Drop the silent “e” when adding a suffix that begins with a vowel.

Doubling the Final Consonant

Double the final consonant in a base word with a single vowel when adding a vowel-based suffix.

Changing “Y” to “I”

Change a final “y” to “i” when adding a suffix unless the suffix begins with “i.”

A student easily reads through a paragraph, exercising prosody and automaticity. The student makes only one error

A student reads through a paragraph, mostly exercising prosody and automaticity. The student makes only six errors but self corrects on most of the errors.

The student struggles to read with automaticity and frequently stops to sound out words. The student makes more than six errors and rarely self-corrects.

1 – 1.9 Grade Level Equivalent

2 – 3.9 Grade Level Equivalent

4 – 5.9 Grade Level Equivalent

6 – 8.9 Grade Level Equivalent

9 – 12 Grade Level Equivalent

Text structure, Author’s purpose, Predictability of text, Illustration support, Knowledge demands

Word count, Sentence lengths, Ratio of high-to-low-frequency words

Student interest, Motivation to read, Participation in reading tasks, Illustration support, Knowledge demands

Measures of Text Complexity Text attributes that can only be evaluated by a human reader.

Measures of Text Complexity Statistical measurements of text complexity.

Text attributes that can only be evaluated by a human reader

Explicit Instruction:

The teacher explains the silent “e” rule and how it transforms vowel sounds.

Systematic Instruction:

The lesson is sequenced from a foundational concept (introducing the rule) to progressively more complex tasks (independent application in decodable texts).

Gradual Release of Responsibility:

: The teacher moves from modeling (I do), to guided practice (we do), and finally to independent practice (you do). This scaffolds student learning and ensures mastery.

Each response should address:

A student’s specific strength in the given skill A student’s need or area for improvement An appropriate instructional strategy or intervention An explanation of why the strategy is effective

Modifying instruction or using supports to help special education students achieve. Accommodations do not involve lowering standards or delaying learning.

Evaluating classroom data to identify issues and implementing effective solutions to improve teaching and learning outcomes.

Using formative and summative measures to monitor progress and evaluate student outcomes.

Authentic instruction

Engaging students with meaningful, relevant, and practical learning experiences.

A combination of reading and writing instruction using diverse literary genres, including both literary and informational texts.

Bilingual instruction

Leveraging students’ first language to support learning in English.

Incorporating materials and resources that honor and reflect the diverse cultures in the classroom.

Using techniques to keep students organized, focused, and productive during class activities

Rereading a text multiple times for distinct purposes to deepen comprehension.

Collaborative learning

Student-centered strategies where learners work together, encouraging self-direction and teamwork

A visual representation of content, useful for illustrating relationships such as cause effect, problem-solution, or compare-contrast

Higher-order skills involving analysis, evaluation, and creation of new ideas.

Cultural responsiveness

Designing instruction that integrates students’ cultural backgrounds and promotes inclusive learning environments

Data-driven decisions

Using qualitative and quantitative data to inform instructional choices.

Developmentally appropriate instruction (DAP)

Selecting texts, tools, and activities suitable for a student’s age and developmental stage

Differentiated instruction

Providing varied instructional methods to meet diverse learning needs within a classroom.

Diversity as an asset

Viewing the diversity of perspectives as an opportunity for enriched learning experiences.

Using scientifically validated methods and materials in instruction.

Teaching that is clear, direct, and focused on specific skills or concepts. This includes modeling, guided practice, and independent application to ensure mastery.

Organizing students into dynamic groups based on their readiness, interests, or learning styles.

High expectations for all learners

– Holding every student to high academic standards, regardless of background or achievement level.

Coordinating standards and goals across content areas within the same grade level.

Ensuring that classroom resources and experiences represent diverse cultures and identities.

Interdisciplinary activities

Connecting multiple subject areas to promote relevance and critical thinking.

Providing targeted support to help students improve specific skills.

Encouraging students’ internal desire to learn through autonomy, competence, and relatedness.

Literary examples used as models for teaching specific writing or reading skills

– Thinking about one’s thinking processes to enhance understanding and learning. Modeling – Demonstrating skills or knowledge as an example for students to follow.

Adjusting the curriculum or assessments to accommodate students’ needs, typically based on an IEP

