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| Question | Answer |
|---|---|
| High-Frequency Words | Why It Matters: Many high-frequency words are irregular and cannot be decoded phonetically. Knowing these words allows students to focus on constructing mean Strategy: Use flashcards, word walls, and repeated reading to promote automatic recognition of high frequency words like “the,” “said,” and “because Ing rather than decoding every Evidence-based instructional strategies for decoding and encoding written words ord. |
| Spelling (Encoding) | Why It Matters: Spelling reinforces phonics knowledge, word recognition, and understanding of word structures. Encoding words helps students internalize the rules and patterns of Evidence-based instructional strategies for decoding and encoding written words written language. |
| Spelling (Encoding) | Strategy: Encourage phonetic spelling during early writing, gradually introducing conventional spelling rules as students’ phonics skills improve. Evidence-based instructional strategies for decoding and encoding written words |
| Explicit | Clear, direct, and teacher-led instruction. It involves modeling phonics skills and guiding students through practice with immediate feedback. Explicit, Systematic, and Recursive Phonics Instruction |
| Systematic | Instruction follows a logical progression, beginning with the simplest and most common letter-sound correspondences (e.g., short vowels, single consonants) and gradually moving to more complex patterns (e.g., digraphs, blends ,and diphthongs). Explicit, Systematic, and Recursive Phonics Instruction |
| Recursive | Students revisit and reinforce skills over time to ensure mastery and retention. Students practice previously taught skills while learning new ones. Explicit, Systematic, and Recursive Phonics Instruction |
| Systematic | Example: Teaching consonant sounds before introducing blends like “st” or digraphs like “sh.” Explicit, Systematic, and Recursive Phonics Instruction |
| Recursive | Example: Reviewing short vowel sounds while introducing long vowel patterns Explicit, Systematic, and Recursive Phonics Instruction |
| Explicit | Example: Teaching the /s/ sound explicitly by saying, “The letter 's' makes the /s/ sound, like in the word 'sun.' Let’s practice writing the letter 's' and saying its sound Explicit, Systematic, and Recursive Phonics Instruction |
| Recursive | Example: Reviewing short vowel sounds while introducing long vowel patterns. Explicit, Systematic, and Recursive Phonics Instruction |
| Builds a Strong Foundation | :Systematic instruction ensures students master the building blocks of reading, progressing logically from simple to complex skills. Why is explicit, systematic, and recursive phonics instruction important? This type of instruction is essential because it: |
| Prevents Gaps in Learning: | Explicit instruction leaves no room for guessing, providing clear guidance to all students, including those who may struggle. Why is explicit, systematic, and recursive phonics instruction important? This type of instruction is essential because it: |
| Supports All Learners | This structured approach benefits a range of learners, including English learners and students with disabilities, by providing consistent, predictable instruction tailored to their needs. Why is explicit, systematic, and recursive phonics instruction important? |
| Explicit, systematic, and recursive phonics instruction | n is vital for developing students' skills to become successful, confident readers and writers. |
| proficient reader. | Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a |
| 1st. Decoding | sounding out words while reading. The student uses phonics generalizations, letter sound correspondence, and phonological awareness. |
| 2nd. Encoding | hearing a word and spelling it based on sounds and phonics. Encoding is usually assessed with a spelling test. |
| 3rd. Fluency | moving through the text accurately without having to stop to decode. |
| 4th. Comprehension | reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions. |
| Single Consonants | 1. A single consonant letter can be represented by a phoneme. Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Doublets | 3.A doublet uses two of the same letters to spell a consonant phoneme. Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Consonant blends | 4. Consonant blends include two or three graphemes, and the consonant sounds are separate and identifiable Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Consonant blends | 7.Consonant blends include two or three graphemes, and the consonant sounds are separate and identifiable.. Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Digraphs | 5.Digraphs are two-letter (di-) combinations that create one phoneme. Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Trigraphs | 6.Trigraphs are three-letter (tri-) combinations that create one phoneme. Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Combination qu | These two letters always go together and make a /kw/ sound. Phonics Skills Continuums, students learn phonics skills on a continuum |
