WGU D669
WGU D669 EARLY LITERACY METHODS
MIDTERM EXAM 2025
Scarborough's reading rope - -language comprehension
-background knowledge
-vocabulary
-language structures
-verbal reasoning
-literacy knowledge
Word recognition
-phonological awareness
- decoding
-sight recognition
Print awareness - -the ability to be aware of the forms and functions of printed
language.
Book awareness - -understanding how books work
Word awareness - -understanding that letters make words
Letter awareness - -understanding that sounds are represented by letters
Promoting print awareness while reading - -ensure students understand book
organization, teaching them basics like reading left to right and top to bottom,
recognizing print with accompanying pictures, understanding page numbering, and
grasping the purpose of reading for meaning.
Read aloud from books with large, easy-to-read print and stories featuring predictable
words. Point to words to connect spoken and written language.
Use "big books" to highlight frequently occurring words like "a," "the," "is," "was," and
"you."
Teach and practice print conventions such as left-to-right directionality, word
boundaries, capitalization, and punctuation.
Teach proper book handling and reinforce book awareness.
Promoting print awareness in the classroom - -label classroom objects to reinforce print
recognition.
Reinforce print conventions seen in classroom materials like signs, labels, posters, and
calendars.
Recognize letters in places outside of books
Ensure classroom decor is full of print.
Incorporate books, letters, songs, or rhymes in different parts of the curriculum.
WGU D669
, WGU D669
Promoting print awareness at play - -encourage preschoolers to engage with print
through pretend activities like writing shopping lists, creating signs, composing letters,
or making cards.
Recognize letters in places outside of books.
Play with letters of the alphabet in centers or during free play. Have things available like
letter fridge magnets in a play kitchen.
Include letters in art or sensory activities, like building letters with clay or finding letters
in a sensory bin.
Concepts about print assessment (cap) - -locate the front and back cover of the book.
Identify the title of the book.
Determine where to start reading.
Determine the direction in which to read and where to go at the end of a line.
Point out a letter.
Recognize capital and lowercase letters.
Identify a word.
Recognize the first and last word of a sentence.
Locate the first and last words on a page.
Identify punctuation marks.
Concepts about print - -the understanding of how printed materials, such as books and
other written texts, function and are structured
Sound classifications - -stops
Nasals
Fricatives
Affricatives
Glides
Liquids
Stops - -consonant sounds produced by momentarily stopping the airflow in the vocal
tract. Examples include /p/, /b/, /t/, /d/, /k/, and /g/.
Nasals - -consonant sounds produced with the nasal passage open, allowing air to
escape through the nose. Examples include /m/, /n/, and /ŋ/.
Fricatives - -consonant sounds produced by forcing air through a narrow opening or
passage in the vocal tract, creating friction. Examples include /f/, /v/, /s/, /z/, /ʃ/, and /ʒ/
Affricatives - -consonant sounds that begin as stops but are released as fricatives. They
involve a brief stoppage of airflow followed by a slow release with friction. Examples
include /tʃ/ (as in "ch") and /dʒ/ (as in "judge").
WGU D669
WGU D669 EARLY LITERACY METHODS
MIDTERM EXAM 2025
Scarborough's reading rope - -language comprehension
-background knowledge
-vocabulary
-language structures
-verbal reasoning
-literacy knowledge
Word recognition
-phonological awareness
- decoding
-sight recognition
Print awareness - -the ability to be aware of the forms and functions of printed
language.
Book awareness - -understanding how books work
Word awareness - -understanding that letters make words
Letter awareness - -understanding that sounds are represented by letters
Promoting print awareness while reading - -ensure students understand book
organization, teaching them basics like reading left to right and top to bottom,
recognizing print with accompanying pictures, understanding page numbering, and
grasping the purpose of reading for meaning.
Read aloud from books with large, easy-to-read print and stories featuring predictable
words. Point to words to connect spoken and written language.
Use "big books" to highlight frequently occurring words like "a," "the," "is," "was," and
"you."
Teach and practice print conventions such as left-to-right directionality, word
boundaries, capitalization, and punctuation.
Teach proper book handling and reinforce book awareness.
Promoting print awareness in the classroom - -label classroom objects to reinforce print
recognition.
Reinforce print conventions seen in classroom materials like signs, labels, posters, and
calendars.
Recognize letters in places outside of books
Ensure classroom decor is full of print.
Incorporate books, letters, songs, or rhymes in different parts of the curriculum.
WGU D669
, WGU D669
Promoting print awareness at play - -encourage preschoolers to engage with print
through pretend activities like writing shopping lists, creating signs, composing letters,
or making cards.
Recognize letters in places outside of books.
Play with letters of the alphabet in centers or during free play. Have things available like
letter fridge magnets in a play kitchen.
Include letters in art or sensory activities, like building letters with clay or finding letters
in a sensory bin.
Concepts about print assessment (cap) - -locate the front and back cover of the book.
Identify the title of the book.
Determine where to start reading.
Determine the direction in which to read and where to go at the end of a line.
Point out a letter.
Recognize capital and lowercase letters.
Identify a word.
Recognize the first and last word of a sentence.
Locate the first and last words on a page.
Identify punctuation marks.
Concepts about print - -the understanding of how printed materials, such as books and
other written texts, function and are structured
Sound classifications - -stops
Nasals
Fricatives
Affricatives
Glides
Liquids
Stops - -consonant sounds produced by momentarily stopping the airflow in the vocal
tract. Examples include /p/, /b/, /t/, /d/, /k/, and /g/.
Nasals - -consonant sounds produced with the nasal passage open, allowing air to
escape through the nose. Examples include /m/, /n/, and /ŋ/.
Fricatives - -consonant sounds produced by forcing air through a narrow opening or
passage in the vocal tract, creating friction. Examples include /f/, /v/, /s/, /z/, /ʃ/, and /ʒ/
Affricatives - -consonant sounds that begin as stops but are released as fricatives. They
involve a brief stoppage of airflow followed by a slow release with friction. Examples
include /tʃ/ (as in "ch") and /dʒ/ (as in "judge").
WGU D669