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Term	Definition
Dropping Silent E	Drop the silent “e” when adding a suffix that begins with a vowel.
Doubling the Final Consonant	Double the final consonant in a base word with a single vowel when adding a vowel-based suffix.
Changing “Y” to “I”	Change a final “y” to “i” when adding a suffix unless the suffix begins with “i.”
Independent ≥ 95%	A student easily reads through a paragraph, exercising prosody and automaticity. The student makes only one error
Instructional 90%	A student reads through a paragraph, mostly exercising prosody and automaticity. The student makes only six errors but self corrects on most of the errors.
Frustration < 90%	The student struggles to read with automaticity and frequently stops to sound out words. The student makes more than six errors and rarely self-corrects.
Emergent	K Grade Level Equivalent
Early	1 – 1.9 Grade Level Equivalent
Transitional	2 – 3.9 Grade Level Equivalent
Fluent	4 – 5.9 Grade Level Equivalent
Proficient	6 – 8.9 Grade Level Equivalent
Advanced	9 – 12 Grade Level Equivalent
Qualitative	Text structure, Author’s purpose, Predictability of text, Illustration support, Knowledge demands
Quantitative	Word count, Sentence lengths, Ratio of high-to-low-frequency words
Reader and task	Student interest, Motivation to read, Participation in reading tasks, Illustration support, Knowledge demands
Quantitative	Measures of Text Complexity Text attributes that can only be evaluated by a human reader.
Reader and task	Measures of Text Complexity Statistical measurements of text complexity.
Qualitative	Text attributes that can only be evaluated by a human reader
Explicit Instruction:	The teacher explains the silent “e” rule and how it transforms vowel sounds.
Systematic Instruction:	The lesson is sequenced from a foundational concept (introducing the rule) to progressively more complex tasks (independent application in decodable texts).
Gradual Release of Responsibility:	: The teacher moves from modeling (I do), to guided practice (we do), and finally to independent practice (you do). This scaffolds student learning and ensures mastery.
Each response should address:	A student’s specific strength in the given skill A student’s need or area for improvement An appropriate instructional strategy or intervention An explanation of why the strategy is effective
Accommodations	Modifying instruction or using supports to help special education students achieve. Accommodations do not involve lowering standards or delaying learning.
Action research	Evaluating classroom data to identify issues and implementing effective solutions to improve teaching and learning outcomes.
Assessments	Using formative and summative measures to monitor progress and evaluate student outcomes.
Authentic instruction	Engaging students with meaningful, relevant, and practical learning experiences.
Balanced literacy	A combination of reading and writing instruction using diverse literary genres, including both literary and informational texts.
Bilingual instruction	Leveraging students’ first language to support learning in English.
Celebrate culture	Incorporating materials and resources that honor and reflect the diverse cultures in the classroom.
Classroom management	Using techniques to keep students organized, focused, and productive during class activities
Close reading	Rereading a text multiple times for distinct purposes to deepen comprehension.
Collaborative learning	Student-centered strategies where learners work together, encouraging self-direction and teamwork
Concept map	A visual representation of content, useful for illustrating relationships such as cause effect, problem-solution, or compare-contrast
Critical thinking	Higher-order skills involving analysis, evaluation, and creation of new ideas.
Cultural responsiveness	Designing instruction that integrates students’ cultural backgrounds and promotes inclusive learning environments
Data-driven decisions	Using qualitative and quantitative data to inform instructional choices.
Developmentally appropriate instruction (DAP)	Selecting texts, tools, and activities suitable for a student’s age and developmental stage
Differentiated instruction	Providing varied instructional methods to meet diverse learning needs within a classroom.
Diversity as an asset	Viewing the diversity of perspectives as an opportunity for enriched learning experiences.
Evidence-based	Using scientifically validated methods and materials in instruction.
Explicit instruction	Teaching that is clear, direct, and focused on specific skills or concepts. This includes modeling, guided practice, and independent application to ensure mastery.
Flexible grouping	Organizing students into dynamic groups based on their readiness, interests, or learning styles.
High expectations for all learners	– Holding every student to high academic standards, regardless of background or achievement level.
Horizontal alignment	Coordinating standards and goals across content areas within the same grade level.
Inclusive	Ensuring that classroom resources and experiences represent diverse cultures and identities.
Interdisciplinary activities	Connecting multiple subject areas to promote relevance and critical thinking.
Interventions	Providing targeted support to help students improve specific skills.
Intrinsic motivation	Encouraging students’ internal desire to learn through autonomy, competence, and relatedness.
Mentor texts	Literary examples used as models for teaching specific writing or reading skills
Metacognition	– Thinking about one’s thinking processes to enhance understanding and learning. Modeling – Demonstrating skills or knowledge as an example for students to follow.
Modifications	Adjusting the curriculum or assessments to accommodate students’ needs, typically based on an IEP
Outcomes	The results or impact of instructional strategies on student learning
Performance assessment	Tasks designed to evaluate students’ mastery of multiple learning objectives aligned with standards.
Primary resource	Original materials, such as diaries, letters, or artifacts, used for teaching and analysis.
Prior knowledge	What students already know about a topic based on previous experiences and learning.
Progress monitor	Tracking student progress through observations, exit tickets, and other real time measures.
Recursive teaching methods	Building new knowledge by revisiting and extending previously acquired skills.
Relevance, real-world, relatable	Fostering connections between learning and students’ lives to make content meaningful.
Reliable	Producing consistent results under similar conditions.
Remediation	Addressing gaps in learning through corrective instruction.
Cultural responsiveness	Designing instruction that integrates students’ cultural backgrounds and promotes inclusive learning environments.
Data-driven decisions	Using qualitative and quantitative data to inform instructional choices.
Developmentally appropriate instruction (DAP)	Selecting texts, tools, and activities suitable for a student’s age and developmental stage
Differentiated instruction	Providing varied instructional methods to meet diverse learning needs within a classroom.
Diversity as an asset	Viewing the diversity of perspectives as an opportunity for enriched learning experiences.
Evidence-based	Using scientifically validated methods and materials in instruction.
Explicit instruction	Teaching that is clear, direct, and focused on specific skills or concepts. This includes modeling, guided practice, and independent application to ensure mastery.
Flexible grouping	Organizing students into dynamic groups based on their readiness, interests, or learning styles.
High expectations for all learners	Holding every student to high academic standards, regardless of background or achievement level.
Horizontal alignment	Coordinating standards and goals across content areas within the same grade level.
Inclusive	Ensuring that classroom resources and experiences represent diverse cultures and identities.
Interdisciplinary activities	Connecting multiple subject areas to promote relevance and critical thinking.
Interventions	Providing targeted support to help students improve specific skills.
Intrinsic motivation	Encouraging students’ internal desire to learn through autonomy, competence, and relatedness.
Mentor texts	Literary examples used as models for teaching specific writing or reading skills.
Metacognition	Thinking about one’s thinking processes to enhance understanding and learning.
Modeling	Demonstrating skills or knowledge as an example for students to follow.
Modifications	Adjusting the curriculum or assessments to accommodate students’ needs, typically based on an IEP
Outcomes	The results or impact of instructional strategies on student learning.
Performance assessment	Tasks designed to evaluate students’ mastery of multiple learning objectives aligned with standards.