| Single Consonants | b, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y, z Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Single Vowels | (short vowels) cat, hit, gem, pot, sub (long vowels) me, no, mute Phonics Skills Continuums, students learn phonics skills on a continuum |
| Doublets | ff, ll, ss, zz Phonics Skills Continuum , students learn phonics skills on a continuum |
| Consonant blends | s-c-r (scrape) c-l (clean) l-k (milk Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Digraphs | th, sh, ch, wh, ph, ng (sing), gh (cough), ck Phonics Skills Continuum , students learn phonics skills on a continuum |
| Trigraphs | -tch -dge Phonics Skills Continuum , students learn phonics skills on a continuum |
| Combination qu | quickly Phonics Skills Continuum s, students learn phonics skills on a continuum |
| Silent letter combinations | 8.Silent letter combinations use two letters: one represents the phoneme, and the other is silent |
| Vowel teams | 9.Vowel teams are combinations of two, three, or four letters that stand for a vowel sound. |
| Diphthong | 10.Diphthongs are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position in a word. |
| Schwa sound | 11.A schwa is a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It is often called the “lazy” sound in a word. The symbol for this is Ə. |
| /zh/ sound | 12.This sound often occurs after the letter G, but not always. For example, after the letter S, the consonant that most commonly forms the /ʒ/ sound is “soft G.” This sound, however, cannot be represented by any one letter and instead can be formed by s, si, g, and ge. |
| /zh/ sound | vision – vi/zh/un garage – gara/zh/ measure – mea/zh/ur decision – deci/zh/un visual – vi/zh/ual |
| Schwa sound | a: balloon e: problem i: family o: bottom u: support y: analysis |
| Diphthong | aisle coin loud |
| Vowel teams | (short vowels) head, hook (long vowels) boat, rain, weigh (diphthongs) soil, bout |
| Silent letter combinations | kn (knock) wr (wrestle) gn (gnarl) |
| CVC | consonant-vowel-consonant |
| CVC | bat, cat, tap Consonant-Vowel Patterns Other strategies for helping students decode words involve following common consonant-vowel patterns (CVC, CVCC, CVCe, CVVC patterns). |
| CVCe | consonant-vowel-consonant-silent e |
| CCVC | consonant-consonant-vowel-consonant |
| CVCC | consonant-vowel-consonant-consonant |
| CVCe | make, take, bake |
| CCVC | trap, chop, grit |
| CVCC | tack, hunt, fast |
| Teaching Syllable Patterns | In addition to teaching systematic consonant-vowel patterns, effective teachers also use systematic instruction when teaching syllable patterns. |
| Vowel Consonant Silent e | |
| Closed | A syllable with a single vowel followed by one or more consonants. The vowel is closed in by a consonant. The vowel sound is usually short. Syllable Patterns |
| Open | A syllable that ends with a single vowel. The vowel is not closed in by a consonant. The vowel is usually long. The letter y acts like a vowel. Syllable Patterns |
| Vowel Consonant Silent e | A syllable with a single vowel followed by a consonant, then the vowel e. The first vowel sound is long, and the final e is silent. It can be referred to as the sneaky silent e. Syllable Patterns |
| Vowel Teams (Diphthong) | A syllable that has two consecutive vowels. Vowel teams can be divided into two types: − Long vowel teams: Two vowels that make one long vowel sound. − Variant vowel teams: Two vowels that make neither a long nor a short vowel sound but rather a variant. Letters w and y act as vowels Syllable Patterns |
| R-controlled | A syllable with one or two vowels followed by the letter r. The vowel is not long or short. The r influences or controls the vowel sound. Syllable Patterns |
| Consonant (-le -al, -el) Final syllable | A syllable that has a consonant followed by the letters le, al, or el. The ending is often one syllable. This is the only syllable type without the vowel sound. For example, in the word table, the -le does not have a vowel sound; it just makes an /l/ sound. Syllable Patterns |
| Closed | cat bat clock Syllable Patterns let-ter rab-bit |
| Open | go no fly no-ble Syllable Patterns ta-ble |
| Vowel Consonant Silent e | bike skate kite poke Syllable Patterns |
| R-controlled | car far her fur sir Syllable Patterns |
| Consonant (-le -al, -el) Final syllable | ta-ble sta-ble lo-cal Systematic Phonics Instruction |
| CVC Words | Students participate in hands-on activities, such as building words with magnetic letters and playing “Guess the Word,” where she gives them clues like, “This CVC word rhymes with 'bat' and starts with an 'h'.” Systematic Phonics Instruction |
| Digraphs (e.g., ch, sh, th) | Explicitly teaching the sounds of digraphs and showing examples in familiar words. Asking students to underline digraphs in sentences and sort words into categories based on the digraphs they contain. : Systematic Phonics Instruction |
