teacher supplies stimulus topic, students provide related vocabulary and then are challenged to categorize and label groups of these words Word Wizard Each student is responsible for learning three new words and teaching those words to their group. (Jigsaw strategy) word map A vocabulary strategy for visually mapping key elements associated new vocabulary. Metacognitive Strategies -Good readers use these to think about and have control over their reading -Before reading: they clarify their purpose for reading and preview the text -During reading: they monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing up" any comprehension problems they have -After reading: they check their understanding of what they have read Word Attack Skills knowledge of word and letter sounds; used to aid in pronouncing unfamiliar words Miscue Analysis A way of acquiring insight into children's reading strategies by studying the mistakes they make when reading aloud. Reading Strategies Before reading: setting a purpose During reading: self-monitoring After reading: summarizing syntactic knowledge knowledge of how words can be combined in meaningful sentences, phrases, or utterances. semantic knowledge Knowledge of the meanings of words and word combinations. Elkonin Boxes a strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word. Open Word Sort Students determine how to categorize the words, thereby becoming involved in an active manipulation of words. Closed Word Sort The teacher defines the process for categorizing the words for students to sort. picture sort A categorization task in which pictures are sorted into categories of similarity and difference. Pictures may be sorted by sound or by meaning. Pictures cannot be sorted by pattern. Flexible Grouping Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups. Appositive A word or phrase that renames a nearby noun or pronoun. "My brother's car, a sporty red convertible with bucket seats, is the envy of my friends." - "Your friend Bill is a nice guy." Parallelism similarity of structure in a pair or series of related words, phrases, or clauses subject-verb agreement subject stays the same; verb must be singular or plural to match the subject dangling modifier a word or phrase that modifies a word not clearly stated in the sentence