Primary resource	Original materials, such as diaries, letters, or artifacts, used for teaching and analysis.
Prior knowledge	What students already know about a topic based on previous experiences and learning.
Progress monitor	Tracking student progress through observations, exit tickets, and other real time measures.
Recursive teaching methods	Building new knowledge by revisiting and extending previously acquired skills.
Relevance, real-world, relatable	Fostering connections between learning and students’ lives to make content meaningful.
Reliable	Producing consistent results under similar conditions.
Remediation	Addressing gaps in learning through corrective instruction
Rigorous	Challenging curriculum that requires higher-order thinking skills.
Scaffolding instruction	Providing temporary support or strategies to help students master new skills, gradually removing these supports as students become more independent.
Secondary resource	Information derived from primary sources, such as textbooks or research articles.
Self-assessment	Encouraging students to evaluate their own work, performance, and progress.
Specific and meaningful feedback	Providing actionable and constructive insights to help students improve.
Standards-aligned	Ensuring curriculum and instruction are directly tied to state-adopted standards.
Student-centered/learner-centered	Instructional approaches that prioritize individual learning needs, interests, and cultural backgrounds.
Systematic instruction	A planned, sequential approach to teaching that builds on previously learned concepts, ensuring students develop skills in a logical and cumulative manner
Text-based discussion	Conversations that require students to cite evidence from the text to support their ideas, fostering critical thinking and comprehension.
Validity	Accuracy in measuring what an assessment intends to measure.
Vertical alignment	Ensuring continuity and progression of learning objectives across grade levels.
Vocabulary in context	Teaching vocabulary through its use in meaningful, real-world examples.
Wait time	Allowing students adequate time to process and respond to questions.
Word consciousness	Fostering curiosity and interest in word meanings and usage.
DIBELS (Dynamic Indicators of Basic Early Literacy Skills)	: A set of standardized, individually administered assessments that measure key early literacy skills, including phonemic awareness.
Initial Sound Fluency (ISF):	Assesses the ability to identify and produce the first sound in a spoken word.
Phoneme Segmentation Fluency (PSF):	Measures the ability to segment words into individual phonemes (e.g., cat → /c/ /a/ /t/)
PALS:	Purpose: A comprehensive screening tool to identify students’ literacy development, including phonological awareness and decoding skills.
Rhyme Awareness:	Students identify rhyming words (e.g., cat and hat)
Beginning Sound Awareness PALS (Phonological Awareness Literacy Screening):	Students identify words with the same initial sound (e.g., sun, sit).
CTOPP-2 (Comprehensive Test of Phonological Processing): Phonological Awareness:	A standardized, norm-referenced assessment that measures phonological processing abilities.
PALS	Rhyme Awareness, Beginning Sound Awareness
PALS:	(Phonological Awareness Literacy Screening):
CTOPP-2	(Comprehensive Test of Phonological Processing):
CTOPP-2	Phonological Memory, Phonological Awareness:
DIBELS	Initial Sound Fluency (ISF) Phoneme Segmentation Fluency (PSF)
PALS	Rhyme Awareness
Beginning Sound Awareness	Students identify words with the same initial sound (e.g., sun, sit)
Phonological Awareness	Blending, segmenting, and manipulating phonemes.
Phonological Memory:	Remembering spoken information (e.g., repeating nonwords).
Fluency Assessments	measure a student’s ability to read with accuracy, rate, and prosody (expression and phrasing), which are essential for comprehension.
Oral Reading Fluency (ORF)	Fluency assessments
Guide Instruction	Data from both assessment types allow teachers to provide targeted instruction that supports decoding (e.g., phonics practice) and comprehension (e.g., summarizing and questioning strategies).
Monitor Progress:	Formative assessments like running records (code-based) and text-based questioning (meaning-based) help monitor ongoing development.
Diagnose specific deficits	: If a student reads fluently but struggles with comprehension, meaning based interventions are needed. Conversely, decoding struggles point to a need for phonics instruction.
Balanced Approach	Both code-based and meaning-based assessments are critical to understanding a student’s reading development
Comprehension, vocabulary	Data -Qualitative and quantitative (depth of responses)
higher-order skills	metacognition set of cognitive abilities that enable individuals to go beyond r(HOTS) ote memorization and engage in more complex, critical thinking.
Comprehension	: Literal, inferential, and evaluative understanding of texts.
Higher-Order Thinking:	Skills like summarizing, analyzing text structures, and identifying the author’s purpose.
Meaning-Based Assessments	Oral or Written Retellings, Text-Based Questioning
Cloze Assessments:	Students fill in blanks with appropriate words, demonstrating vocabulary and context skills.
diagnostic tools.	Identify skill gaps
formative assessments.	Monitor growth
summative tests.	is a comprehensive assessment conducted at the end of a learning period (like a unit, course, or semester) to evaluate a student's overall understanding and mastery of the material.
Tailor instruction	based on screening and pre/post-assessment results.
Summative	Example Administering a district benchmark test or state standardized assessment.
Entry level Screening	Administering a Letter Naming Fluency test at the beginning of kindergarten.
Formative/Progress Monitoring	Using running records to monitor oral reading accuracy and fluency weekly
Diagnostic	Conducting a phonics inventory to determine gaps in letter-sound knowledge.
Pre- and Post Assessment	Comparing scores on a reading comprehension quiz before and after instruction.
Criterion-Referenced	A state reading test that measures specific skills against a set of standards (e.g., decoding, fluency).
Norm-Referenced	Administering the Stanford Achievement Test to compare scores to national norms
Reliability	Ensures consistency of results over repeated administrations
Bias in Testing	Refers to cultural, linguistic, or content-based biases that may unfairly disadvantage specific groups of students.
Formative assessments	are used during instruction to monitor progress and make timely decisions.
Summative assessments	Summative assessments are given at the end of learning (end of unit, semester, or year) and measure outcomes of a strategy or approach.
Key Assessment Concept	Validity, Reliability, Bias in Testing
Running Records	: A student reads aloud while the teacher records errors, substitutions, and self corrections to analyze decoding and fluency
informal Reading Inventories (IRIs):	A student reads a short passage, and the teacher asks comprehension questions to assess both decoding accuracy and understanding of the text.
Group Assessments	Guided reading is an example of a group assessment. The teacher monitors the group and collects. Ex. Stock diverse, leveled books reflecting student interests. observational data.
Classroom Libraries	Strategies for Motivation and Engagement Foster interest and accessibility. Example Stock diverse, leveled books reflecting student interests.
Independent Reading Logs	Strategies for Motivation and Engagement, Track progress and set. Use a reading journal to monitor books read and personal goals.
Gamified Literacy Tools	Strategies for Motivation and Engagement. Make reading practice fun and engaging. Use apps like Reading Eggs or Freckle for interactive challenges.
Audiobooks and Text-to Speech	Strategies for Motivation and Engagement, Support struggling readers. Example to-speech tools.
Peer Recommendations	Strategies for Motivation and Engagement, Promote a reading community. Example Students create posters or presentations about their favorite books.
Literary Texts:	Stories, poetry, and drama help develop imagination, empathy, and understanding of human experiences
Informational Texts	Articles, essays, and reports build knowledge, critical thinking, and understanding of the world
Universal Design for Learning	is a framework for designing instruction that meets the diverse needs of all learners. (UDL)
Heterogeneous Grouping	mixes students of varying abilities, backgrounds, or skill levels in the same group. This approach is often used for collaborative learning, problem-solving, or discussion-based activities.
Homogeneous Grouping	Homogeneous grouping involves placing students with similar abilities and skill levels together. This approach is commonly used when targeting specific skills, such as fluency practice in reading, phonics instruction, or math interventions.