| Diphthongs (e.g., ou, ow, oi, oy) | Practicing sorting words with diphthongs into groups, such as ou/ow and oi/oy. Reading decodable texts focusing on diphthongs and asking students to Culminating Activity: Mixed Phonics Practice underline or circle diphthong patterns in the text. |
| Mixed Phonics | Sort the words into categories (CVC, digraph, diphthong). Read sentences aloud containing a mix of these graphemes and discuss the rules that helped them decode the words. |
| Syllable clapping | Students clap and say the syllable at the same time. For example, in the word apple, students clap once for -ap and then again for -ple. The word evenly has three claps: -e, -ven, -ly. Common activities to teach syllables |
| Syllable lists | – create a list of prefixes, suffixes, roots, ly, le, and others. Common activities to teach syllables |
| Multisyllabic word manipulation | Write different syllables on note cards. Jumble the cards and have students put them in the correct order so the word makes sense. Common activities to teach syllables |
| Syllable scoop | students scoop under each syllable of multisyllabic words Common activities to teach syllables |
| Compound words | Example: mailman, sidewalk teaching morphology and high-frequency words teaching morphology and high-frequency words |
| Morphology | y is the study of word parts and their meanings. Morphemes are the smallest units of meaning in a word teaching morphology and high-frequency words |
| Compound words. | teaching morphology and high-frequency words |
| Root words | A root word is the basic part of the word. It stands alone in meaning and often comes from Latin languages. teaching morphology and high-frequency words |
| Affixes | To modify its meaning, these are additional elements placed at the beginning or end of a root, stem, or word or in the body of a word. teaching morphology and high-frequency words |
| Morphology | For example, in the word unbelievable, there are three morphemes—un (not), believe (trust), and able (capable). The following list provides categories and examples of using morphology to develop decoding skills. |
| Compound words | These are two words put together teaching morphology and high-frequency words |
| Root words. | Example: The root word for unbelievable is believe. The root word for complex is plex teaching morphology and high-frequency words |
| Affixes | To modify its meaning, these are additional elements placed at the beginning or end of a root, stem, or word or in the body of a word. teaching morphology and high-frequency words |
| Affixes | Example: The word unbelievable contains affixes such as a prefix (un) and a suffix (able) teaching morphology and high-frequency words |
| Prefixes | These are additions to the beginning of root words that help form a new word with another meaning from the root word. Prefixes are at the beginning of a word. Prefixes are considered affixes. teaching morphology and high-frequency words |
| Prefixes | Example: Prefixes that indicate not: un- (unknown), dis- (disregard), im-(impossible), in- (inaccurate), mis- (misunderstand), and ir- (irrational). teaching morphology and high-frequency words |
| Suffixes | These are additions to the end of root words that form a new word with another meaning from the root words. Suffixes are considered affixes. They change the part of speech (past tense, present tense) or verb tense of a word. They also indicate whether the word is plural or singular. teaching morphology and high-frequency words |
| Suffixes | Ex teaching morphology and high-frequency words ample: -ed, -ing, and plural -s are all suffixes teaching morphology and high-frequency words |
| Etymology | is the study of the origins of words and how they have changed over time. When students analyze root words and their meanings, they are using________ |
| Etymology | For example, if students are discussing how the word complexity comes from the Latin word complex us “surrounding, encompassing,” they are r teaching morphology and high-frequency words using ----------- |
| structural analysis | students are breaking down the morphemic structure of the word to figure out its meaning. rteaching morphology and high-frequency words |
| Free Morphemes | These morphemes can stand alone because they mean something in and of themselves. For example, in the word closely, the morpheme close is a free morpheme. It can stand alone. teaching morphology and high-frequency words |
| Bound Morphemes | . These morphemes only have meaning when they are connected to another morpheme. In the word closely, the morpheme ly cannot stand alone and only has meaning when attached to the other morpheme—close. teaching morphology and high-frequency words |
| Multilettered Groups | d groups in word structure to: • Automatically recognize and pronounce long words. • Use word parts to indicate meaning—for example, the prefix un- in unhappy, the suffix -ly in friendly, and the root word sign in signal and signature. |
