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The reading process
| Question | Answer |
|---|---|
| The 5 essential components of reading | Phonemic awareness Phonics Fluency Vocabulary Development Reading Comprehension |
| Is the understanding that spoken language words can be broken into individual phonemes. | Phonemic awareness |
| The study of the relationship between sounds and letters | Phonics |
| The ability to read as well as we speak and to make sense of the text without to stop and decode each word. | Fluency |
| 3 key elements of fluency | Automaticity Speed Expression (prosody) |
| refers to the number of words that a child knows | Vocabulary Development |
| The words we need to understand what we hear. | Listening Vocabulary |
| The words we speak | Speaking Vocabulary |
| The words we use in writing | Writing Vocabulary |
| Complex cognitive process readers use to understand what they have read | Reading Comprehension |
| The ability to recognize that words are made up of a variety of sound units. | Phonological awareness |
| The 6 Building Blocks of Phonological Awareness | Listening Rhyme and alliteration Sentence segmentation syllable awareness onset and rime phonemic awareness |
| Foundation of phonological awareness. | Listening |
| play a series of sounds . what's the first found? what was the final sound? what was the middle sound? | Listening Activity |
| when they have the same ending sound sediment. | Rhyme |
| Repetition of the initial sounds in two or more words | Alliteration |
| When the focus moves from the thought as a whole to the small part of the sentences -words | Sentence Segmentation |
| uninterrupted segment of speech | Syllable Awareness |
| Number of phonemes | 41 or 44 |
| Occur in single syllable words | Onset and rime |
| is the smallest component of a language that can change the meaning of a word. | phoneme |
| involves hearing language at the phoneme level. | phonemic awareness |
| is the smallest part of written language that represents a phoneme in the spelling of a word. | Grapheme |
| How many vowel phonemes are there | 20 |
| How many consonant phonemes are there | 24 |
| A sound that can be pronounced for several seconds without distortion | Continuous sounds |
| A sound that can be pronounced for only an instant | Stop sounds |
| Continuous sounds examples | /f/ /l/ /m/ /n/ /r/ /s/ /v/ /w/ /y/ /z/ /a/ /e/ /i/ /o/ /u/ |
| Stop sound examples | /b/ /d/ /g/ /h/ /j/ /k/ /p/ /t/ |
| Is the understanding that there is a relationship between sounds and their spelling. | phonics |
| Are auditory that are dose with spoken language. They do not involve print. | Phonemic awareness activities |
| Sounds and Print | Phonics involves |
| Children are taught the individual sounds of words and how to blend these individual sounds into word pronunciations. | Synthetic phonics or explicit phonics |
| children are taught to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation. | Analytic phonics |
| children learn to use parts of word families they know to identify words they don’t know that have similar parts | Analogy-based phonics |
| when two or three consonants appear next to each other in words and their individual phonemes are “blended” together | Consonant Blends |
| letter combinations representing single sounds that are not represented by either letter | Consonant Digraphs |
| when two vowels represent a single sound | Vowel Diagraphs |
| when two vowels represent a glide from one sound to another | Vowel diphthongs |
| the r influences the pronunciation of the vowel sound | r-controlled |
| The vowels in the unaccented syllables of multisyllabic words are often softened and pronounced “uh” as in the first syllable of about and machine, the middle syllable of holiday, and the final syllable of zebra and pasta. | Schwa |
| the consonant the precedes the vowel in a syllable. May have one, two, or three consonant letters. | Onset |
| consist of a vowel and the final consonant(s) in the syllable. The time may have more than one vowel letter but will only have one vowel phoneme (reach). | Rime |
| CV Pattern | go be (Vowel is usually long.) |
| CVC Pattern | dad set sun cup (Vowel is usually short.) |
| CVC e Pattern | game ride stone file (The first vowel is long and the final e is silent.) |
| Vowels are closed in by the last one consonant | Closed Syllable |
| Closed example | Test |
| Vowels are long(there are no consonants after it). | Open Syllable |
| Adding the silent e after I consonant makes the vowel long. | Vowel consonant e |
| The syllable's vowel is followed by an R "controlling" its sound ( ar, er, /ir/ ur, or) | Vowel R ( R controlled) |
| Open example | be |
| Vowel consonant e example | came |
| Vowel -R (R controlled) | Far |
| Two vowels are next to each other. They make a new sound. | Vowel diagraphs/ diphthongs |
| Vowel diagraphs/ diphthongs example | team |
| Found at the end of the words. The LE sounds like "UL" | Consonant LE |
| Consonant LE example | uncle |
| A syllable that receives greater stress than the other syllables in a word | Accented syllable |
| A syllable that receives little or no stress | Unaccented syllable |
| An awareness of sounds (phonemes) | Phonological Skills |
| involves comprehending the smallest components of words and their respective meanings by recognizing prefixes, suffixes, and roots Morphemic analysis can be beneficial to learners in building vocabulary | morphological Skills |