Standards	These are broad, overarching goals set by state or national education organizations that outline what students should know and be able to do by the end of a grade level or course. Standards are non-negotiable, provide a framework for curriculum development, and guide instruction across all schools.
Objectives	These are specific, measurable outcomes that teachers set for individual lessons or units. Objectives break down the standard into smaller, actionable steps tailored to the daily classroom environment. They guide what students should achieve by the end of a lesson or activity and are often written in student-friendly language.
Aligning instruction	with state standards is the first thing teachers should do when planning lessons. If you see the term state standards in an answer choice, slow down because it is probably the correct answer.
Accuracy Rate =	Total Words Read – Errors Total Words Read × 100
Rate	Words Correct Per Minute (WCPM)
Prosody =	= Assessed qualitatively using a prosody rubric (e.g., appropriate phrasing, smoothness, and expression).
Oral Fluency Assessment	identifies students who need additional support in decoding or automaticity. It also measures growth in fluency over time and determines how fluency affects reading comprehension. The teacher gives the student a passage to read aloud for one minute. As the student reads, the teacher marks: ○Errors (e.g., omissions, substitutions, mispronunciations). Self-corrections and repetitions. After one minute, the teacher calculates the words read correctly per minute (WCPM).
Criterion-Referenced	Measures mastery of skills/ standards. Score Interpretation(e.g., NAEP).Pass/Fail or proficiency level. Focus- What a student can do based on criteria. Determines if standards are met.
Norm-Referenced	Compares performance to a peer group. Example Standardized tests (e.g., Iowa Test of Basic Skills)Score Interpretation -Percentile ranking (e.g., top 20% nationally). Focus -How a student performs relative to peers. Use Identifies relative strengths/weaknesses
diagnostic assessment	t is specific enough that the teacher can diagnose the learning deficit and apply interventions. a teacher needs specific data to diagnose reading deficits.
Assessment	outcomes are not simply grades in the grade book. They are valuable data teachers use to decide how to meet the needs of all student
Highly Proficient Students	Differentiation Strategies=Provide opportunities for research projects where students synthesize information from various sources. – Challenge students with texts featuring complex structures like cause/effect or problem/solution.
Grade-Level Performers	Differentiation Strategies Teach close reading techniques to analyze text structure, main ideas, and supporting evidence. Guide students in identifying the author’s purpose and evaluating text credibility
Struggling Readers	Differentiation Strategies Use pre-reading activities to build background knowledge and activate schema. – Model comprehension strategies with think-alouds (e.g., summarizing, questioning).
Students with Disabilities	Differentiation Strategies Scaffold comprehension with step-by-step graphic organizers (e.g., main idea/details charts). Break texts into smaller sections with guiding questions to improve focus and clarity. Provide audio versions of texts to support students with decoding challenges. Use assistive technology, such as text-to-speech tools or interactive digital organizers.
Primary Source	Firsthand accounts created by individuals directly involved in an event or topic. Examples Diaries, letters, speeches, photographs, interviews, historical documents.
Secondary Source	Examples interpretations, analyses, or summaries of primary sources created by someone not directly involved. Textbooks, biographies, research articles, documentaries.
Venn Diagram	:Comparing different texts, ideas, or concepts, such as two perspectives on an issue or two informational articles.
Semantic Map	Vocabulary development, understanding concepts, and organizing details in informational texts.
Cornell Notes	Active notetaking during reading, summarizing key ideas, and preparing for discussions or assessments.
KWL Chart	Introducing new content, organizing ideas, and guiding students’ reading comprehension. K (What I know) W (What I want to know) L (What I learned)
Close Reading	1. First read: Identify the main idea. 2. Second read: Locate supporting Students read the text multiple times with a different focus for each reading details. 3. Third read: Analyze the author’s perspective and reason for writing the piece.
Think-Alouds:	Example: “I see the word ‘photosynthesis’ in this section. I know it’s a process plants use to create energy, so this paragraph must explain that process in more detail.” Teachers verbalize their thought process while reading a passage to show students how skilled readers approach texts.
Modeling	Through Think-Alouds and Close Reading Teachers can effectively model comprehension strategies through think-aloud and close reading Strategic Reading Approaches
Skimming	Purpose Skimming Quickly identifies main ideas or general content. When to Use. Previewing a text to get an overview. Strategic Reading Approaches
Scanning	Purpose Locates specific information like facts, figures, or key terms. When to Use Searching for answers to specific questions. Strategic Reading Approaches
Adjusting Reading Rat	Purpose Matches reading speed to the complexity of the text or task. When to Use Slowing down for dense, challenging texts and speeding up for familiar or repeated information. Strategic Reading Approaches
Comprehension Monitoring	Purpose Allows students to check their understanding and clarify meaning. When to Use While reading difficult sections of a text. Strategic Reading Approaches
Comprehension Monitoring	Comparing different texts, ideas, or concepts, such as two perspectives on an issue or two informational articles.
Detect Bias	Model how to look for loaded language, missing evidence, or unbalanced arguments.
Blending Individual Sounds	Strategies for teaching phonological awareness This is the ability to put individual sounds in a word together, as in /p/- /a/-/t/ – /pat/. Later we will discuss consonant blending and vowel blending.
Identifying Onsets	These are the beginning consonants or consonant clusters in a word.
Identifying Rime	These are the vowels and consonants that follow the onset consonant cluster. Some common rimes are: -ack, -an, -aw, -ick, -ing, -op, -unk, -ain, -ank, -ay, -ide, -ink, -or, -ock, -ight, -ame, -eat, -ine
Rhyming	– This is the repetition of sounds in different words. Students listen to the sounds within words and identify word parts. For example, the /at/ sound in the word mat is the same /at/ sound in the words cat, rat, sat, and splat.
segmenting	This is when students break a word apart by different sounds. This can be done by breaking compound words into two parts, segmenting by onset and rime, or segmenting by syllables. Remember, phonological segmenting is done orally—students break down these words by using sound segments in words.
Compound words	Examples of Segmenting baseball base ball
Onset and rime	Examples of Segmenting dad /d/ -/ad/
Syllables	Examples of Segmenting behind /be-hind/
Individual phonemes	Examples of Segmenting cat /c/ /a/ /t/
Isolation	Strategies for teaching phonemic awareness Individual phonemes
Onset and rime	Strategies for teaching phonemic awareness dad /d/ -/ad/
Syllables	Strategies for teaching phonemic awareness behind /be-hind/
Individual phonemes	Strategies for teaching phonemic awareness cat /c/ /a/ /t/
, phonological awareness	includes recognizing and manipulating larger units of sound, such as words, syllables, and onsets/rimes.
phonemic awareness,	As students advance, they move toward phonemic awareness, which focuses on identifying, blending, segmenting, and manipulating individual phonemes, the smallest units of sound in language.
Phonological Awareness Continuum	on a continuum, meaning these skills develop gradually over time, progressing from simpler tasks to more complex ones. This continuum reflects the sequential nature of these skills, starting with a broader awareness of sounds in spoken language and advancing to more detailed manipulation of individual sounds (phonemes).
phonological awareness continuum	highest levels include manipulating words.
Rhyme	1. is when students can match the ending sounds of words, as in “bat,” “hat,” “cat.”
Alliteration	2. occurs when students can identify and produce words with the same initial sound, such as “sit,” “see,” and “silly
Sentence segmentation	is when students can segment sentences into words. For example, He \| went \| to \| the \| beach.
4. Syllable segmentation	n is when students blend and segment spoken word syllables, such as hap-py, de-light, and sum-mer