| High-frequency words | are the most common words in written text, such as “the,” “and,” “said,” and “because.” Students learn high-frequency words more effectively when they encounter them in meaningful contexts rather than in isolation |
| high-frequency words | Teaching words through shared reading, interactive writing, or decodable texts helps students understand how these words function in sentence teaching morphology and_____________ |
| Increasing Phonics Skills | Teachers can also use: Word building |
| Word building | Teachers can also use: providing students with letters or clusters of letters on different cards and using them to form different words. |
| Decodable texts | Teachers can also use: short books carefully sequenced to progressively incorporate words consistent with the letter–sound relationships |
| Authentic and shared reading tasks | Teachers can also use: an interactive reading experience where the teacher guides students as they read text. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. |
| Oral reading | Teachers can also use: reading aloud in class, to a partner, in cooperative groups, or with a teacher. reading aloud in class, to a partner, in cooperative groups, or with a teacher. |
| Whisper reading | Teachers can also use: reading in a whisper voice allows students to make mistakes without embarrassment. It also helps students with decoding and fluency. Teachers can also use: |
| Word walls | –a literacy tool composed of an organized collection of words displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. |
| Interactive writing | when students and the teacher share the process of writing. The teacher begins by writing a word or a piece of a word, and the student continues. |
| semantic clues | (meaning),teaching cueing systems—semantic, syntactic, graphophonic teaching cueing systems |
| syntactic clues | (structure) teaching cueing systems—semantic, syntactic, graphophonic teaching cueing systems |
| graphophonic | (letter-sound)—help readers confirm the pronunciation and meaning of words in context. teaching cueing systems |
| Semantic Cues | involve using the meaning of the sentence or the broader context of the text to determine what a word means or how it is pronounced. teaching cueing systems |
| Semantic Cues | Sentence: “She tied a bow in her hair.” Strategy: Based on the context of the sentence (tying something in hair), a student can infer that “bow” refers to a ribbon, as opposed to the meaning of “bow” as bending at the waist. |
| homographs | These systems are particularly important when encountering words spelled the same but with different meanings and sometimes different pronunciations. (letter-sound)—help readers confirm the pronunciation and meaning of words in context. teaching cueing systems |
| Think-Aloud: | During shared reading, model how to use semantic clues to interpret words dence-Based Strategy Evidence-Based Strategy |
| Think-Alouds: | For example: “Hmm, this sentence says, 'He took a bow after the performance.' This is about a performance, so 'bow' must mean bending at the waist.” Evidence-Based Strategy: |
| Contextual Sentences | Provide sentences with homographs and have students explain their meanings based on the context. Evidence-Based Strategy: |
| Syntactic Cues | involve using a sentence’s grammatical structure to predict or confirm a word’s meaning and pronunciation. This requires understanding how words function in a sentence (e.g., as a noun, verb, or adjective). Evidence-Based Strategy: |
| Syntactic Cues | Sentence: “The wind will blow the leaves off the tree.” • Strategy: Students can identify “wind” as a noun and “blow” as a verb based on the sentence's grammatical structure. Evidence-Based Strategy: |
| Sentence Frames | Provide sentence structures that encourage students to use syntactic cues. For instance: “The __ (noun) will __ (verb) the __ (noun).” This frame guides students to focus on how word placement in a sentence determines meaning. Evidence-Based Strategy: Evidence-Based Strategy: |
| Explicit Grammar Lessons | Teach students how to identify word functions (e.g., subject, predicate) to better understand syntactic clues in a sentence Evidence-Based Strategy: |
| Letter-Sound Correspondence | teach students how specific letters or letter combinations represent sounds (e.g., “ph” represents /f/). Evidence-Based Strategy: |
| Spelling Patterns | Show students how common patterns in words, such as silent “e,” make the vowel long (e.g., “rate” vs. “rat”). |
| Word Structure | Provide opportunities to identify roots, prefixes, and suffixes to help decode and infer meaning |
| tandem | can simply mean two or more things working together. |
| Cueing Systems work in tandem | Example: “The wind will blow the leaves off the tree.” can simply mean two or more things working together. |
| Cueing Systems | Example: “The wind will blow the leaves off the tree.”xample: “The wind will blow the leaves off the tree.” |
| Semantic Cues | : Determining “wind” refers to moving air based on the sentence’s meaning. Example: “The wind will blow the leaves off the tree.” |