| How words are arranged into sentences | Syntactic System (Grammar) |
| involves grasping the meanings of words, phrases, and sentences, as well as employing word meanings accurately. | Semantic System (Vocabulary) |
| encompasses the social conventions of language, involving an awareness of conversational norms and the ability to adjust speaking and listening behaviors to align with the situational context | Pragmatic System |
| 3 stages as they learn to read and write | Emergent Beginning Fluent |
| Develop an interest in reading & writing Acquire concepts about print Develop book-handling skills Identify the letters of the alphabet Read & write some high-frequency words | Emergent stage |
| Learn phonics skills Recognize 100 high-frequency words Apply early reading strategies Write five or more sentences Spell phonetically Spell 50 high-frequency words Capitalize letters at the beginnings of sentences Use punctuation marks to indicat | Beginning stage |
| Read fluently and with expression Recognize most one-syllable words automatically and decode other words efficiently Use decoding and comprehension strategies effectively Write well-developed, multi-paragraph compositions Use the writing process to dr | Fluent stage |
| Book orientation knowledge Understanding of principles involving the directional arrangement of print on the page The knowledge that print, not picture, contains the story Understanding of important reading terminology such as word, let | Concepts about print |
| print carries meaning letters and words represent spoken language reading and writing are used for a variety of purposes | Promote Early Literacy Development |
| to read aloud books that are appropriate for students’ interests, but too difficult to read by themselves | Shared reading |
| for shared reading (books that have repeated sentences, rhymes, or other patterns). | predictable books |
| At first children do NOT differentiate between words and things. At the next level, they describe words as labels for things At the third level, children understand that words carry meaning and that stories are built from words. Finally, more fluent r | Concepts about words |
| Signs, labels, and other print found in the community Young children begin reading by recognizing logos on fast-food restaurants, department stores, grocery stores, etc… | Environmental Print |
| Young students learn about the purposes of reading and writing as they use written language in their play. | Literacy play center |
| The letter’s name The formation of the letter in upper and lowercase manuscript handwriting The features of the letter that distinguish it from other letters The direction the letter must be turned to distinguish it from other letters (b and d) | Concepts About the Alphabet |
| Morning Message Language Experience Approach Interactive Writing Writing Centers | Concepts of writing |
| Students learn concepts of print, letter-sound relationships and spelling patterns, handwriting concepts, and capitalization and punctuation skills | Interactive Writing |
| The 6 layers of phonemic awareness | Phoneme Isolation Phoneme Blending Phoneme Segmentation Phoneme Addition Phoneme Deletion Phoneme Substitution |
| A sound that can be produced for only an instant is called a | Stop sound |
| Say the word cart without the /t/. This is an example of phoneme | Deletion |
| Say the word art and add a /m/ to the beginning of the word. This is the example of phoneme | Addition |
| There are ______ letters in the alphabet that represent approximately_______ sounds | 26 and 44 |
| Sounds are called | Phonemes |
| Name two factors that helped define the "quality" of a children's book. | Theme and word choice |
| ______ focuses on observable aspects of student's behavior. Students are passive learners. Teacher provides direct instruction. | Behaviorism |
| ________ describes learning as the active construction of knowledge students and active learners. | Contstructivism |
| The ZPD (Vygotsky)____. This is where we should be teaching our students. | Zone of proximal development |
| Words that have same ending sound segment. | Rhyme |
| Repetition of the initial sounds in two or more words. | Alliteration |
| Is defined as an uninterrupted segment of speech | Syllable |
| Is all the sounds in a word that came BEFORE the first vowel. | Onset |
| Is the relationship between sounds and letters. | Phonics |
| Consonants_________ occur when two or three consonants appear next to each other in words and their individual phonemes are blended together | Blends |
| What SOUND do you hear when you at the end of kissed. | /t/ |
| Look at the words: ghost, high, rough. The diagraph______is silent | gh |
| Say photo. The initial grapheme is _______ . What is the phoneme ____ | /ph/ and /f/ |
| A written representation of a sound using one or more letters ____ | Grapheme |
| What is the onset in the word splat | /spl/ |
| Is an uninterrupted segment of speech | Syllable |
| What syllable type is the word bark. | R- controlled |
| What syllable type is the word ankle | Constant le |
| What syllable type is the word tin. | Closed |
| What syllable type is the word frame. | Vowel constant e |
| What syllable type is the word creep | Vowel team |
| What syllable type is the word she. | open |
| Put the word border into syllables | Bor-der |
| Put the word responsibility into syllables | Re- spon- si- bil-i-ty |
| Put the word space into syllables | Sp-ace |
| Put the word envelope into syllables | En-ve-lope |
Created by:
karlie2004