Onset and rime blending and segmenting	are when students can blend or segment the (onset) initial consonant or consonant cluster and the (rime) vowel and consonant sounds following the rime as in tr- -ack, b- -at, sl- -eep.
Phoneme manipulation i	is when students can manipulate sounds in words. This is the most complex skill on the continuum and includes several skills:
Phoneme manipulation	Add and delete larger sounds in words (say “peanut” with the /pea/ sound, and it becomes “nut”). Substitute phonemes to create new words (“broom” becomes “zoom,” “brick” becomes “stick”)
phoneme manipulation	The following steps involve changing sounds in words. These skills are considered complex phonemic awareness skills.
Addition	n is when students can manipulate a word by adding a sound not originally in the word. For example, start with the word “pay” and add an /l/ sound after the /p/ sound, and the word becomes “play.” This is adding a medial sound because the added sound is in the middle of the word. phoneme manipulation
Deletion	n is when students manipulate a word by deleting sounds to make a new word. For example, if you start with the word “play” and delete the /l/ sound, the word becomes “pay.” This is deleting a medial sound because the deleted sound is in the middle of the word. phoneme manipulation
Substitution	is the highest level of phonemic awareness because students must not only identify and locate the sounds in the word but also switch them with other sounds.
Substitution	For example, start with the word “moth” and switch the /o/ sound with an /a/ sound, and the word becomes “math.” This is substituting a medial sound because the substituted sound is in the middle of the word.
recursive approach	h to phonological and phonemic awareness A phonological and phonemic awareness recognizes that students may need to revisit and reinforce earlier skills while developing more advanced ones. .
recursive approach	Instead of treating phonological and phonemic awareness as linear progressions, this approach allows flexibility, enabling students to cycle back to foundational concepts to solidify their understanding before moving forward
Reinforcement of Basic Skills:	Students may revisit activities like syllable clapping or rhyming even as they work on more complex tasks like phoneme segmentation. Key Features of a Recursive Approach
Integration of Skills	Earlier skills, such as word awareness or onset/rime recognition, are practiced alongside advanced phonemic awareness tasks to strengthen sound manipulation abilities. Key Features of a Recursive Approach
Responsive Instruction:	Teachers assess individual student needs and adjust instruction by returning to earlier stages of the continuum when gaps are identified.Key Features of a Recursive Approach
Tailored Support	Recognizes that students develop at different rates and may require reteaching or reinforcement of earlier skills. Benefits of a Recursive Approach
Skill Mastery	Strengthens foundational knowledge, ensuring students have the tools they need to succeed with advanced tasks. Benefits of a Recursive Approach
Integrated Learning	Helps students make connections between different levels of phonological and phonemic awareness. Benefits of a Recursive Approach
sequential approach	starting with a general awareness of language sounds and culminating in the precise manipulation of phonemes. Understanding this progression allows educators to scaffold instruction, ensuring students master each step before moving to more complex tasks
Differentiated Instruction	4 thActivities are tailored to meet the diverse needs of the class, ensuring all students can progress. Assessment
Recursive Approach	3rd Struggling students revisit earlier skills like syllable awareness while advanced learners engage in phoneme manipulation. Assessment
sequential approach	2nd starting with a general awareness of language sounds and culminating in the precise manipulation of phonemes. Assessment
Systematic Progression	The lesson builds from rhyming (basic phonological awareness) to segmenting and blending (phonemic awareness). Assessment
Assessment	Mrs. Carter concludes the lesson with an informal assessment. She gives each student a list of words and asks them to segment and blend the phonemes aloud. She takes notes on who needs additional practice and plans to revisit phonological awareness activities for those who struggle. Assessment
Explicit Instruction:	1. clearly explains and demonstrates each skill with modeling. Assessment
Directionality:	Print is read from left to right and top to bottom. Evidence-based instructional strategies for teaching concepts of print awareness and letter knowledge
Spacing	Spaces separate individual words in a sentence. Evidence-based instructional strategies for teaching concepts of print awareness and letter knowledge
Word Representation	Words are composed of specific sequences of letters; each word is distinct .Evidence-based instructional strategies for teaching concepts of print awareness and letter knowledge
Modeling Print Awareness	s: During read-alouds, explicitly point to words as you read, demonstrating left-to-right directionality and how words correspond to speech. Use “big books” or projected text to highlight print features like capital letters or punctuation Evidence-Based Instructional Strategies for Print Awareness
Interactive Reading	Ask students to locate specific elements in the text (e.g., “Can you find the first word on this page?” or “Where does the sentence end?”). Encourage students to count the words in a sentence or identify letters within a word Evidence-Based Instructional Strategies for Print Awareness
Labeling the Environment	Label objects in the classroom (e.g., “door,” “desk”) to help students connect spoken words with their written representations. Evidence-Based Instructional Strategies for Print Awareness
Engaging in Shared Writing	Work collaboratively with students to create simple sentences, demonstrating how spoken words are transformed into written text. Evidence-Based Instructional Strategies for Print Awareness
Print-Rich Centers:	Provide materials like magnetic letters, sentence strips, and word cards to encourage hands-on exploration of print concepts. Evidence-Based Instructional Strategies for Print Awareness
decodable texts	is considered a best practice. If you see the term “decodable text” in an answer choice, slow down because it might be the correct answer.
Decodable texts	use controlled vocabulary that aligns with specific phonics patterns (e.g., short “a,” short “i,” and CVC words). They also feature high-frequency words to build fluency with common sight words like “the,” “is,” and “said.” Repetition andsimple sentences are key features in decodable, allowing students to focus on decoding rather than complex comprehension.
Elkonin box	x is a teaching tool that helps students develop phonemic awareness and decoding skills by segmenting words into their sounds (phonemes). Each box represents one sound, and students place a token or counter in each box as they identify each phoneme in a word. Phonological and Phonemic Awareness For Struggling Readers
English Learners (ELs)	Use visuals, gestures, and realia to build vocabulary and language comprehension. Incorporate sentence frames to scaffold oral and written language. Language Development
Students with Disabilities	: Use adaptive tools like picture-supported communication boards or voice-to-text technology to aid language expression. Language Development
Highly Proficient Students	Introduce complex academic vocabulary and engage students in discussions that require analysis and synthesis of ideas. Language Development
Elkonin box	This visual and tactile method supports blending and segmenting, which are key skills for reading and spelling development
Word Building Games	Use advanced letter tiles to create new words, focusing on patterns like prefixes, suffixes, and roots.Classroom Extensions for On-Grade-Level and Advanced Learners
Oral Language Debates	Foster deeper language development by having students debate topics using evidence-based reasoning. Classroom Extensions for On-Grade-Level and Advanced Learners
Independent Research Projects	s: Encourage highly proficient students to write and present reports on topics of interest, integrating new vocabulary and complex sentence structures.. Classroom Extensions for On-Grade-Level and Advanced Learners
Diagnostic Assessment	Phonics screener
Norm-Referenced Assessment	Standardized test
Criterion-Referenced Assessment	Standards-based assessment
Formative Assessment	Correct match: Exit Slip
Phonological awareness	Informal inventories that assess onset-rime or sound isolation would be giving a teacher information about a student's proficiency in
authentic assessment.	Second-grade students research, create posters, and present information about a chosen community helper to understand their role in society. This is an example of an