| Syntactic Cues | Confirming “wind” as a noun and “blow” as a verb in context. Example: “The wind will blow the leaves off the tree.” |
| Graphophonic Cues: | Recognizing “blow” and “wind” through phonics rules Example: “The wind will blow the leaves off the tree.” |
| Decodable Texts: | types of texts teachers can use for phonics development: Example: A decodable sentence might read, “The cat is on the mat,” focusing on CVC and high frequency words |
| Decodable Texts: | types of texts teachers can use for phonics development: How to Use : Guide students through reading and writing activities based on decodable texts to ensure they can decode and encode the target words. |
| Authentic Texts | types of texts teachers can use for phonics development: Example: The story Brown Bear, Brown Bear, What Do You See? exposes students to repetitive patterns and sight words How to Use: Highlight phonics patterns and high-frequency words during shared or independent reading, emphasizing their application in authentic contexts. |
| Authentic Texts | types of texts teachers can use for phonics development: |
| Authentic Texts: | types of texts teachers can use for phonics development: These texts include trade books, stories, and informational texts that reflect natural language patterns and engage students with meaningful content. Benefits of Frequent and Varied Phonics Practice |
| Shared Texts | types of texts teachers can use for phonics development: Shared reading involves reading together as a class, focusing on modeling fluency, phonics patterns, and high-frequency word recognition Benefits of Frequent and Varied Phonics Practice |
| Shared Texts | Example: Use a big book to model how to decode a word like “stop,” point to the letter, and blend sounds. Benefits of Frequent and Varied Phonics Practice |
| Shared Texts: | Benefits of Frequent and Varied Phonics Practice Shared reading involves reading together as a class, focusing on modeling fluency, phonics patterns, and high-frequency word recognition. |
| Automaticity: | Benefits of Frequent and Varied Phonics Practice Builds Repeated exposure ensures phonics patterns and high frequency words are recognized effortlessly. |
| Fluency | Benefits of Frequent and Varied Phonics Practice Students practice decoding accurately and reading with speed and expression. |
| Comprehension | Benefits of Frequent and Varied Phonics Practice Automatic decoding allows students to focus on the meaning of the text rather than word recognition. |
| Engagement: | Benefits of Frequent and Varied Phonics Practice Using diverse texts keeps practice enjoyable and meaningful, encouraging a love for reading. |
| English Learners (ELs): | ELs may struggle with unfamiliar phonics patterns, differences between their home language and English, and limited exposure to English sounds. Strategies for Different Student Populations |
| English Learners (ELs) | Use visual aids and real-life objects to connect letters and sounds. Provide explicit instruction in letter sound correspondence emphasizing phonemes not present in their home language Strategies for Different Student Populations |
| English Learners (ELs) | Strategies for Different Student Populations Pair phonics instruction with oral language development through chants, songs, and rhymes. Support phonics in the first language and move to emphasizing phonics in the second language. Strategies for Different Student Populations |
| Students with Disabilities | Strategies for Different Student Populations These students may experience difficulties in memory, processing, or fine motor skills, affecting phonics acquisition |
| Students with Disabilities | • Use multisensory techniques like sandpaper letters, finger tracing, or magnetic letters. • Provide frequent opportunities for repetition and review in small-group or one-on-one settings. • To support skill development, incorporate assistive technology, such as text-to-speech or phonics apps. Strategies for Different Student Populations |
| Highly Proficient Students | Advanced students may become disengaged if not sufficiently challenged. |
| Systematic and Explicit Instruction: | Evidence-Based Practices for All Students Teach phonics skills logically with direct teacher modeling Evidence-Based Practices for All Students |
| Multisensory Learning | Evidence-Based Practices for All Students Evidence-Based Practices for All Students Incorporate activities that engage visual, auditory, and kinesthetic modalities |
| Frequent Assessment and Feedback | Assessment and Feedback: Evidence-Based Practices for All Students Evidence-Based Practices for All Students Use formative assessments to identify needs and provide immediate, constructive feedback. |
| Authentic Application | Evidence-Based Practices for All Students Provide opportunities for students to apply phonics skills in meaningful contexts, such as reading connected text or writing sentences |
| morpheme | Understanding morphemes in literacy development e is the smallest unit of meaning in a language. Understanding is essential for building students’ vocabulary, reading comprehension, and spelling skills |
| .Morphemes | s can be free (standalone words, like “run” or “happy”) or bound (cannot stand alone, like prefixes and suffixes such as “un-” or “-ly”). |
| Base Words | Types of Morphemes • Base Words: Standalone words that can form other words when combined with prefixes or suffixes. ○ Example: “Happy” → “Unhappy,” “Happiness.” |
| Roots | Often derived from Latin or Greek, they usually cannot stand alone but provide the core meaning of a word. ○ Example: “Spect” (to look) → “Inspect,” “Spectator.” |
| Inflectional Morphemes | Purpose: Signal grammatical relationships without changing the word’s part of speech. |
| Inflectional Morphemes | • Examples of Inflectional Morphemes: ○ Plural (-s): “Cat” → “Cats.” ○ Past tense (-ed): “Jump” → “Jumped.” ○ Possession (-’s): “John” → “John’s book.” |
| Inflectional Morphemes | • Key Feature: Inflectional morphemes modify the form of a word for grammar purposes but do not alter its fundamental meaning or role in a sentence. |
| Derivational Morphemes | Purpose: Create new words and often change the word’s part of speech or meaning. |
| Derivational Morphemes | • Examples of Derivational Morphemes: ○ Prefix (un-): Changes the meaning (“happy” → “unhappy”). ○ Suffix (-ly): Changes an adjective to an adverb (“quick” → “quickly”). ○ Suffix (-ness): Changes an adjective to a noun (“kind” → “kindness”). |
| Derivational Morphemes | Key Feature: Derivational morphemes often significantly affect the word’s meaning and how it functions in a sentence |
| Inflectional Morphemes | Function Grammatical (tense, number, possession) |
| Impact on Word Class Does not change the word’s part of speech | Impact on Word Class Does not change the word’s part of speech |
| Inflectional Morphemes | Examples -s, -ed, -ing, -’s |
| Inflectional Morphemes | xample Word Transformation “Walk” → “Walked” (verb remains a verb) |
| Derivational Morphemes | Purpose: Create new words and often change the word’s part of speech or meaning |
| Derivational Morphemes | Examples of Derivational Morphemes: ○ Prefix (un-): Changes the meaning (“happy” → “unhappy”). ○ Suffix (-ly): Changes an adjective to an adverb (“quick” → “quickly”). ○ Suffix (-ness): Changes an adjective to a noun (“kind” → “kindness”). |
| Reflection and Wrap-Up | At the end of the lesson, Mr. Rivera reviews a word like “float.” He asks students |
| Derivational Morphemes | Understanding morphemes in literacy development Purpose: Create new words and often change the word’s part of speech or meaning. |
| Derivational morphemes | Derivational morphemes often significantly affect the word’s meaning and how it functions in a sentence. |
| Word Building | Activities teaching Strategies for __________ Teaching Strategies for Provide students with a root or base word (e.g., “act”) and ask them to form new words using prefixes and suffixes (e.g., “react,” “action,” “inactive”). |
| Morpheme Sorts | Activities teaching Strategies for _________ Teaching Strategies for Provide Have students sort affixes into categories: inflectional (e.g., -s, -ed) and derivational (e.g., un-, -ly) |
| Contextual Practice | Activities teaching Strategies for __________ Teaching Strategies for Provide : Teach morphemes in the context of sentences or texts to show how they affect word meaning and grammatical function. |
| Roots and Affixes Lessons | Activities teaching Strategies for ________ Teaching Strategies for Provide |
| morpheme maps | example, start with visual aids the base word “write” in the center and branch out to show how adding inflectional morphemes (“writes,” “writing”) and derivational morphemes (“writer,” “rewrite”) changes its meaning and function |
| morpheme map | visual aids like_________ maps Understanding and teaching morphemes improves students’ decoding and spelling skills and deepens their comprehension and ability to analyze complex vocabulary. |
| suffixes | The_______ ible and -able are derivational morphemes that create adjectives |
| Orthographic Mapping | g is how readers learn to store written words in their long-term memory for immediate and automatic retrieval. It involves forming connections between the phonemes (sounds) in spoken language and the graphemes (letters or letter patterns) representing those sounds in written language |
| Orthographic Mapping | essential for developing fluent word recognition, a cornerstone of proficient reading. |
| Orthographic Mapping | Key Components Phoneme Awareness, Letter-Sound Correspondence ,Repetition and Exposure |
| Orthographic Mapping | Readers must be able to identify and manipulate individual sounds (phonemes) in spoken words. |
| Phoneme Awareness | Example: Recognizing that the word “cat” consists of the phonemes /k/, /æ/, and /t/ |