qualitative data	is narrative and can be collected from observation notes and other informal-gathering techniques, while
quantative data data quantative data	can be reported as a number and collected through assessments. academic system with the tier description.
Tier 2	Small group instruction with a research-based program academic system with the tier description. Academic system with the tier description.
Tier 3	academic system with the tier description. Weekly progress monitoring academic system with the tier description.
Tier 1	Complete a universal screener academic system with the tier description.
Letter Names and Shapes	: Introduce letters systematically, focusing on one letter at a time. Use visual aids like alphabet charts or flashcards to help students associate letter names with their shapes. • Instructional Tip: Teach uppercase and lowercase letters together, emphasizing their similarities and differences.
Interactive Letter Recognition Games	Activity: Use matching games where students pair uppercase and lowercase letters or find letters in a word search. • Example: “Can you find the letter ‘D’ on this page? Is it uppercase or lowercase?” Purpose: These activities make learning fun and engaging while reinforcing letter identification
Alphabet Songs and Mnemonics	Activity: Sing alphabet songs or use rhymes and mnemonics to help students remember letter names and their sequences.
Activity: Sing alphabet songs or use rhymes and mnemonics to help students remember letter names and their sequences.	Example: A song emphasizing letter sounds, such as “The A says /ă/, the B says /b/, every letter makes a sound.
Letter Formation	Activity: Demonstrate how to write each letter on a whiteboard or chart, describing the strokes verbally. Provide guided practice using lined paper or handwriting apps.
Letter Formation	Example: “Start at the top for an uppercase ‘A.’ Draw a slanted line down, another slanted line down, and a line across in the middle.”
Environmental Print	Activity: Encourage students to find letters in environmental print, such as signs, labels, or classroom displays
Environmental Print	Example: “Who can find the letter ‘M’ in this classroom poster?”
Technology Letter Knowledge	Activity: Incorporate educational apps or online games focusing on letter recognition, naming, and formation.
Technology Letter Knowledge	Purpose Digital tools provide interactive and adaptive practice opportunities for students.
Sound-to-Letter Mapping	Activity: Provide students with manipulatives (e.g., letter tiles or cards) to map sounds in words to their corresponding letters.
Sound-to-Letter Mapping	Example: Say the word “cat” and have students place tiles for /c/, /a/, and /t/ in order.
Decodable Texts	Activity: Provide students with books and materials that use controlled vocabulary aligned to the letter-sound relationships they’ve been taught.
Decodable Texts	t Example: Sam has a red mat. The mat is big and soft. Sam’s cat, Tim, sits on the mat. Sam pats Tim. “Tim is my pal,” Sam says.
Phoneme Segmentation and Blending	Activity: Help students segment spoken words into individual sounds and blend sounds to form words, pairing these sounds with letters.
Phoneme Segmentation and Blending	Example: “Let's break 'sat' into its sounds: /s/, /a/, /t/. Now let's blend them together: 'sat.'”
Cumulative Word Building	Activity: Build words systematically by adding or changing one letter at a time, reinforcing lettersound relationships.
Cumulative Word Building	Example: Start with “mat,” then change /m/ to /s/ to make “sat,” and later add “h” to create “hat.”
Multisensory Techniques	Activity: Use multisensory approaches, such as writing letters in sand while saying their corresponding sounds or tapping out phonemes with fingers.
Multisensory Techniques	Example: Students write “b” while saying /b/, helping them connect the sound to the letter.
High-Frequency Word Integration	Activity: Teach high-frequency words (e.g., “the,” “is,” “and”) by highlighting their phonetic and irregular parts.
High-Frequency Word Integration	Example: “In the word 'is,' the /i/ follows our short vowel rule, and the 's' says /z/ in this word.”
1. Pre-Alphabetic Phase	Alphabetic Principle : Children recognize words based on visual cues, such as logos or shapes, rather than understanding the relationship between sounds and letters.
2. Partial Alphabetic Phase	Students begin associating some sounds with letters but rely on guessing words based on the first or last lettersAlphabetic Principle
3. Full Alphabetic Phase:	Alphabetic Principle e: Students fully understand the alphabetic principle, can decode unfamiliar words by blending sounds, and begin to recognize words more quickly
4. Consolidated Alphabetic Phase	Alphabetic Principle Students recognize letter patterns, such as digraphs and word families, and use these patterns to read and spell words more efficiently.
1. Pre-Alphabetic Phase	alphabetic Principle Example: A child recognizes the word “McDonald’s” by the shape of the logo
2. Partial Alphabetic Phase	Alphabetic Principle Example: A child identifies the word “cat” because they know the letter “c” stands for /k/.
3. Full Alphabetic Phase:	Alphabetic Principle Example: A student sounds out “mat” by blending /m/, /a/, and /t/.
4. Consolidated Alphabetic Phase	Alphabetic Principle Example: A student reads “light” as a whole word because they recognize the “igh” letter pattern
1. Explicit and Systematic Phonics Instruction	effective phonics instruction: ○ Example: Introduce the letter “s” with the /s/ sound, followed by modeling how to blend it with other letters (e.g., “sat” → /s/ /a/ /t/
2. Blending Elkonin Boxes	effective phonics instruction: : For “dog,” students move tokens into three boxes while saying /d/, /o/, and /g/, then blend to read “dog
3. Letter-Sound Drills	effective phonics instruction: Use flashcards with letters and corresponding pictures (e.g., “b” with a picture of a ball) to reinforce the association between letters and sounds
4. Guided Blending Sounds	effective phonics instruction: : Guide students through blending sounds in simple CVC words by sounding out each phoneme and then combining them. Use a gradual release model where you demonstrate, practice together, and then allow students to try independently.
4. Guided Blending Sounds	effective phonics instruction: Example: “Listen: /c/ /a/ /t/. Now, let’s blend it: cat
5. Multisensory Approaches:	effective phonics instruction: Multisensory Approaches : Engage students with hands-on materials like magnetic letters, sandpaper letters, or letter tiles to associate letters with sounds.
5. Multisensory Approaches:	Example: Students can trace a sandpaper “b” while saying /b/ to reinforce the connection.” Mastery of letter-sound correspondence is essential for decoding, as it provides the basis for reading unfamiliar words
3. Letter-Sound Drills	○ Purpose: Builds automaticity in recognizing letter-sound correspondences” Mastery of letter-sound correspondence is essential for decoding, as it provides the basis for reading unfamiliar words
Blending Elkonin Boxes	: Use Elkonin boxes to help students segment and blend sounds in words. Students place a token in each box as they say the corresponding sound and then blend them together.” Mastery of letter-sound correspondence is essential for decoding, as it provides the basis for reading unfamiliar words
Explicit and Systematic Phonics Instruction	Example: Introduce the letter “s” with the /s/ sound, followed by modeling how to blend it with other letters (e.g., “sat” → /s/ /a/ /t/). ” Mastery of letter-sound correspondence is essential for decoding, as it provides the basis for reading unfamiliar words
Phonetic Spelling	Why It Works: allows children to use their developing understanding phonemes and letter-sound correspondences. It reinforces their phonemic awareness and builds confidence in applying the alphabetic principle. A student might write the sentence, “I went to the beach,” like this: i wnt to the bech
Phonetic Spelling	Activity: During writing activities, encourage students to “stretch out” words and write the sounds they hear. For example, if a child writes “ct” for “cat,” celebrate their effort while guiding them toward more accurate spelling over time.
Modeling Conversation and Discourse	Why It Works: Engaging students in structured conversations demonstrates how to use language effectively for communication and comprehension Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Modeling Conversation and Discourse	Example: During a science lesson, model how to discuss observations: “I noticed the plant grew taller. What do you notice?” This helps students practice academic language Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Interactive Read-Aloud	Why It Works: Reading aloud exposes students to rich vocabulary, complex sentence structures, and diverse ideas while engaging them in listening and discussion. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Interactive Read-Aloud	Example: Pause during a story to ask open-ended questions, such as, “Why do you think the character made that choice?” to encourage critical thinking and oral expression .Evidence-Based Strategies for Supporting Oral Language and Literacy Development
medial sounds	medial sounds, so they often omit middle sounds when spelling phonetically. For example, students may write “sn” for “sun.” Identifying and manipulating medial sounds is a more advanced skill, as outlined in the phonemic awareness continuum Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Accountable Talk	Why It Works: Encourages students to engage in meaningful discussions by using evidence from texts, respecting others’ ideas, and articulating their own thinking clearly. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Accountable Talk	• Example: After reading a passage, prompt students: “What evidence in the text supports your opinion?” Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Shared Reading	Why It Works: This collaborative activity bridges oral and written language by allowing students to follow along as the teacher reads and points to the text Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Shared Reading	Example: Read a predictable text, pausing to let students join in on repetitive phrases, reinforcing fluency and vocabulary. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Modeled Reading and Writing	Why It Works: Demonstrates the thought process involved in decoding text or composing writing, providing students with a clear example to emulate. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Modeled Reading and Writing	Example: Say, “I’m going to read this sentence. Watch how I use context clues to figure out the meaning of this tricky word.” Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Independent Reading	Why It Works: Allows students to practice decoding and comprehension skills at their level while building confidence and a love for reading. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Independent Reading	Example: Offer a variety of books aligned with student interests and reading abilities for self-selected independent reading time. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Activating Prior Knowledge	Why It Works: Builds connections between students' knowledge and new concepts, enhancing comprehension. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Activating Prior Knowledge	Example: Before reading a book about the ocean, ask, “What do you already know about ocean animals?” Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Building Background Knowledge	Why It Works: Prepares students for new learning by providing context, vocabulary, and relevant information. Evidence-Based Strategies for Supporting Oral Language and Literacy Development
Building Background Knowledge	Example: Show a short video or share photos about a topic before diving into a related text to provide visual and auditory support Evidence-Based Strategies for Supporting Oral Language and Literacy Development
student-led discussions	Use sentence stems like “I think ___ because ___” to help students express their ideas and build connections between speaking, listening, and reading
e student-led discussions	This integrated approach ensures that students develop the skills necessary to communicate effectively across all modes of literacy. By embedding oral language into reading and writing instruction, educators create a rich, interactive learning environment that supports holistic development.
For English Learners (ELs)	Use visuals, gestures, and realia to build vocabulary and language comprehension. Incorporate sentence frames to scaffold oral and written language. Language Development. Evidence-based differentiated instruction and classroom interventions and extensions in emergent literacy skills to address the needs of all students
Students with Disabilities	Use adaptive tools like picture-supported communication boards or voice-to-text technology to aid language expression Language Development. Evidence-based differentiated instruction and classroom interventions and extensions in emergent literacy skills to address the needs of all students
Struggle with Phonics	These students may need more time to grasp phonics patterns and may have gaps in foundational skills. Language Development. Evidence-based differentiated instruction and classroom interventions and extensions in emergent literacy skills to address the needs of all students
Highly Proficient Students	Phonological and Phonemic Awareness Introduce complex academic vocabulary and engage students in discussions that require analysis and synthesis of ideas. Evidence-based differentiated instruction and classroom interventions and extensions in emergent literacy skills to address the needs of all students.
Highly Proficient Students	Challenge students to manipulate phonemes in multisyllabic words or create new words by substituting sounds (e.g., replace /s/ in “sight” with /f/ to make “fight”). Phonological and Phonemic Awareness Evidence-based differentiated instruction and classroom interventions and extensions in emergent literacy skills to address the needs of all students.
English Learners and Struggling Readers	Conduct shared reading activities that explicitly model print awareness, such as tracking text with a pointer and discussing features like spaces between words and punctuation. Concepts of Print. For English Learners and Struggling Readers
Highly Proficient Students:	Concepts of Print Foundations of Reading Conduct shared reading activities that explicitly model print awareness, such as tracking text with a pointer and discussing features like spaces between words and punctuation
English Learners and Struggling Readers	The Alphabetic Principle Introduce irregular spelling patterns and challenge students to decode words with silent letters, digraphs, and diphthongs.
Word Building Games	Classroom Extensions for On-Grade-Level and Advanced Learners.
Highly Proficient Students:	Introduce irregular spelling patterns and challenge students to decode words with silent letters, digraphs, and diphthongs.
Word Building Games:	Classroom Extensions for On-Grade-Level and Advanced Learners. Use advanced letter tiles to create new words, focusing on patterns like prefixes, suffixes, and roots.
Oral Language Debates	Foster deeper language development by having students debate topics using evidence-based reasoning. Classroom Extensions for On-Grade-Level and Advanced Learners
Independent Research Projects	Encourage highly proficient students to write and present reports on topics of interest, integrating new vocabulary and complex sentence structures. Classroom Extensions for On-Grade-Level and Advanced Learners Encourage highly proficient students to write and present reports on topics of interest, integrating new vocabulary and complex sentence structures.
Oral Language	Strategy: Engage students in rich discussions, read-alouds, and interactive conversations to build their oral vocabulary and language comprehension.
Oral Language	Strategy: Engage students in rich discussions, read-alouds, and interactive conversations to build their oral vocabulary and language comprehension. Evidence-based instructional strategies for decoding and encoding written words
Phonics (Decoding)	Why It Matters: Phonics teaches the systematic relationship between letters and sounds, enabling students to decode unfamiliar words. Phonics instruction strengthens the connection between oral vocabulary and written words by helping students map spoken sounds to printed text. Evidence-based instructional strategies for decoding and encoding written words
Phonics (Decoding)	Strategy: Provide explicit, systematic phonics instruction with opportunities to apply knowledge using decodable texts.
Struggle with Phonics	These students may need more time to grasp phonics patterns and may have gaps in foundational skills
Students Who Struggle with Phonics	Use decodable texts to provide controlled practice that reinforces specific phonics patterns. • Conduct progress monitoring to identify specific areas of difficulty and adjust instruction accordingly.
Performing at Grade Level	These students need consistent practice and opportunities to solidify their skills while avoiding stagnation.
Students Performing at Grade Level:	These students need consistent practice and opportunities to solidify their skills while avoiding stagnation.
s Performing at Grade Level:	Use a mix of decodable texts and authentic texts to apply phonics skills in meaningful contexts. • Incorporate partner reading or group discussions to reinforce skills and build flu
Systematic and Explicit Instruction	Teach phonics skills logically with direct teacher modeling Evidence-Based Practices for All Students