| Letter-Sound Correspondence | Readers must understand how specific letters or letter patterns represent sounds in words. Example: Connecting the graphemes “c,” “a,” and “t” to the phonemes /k/, /æ/, and /t/ |
| Repetition and Exposure | Readers consolidate the word’s phonological and orthographic patterns into memory through repeated encounters with a word |
| Word Recognition Through Practice | How Orthographic Mapping Works Word Recognition Through Practice |
| Sound-Symbol Association | How Orthographic Mapping Works Sound-Symbol Association Students learn that a written word corresponds to specific phonemes (e.g., “dog” maps to /d/, /ɒ/, /g/). |
| Word Recognition Through Practice | How Orthographic Mapping Works through Practice The student repeatedly practices reading the word, reinforcing the connection between its sound and written form. |
| Stored as a “Sight Word” | How Orthographic Mapping Works Over time, the word becomes a “sight word,” meaning it can be recognized automatically without sounding out. |
| Aids Vocabulary Growth | Why Is Orthographic Mapping Important? Builds Fluent Reading, Supports Spelling: |
| Orthographic mapping | Why Is Orthographic Mapping Important? is the foundation for fluent and automatic word recognition. Explicit instruction in phoneme awareness, phonics, and spelling patterns is critical for supporting this process and helping students become proficient readers. |
| Orthographic Mapping | Teaching Orthographic Mapping in a Second-Grade Classroom with English Learners English learners (ELs) |
| Orthographic Mapping | skills to improve word recognition, spelling, and overall fluency. Among the students are several English learners (ELs) at different stages of language acquisition. |
| Orthographic Mapping | Objective: Students will understand how the sounds in words (phonemes) correspond to their written forms (graphemes). Students will use repeated exposure to these patterns to help them recognize words automatically. |
| Closed Syllable | A syllable with one vowel followed by one or more consonants, resulting in a short vowel sound. Common English Syllable Types |
| Open Syllable | Common English Syllable Types A syllable ending in a vowel, making the vowel sound long. |
| Vowel Consonant-E (VCE) | Common English Syllable Types Common English Syllable Types A syllable with a vowel, followed by a consonant and a silent “e,” resulting in a long vowel sound. |
| R-Controlled Syllable | Common English Syllable Types Common English Syllable Types A syllable where a vowel is followed by the letter “r,” changing the vowel sound. |
| Vowel Team Syllable | Common English Syllable Types Common English Syllable Types A syllable with two or more vowels working together to make one sound. |
| Consonant-le Syllable | Common English Syllable Types A syllable containing a consonant followed by “le,” usually found at the end of a word. |
| Closed Syllable | Examples “Cat,” “Hap-pen” Common English Syllable Types |
| Open Syllable | Examples “He,” “Ba-by” Common English Syllable Types |
| Vowel Consonant-E (VCE) | Examples“Bake,” “Com-plete” Common English Syllable Types |
| R-Controlled Syllable | Examples “Car,” “Fer-ry” Common English Syllable Types |
| Vowel Team Syllable | Examples “Boat,” “Au-thor” Common English Syllable Types |
| Consonant-le Syllable | “Lit-tle,” “Ta-ble |
| Explicit Teaching of Syllable Types ,Syllable Division Rules, Multisensory Approaches, Chunking Words,Spelling Practice | |
| Explicit Teaching of Syllable Types | Why It Works: Direct instruction helps students recognize word patterns, improving decoding and spelling accuracy. |
| Explicit Teaching of Syllable Types | Explicit Teaching of Syllable Types Example Activity: Provide examples of each syllable type and ask students to categorize words (e.g., “cat” as closed, “he” as open). |
| Syllable Division Rules | Teach students specific rules for dividing words into syllables, such as: ○ VC/CV Rule: Divide between two consonants (e.g., “hap-pen”). ○ V/CV Rule: Divide after the vowel if the first syllable is open (e.g., “ba-by”). |
| Multisensory Approaches | Use hands-on activities like clapping or tapping out syllables to help students identify syllable boundaries. |
| Chunking Words | Teach students to break words into manageable chunks by recognizing familiar syllables. • Example: Divide “con-struct-ion” into “con,” “struct,” and “ion” to simplify decoding. |
| Spelling Practice | Spelling Practice • Reinforce syllable knowledge by having students spell multisyllabic words, focusing on one syllable at a time. |
| Structural and Morphemic Analysis Charts | These charts help students decode and understand complex words by breaking them down into their structural components, such as prefixes, base words, and suffixes. |
| Structural and Morphemic Analysis Charts | How to use: ○ Create a chart with columns labeled “Word,” “Base Word,” “Prefix or Suffix,” and “Meaning.” ○ Discuss each word’s structure and how its parts contribute to its meaning.Word Base Word Prefix/Suffix Meaning Unhappy Happy Un- Not happy Enjoyable Enjoy -able Able to be enjoyed |
| Structural and Morphemic Analysis Charts Developmental Benefit | Reinforces decoding, spelling, and vocabulary skills while teaching students how to deconstruct unfamiliar words |
| Spelling by Analogy | Explicit instructional strategies for developing and reinforcing word analysis skills y (Word Families): This activity encourages students to use known spelling patterns (word families) to decode and spell unfamiliar words. |
| Spelling by Analogy | Explicit instructional strategies for developing and reinforcing word analysis skills • How to Use: ○ Introduce a familiar word family (e.g., -ake: “make,” “bake,” “cake”). ○ Provide practice activities where students generate new words within the same family. For example, “If you can spell ‘cake,’ you can also spell ‘lake’ or ‘stake.’” ○ Reinforce these patterns through reading, writing, and word-building exercises. |
| Spelling by Analogy (Word Families) | Explicit instructional strategies for developing and reinforcing word analysis skills |
| Spelling by Analogy (Word Families)• Developmental Benefit | Helps students generalize known patterns to decode and spell new words, reducing cognitive load and improving fluency. |
| Developmental Benefit | developing and reinforcing word analysis skills Helps students generalize known patterns to decode and spell new words, reducing cognitive load and improving fluency. word analysis skills |
| Oral Language Discussions: | This activity builds students’ understanding of word parts and their meanings through rich, interactive discussions word analysis skills |
| Oral Language Discussions: | How to Use: ○ Introduce new vocabulary from a text and discuss how prefixes or suffixes change the meaning of the base word. word analysis skills |
| Developmental Benefit | word analysis skills : Encourages active engagement with word meanings and reinforces word analysis in context. |
| Integrated Reading and Writing | Activities: This activity strengthens word analysis skills by embedding them in meaningful reading and writing tasks. |
| Activities: This activity strengthens word analysis skills by embedding them in meaningful reading and writing tasks. | Reading and Writing Activities How to Use: |
| Integrated Reading and Writing Activities | During shared or independent reading, highlight words with specific prefixes, suffixes, or roots and ask students to deconstruct them |
| Integrated Reading and Writing Activities | How to Use:Incorporate word analysis into writing tasks, encouraging students to use newly learned morphemes or word families. ○ Example: Ask students to write sentences using words like “undo,” “builder,” or “dislike.” |
| Link word analysis to reading and writing tasks | For example, when teaching a new morpheme, encourage students to identify it in their reading and use it in their writing. This connection reinforces the skill across multiple contexts. |
| Evidence-Based Practices | • Explicit and Systematic Instruction,• Repeated Exposure Scaffolding and Gradual Release |
| Explicit and Systematic Instruction | Directly teach word parts (prefixes, suffixes, roots) and patterns (e.g., CVC words or word families) logically. |
| Repeated Exposure | : Provide frequent opportunities for students to encounter and use word parts in various contexts (reading, writing, and oral language activities). |
| Scaffolding and Gradual Release | : Model word analysis strategies first, then guide students through practice before asking them to apply skills independently |
| for any word ending in VCe (vowel consonant ‘e’) | the vowel before the ‘e’ becomes long. |
| ‘s’ comes at the end of a word | it signifies a plural. For words that end in ‘se,’ the ‘e’ tells us that the word is not meant to be plural. An example of this is the word ‘tense,’ which without the ‘e’ would be the pluralized ‘tens.’ |
| letters ‘c’ and ‘g’ hard sounds | are formed in words like ‘cat and ‘gap’ |
| soft sounds lace, chance, cage, and badge. | These letters become soft anytime they are followed by an ‘i,’ a ‘y,’ and, of course, ‘silent e. |
| Adds vowel to syllables don’t have one | all syllables must contain at least one vowel. When words end in consonant blends, they need to have a vowel in them, and that’s where ‘silent e’ comes in. For words like ‘syllable,’ that ‘e’ needs to be on the end so that ‘bl’ are not by themselves at the end of the word! |
| Makes the ‘th’ voiced when at the end of a word | The ‘silent e’ also voices the ‘th’ digraph, which is more typically unvoiced (meaning we don’t make a tonal sound when we speak this phoneme). In words like ‘with’ and ‘thought,’ the ‘th’ digraph is unvoiced. In the words ‘breathe,’ ‘soothe,’ and ‘teethe,’ the digraph becomes voiced thanks to that ‘silent e.’ |
| Prevents words from ending in i, u, v, or z. | r rule states that the letters i, u, v, and z cannot end a word in the English language. When a word ends in these sounds, there is automatically a ‘silent e’ ending in order to keep this rule intact. |
Created by:
tanya1970