Multisensory Learning	Multisensory Learning Incorporate activities that engage visual, auditory, and kinesthetic modalities.
Assessment and Feedback	Use formative assessments to identify needs and provide immediate, constructive feedback.
Authentic Application	: Provide opportunities for students to apply phonics skills in meaningful contexts, such as reading connected text or writing sentences
Impact on Part of Speech	These suffixes change the base word into an adjective. • “Access” (noun) → “Accessible” (adjective). • “Enjoy” (verb) → “Enjoyable” (adjective).
Dropping Silent E	Drop the silent “e” when adding a suffix that begins with a vowel. Orthographic Rules
Dropping Silent E	Examples“Bake” + “-ing” = “Baking” Orthographic Rule
Dropping Silent E	Exceptions Keep the silent “e” to preserve soft sounds, e.g., “Change” + “-able” = “Changeable. Orthographic Rule
Doubling the Final Consonant	“Run” + “-ing” = “Running Orthographic Rule
Doubling the Final Consonant	Do not double if the base word ends with two vowels or if the suffix starts with a consonant (e.g., “Beat” + “-ing” = “Beating”). Orthographic Rule
Changing “Y” to “I”	Change a final “y” to “i” when adding a suffix unless the suffix begins with “i.” Orthographic Rule
Changing “Y” to “I”	Keep the “y” when the suffix begins with “i” (e.g., “Hurry” + “-ing” = “Hurrying”). Importance Orthographic Rules
Explicit Instruction in Rules	Why It Works: Directly teaching orthographic rules helps students understand patterns and exceptions Evidence-Based Strategies for Teaching Orthographic Rules
Explicit Instruction in Rules	Example Activity: Use word cards to demonstrate adding suffixes, highlighting when the silent “e” is dropped or when “y” changes to “i.”
Word Sorts	Why It Works: Sorting words into categories based on their spelling patterns helps students recognize common orthographic rules
Word Sorts	Example Activity: Provide words like “baking,” “joking,” “likable,” and “changeable” for students to group by rule (e.g., dropping silent “e” vs. keeping it).
Guided Practice with Feedback	Why It Works: Students need scaffolded opportunities to apply orthographic rules in context
Guided Practice with Feedback	Example Activity: Provide a base word and suffix (e.g., “hope” + “-ing”) and ask students to spell the new word. Then, discuss the reasoning.
Multisensory Activities	Why It Works: Engaging multiple senses reinforces learning
Multisensory Activities	Example Activity: Use magnetic letters or whiteboards to manipulate base words physically and suffixes, applying orthographic rules
Orthographic mapping	g is how readers learn to store written words in their long-term memory for immediate and automatic retrieval.
Orthographic mapping	. 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	g is essential for developing fluent word recognition, a cornerstone of proficient reading.
Key Components of Orthographic Mapping	Phoneme Awareness, Letter-Sound Correspondence, Repetition and Exposure
	How Orthographic Mapping Works • Sound-Symbol Association:
Sound-Symbol Association	How Orthographic Mapping Works 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 The student repeatedly practices reading the word, reinforcing the connection between its sound and written form.
“Sight Word”:	How Orthographic Mapping Works Over time, the word becomes a “sight word,” meaning it can be recognized automatically without sounding out
Builds Fluent Reading	: Automatic word recognition frees cognitive resources for comprehension rather than decoding
Supports Spelling	: Helps students understand and remember how words are constructed, improving spelling accuracy
Aids Vocabulary Growth	With fluent word recognition, readers can focus on understanding the meanings of new words.
Orthographic mapping	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	Explicit instruction in phoneme awareness, phonics, and spelling patterns is critical for supporting this process and helping students become proficient readers.
Guided Practice with High-Frequency Words	The class practices mapping high-frequency words, such as “like,” “went,” and “help.” Mr. Rivera uses the following steps: 1. He says the word aloud, emphasizing each sound. 2. Students repeat the word, clapping for each phoneme. 3. Students write t he word on whiteboards while Mr. Rivera guides them to map each sound to a letter.
Small Group Activity with Targeted Words	s the class into small groups. He creates word cards with words such as “stop,” “clip,” “float,” and “train.” Each group sorts the cards into categories based on the number of phonemes in the word.
Small Group Activity with Targeted Words for ELs	Small Group Activity with Targeted Words: divide the class into small groups. He creates word cards with words such as “stop,” “clip,” “float,” and “train.”
Independent Practice with Decodable Texts For ELs	provides glossaries with illustrations for unfamiliar words and pairs ELs with a partner to read together. He monitors their pronunciation and provides feedback as needed.
Independent Practice with Decodable Texts	: Students read decodable passages containing words they practiced.
analogy	a comparison between two things, typically for the purpose of explanation or clarification.
Literal Analogies:	These compare things that are actually similar in some way. "A car engine is like a human digestive system."
Figurative Analogies:	These compare things that are not literally similar but share some abstract characteristic. "Life is like a box of chocolates." (unpredictable) "He's as blind as a bat." (unable to see)
Analogies: Real-World Examples:	Finding a needle in a haystack" (a difficult task) "Rearranging deck chairs on the Titanic" (a futile effort)
Part-to-Whole Analogies:	These compare how a part contributes to a whole. "Finger is to hand as toe is to foot"
Function Analogies:	These compare objects based on their function. "Key is to lock as password is to computer"
Affective Analogies:	These compare things based on the shared feeling they evoke. "Her comforting hug enveloped me like a warm blanket
analogies	can be used to explain, describe, and add color to language in various contexts.
Analogies in Literature	Authors use analogies to add depth and meaning to their writing. "All the world's a stage, and all the men and women merely players." (Shakespeare, comparing life to a play) "A good friend is like a four-leaf clover; hard to find and lucky to have."
Reciprocal Teaching	It involves students taking turns leading discussions using four key strategies: predicting, questioning, clarifying, and summarizing. The teacher initially models these strategies, gradually shifting responsibility to the students as they become more proficient.
Reciprocal teaching	is a cooperative learning strategy that aims to improve students' reading comprehension skills
If a student is struggling with retelling events in a story, a	story map, plot diagram or sequencing, summarizing graphic organizer would be a way to scaffold.
Interactive read aloud	The teacher takes on most of the responsibility to model comprehension strategies with student interactions.
Independent reading	The student is responsible and accountable.
Guided reading	The student takes on the responsibility with the support of the teacher.
Think Aloud Read Aloud	he teacher takes on the responsibility to explicitly demonstrate comprehension strategies.
Shared reading	The responsibility is shared between the students and the teacher.
different characteristics found in literary text.	Word choice ,Plot, Informational Text ,Point of view, Characters, Author's craft
different characteristics literary text. Informational Text Correct answer: Compare & Contrast Correct answer: Paraphrasing	Characters, Compare & Contrast, Author's craft Facts, Literary Text Opinions, Point of view, Word choice
A teacher wants to improve the student’s literal comprehension of the story. Which of the following post-reading activities would be most effective in supporting this?	The students identify the main characters and problem in the story.
Literal Comprehension	Identify a supporting detail Recall where and when a story takes place Identify the narrator of a text
Literal Comprehension	Identify a supporting detail Recall where and when a story takes place Identify the narrator of a text
Inferential Comprehension	Identify the theme of a text, Make predictions Infer the main idea of a text
Evaluative Comprehension	Determine if evidence and reasoning is sound, Analyze how the characters have changed, Infer forces causing a character to evolve
levels of comprehension. the skills into their respective levels.	Literal Comprehension, Inferential Comprehension Evaluative Comprehension
characteristics found in Informational Text	Compare & Contrast Paraphrasing, Author's craft, Facts, Opinions, Word choice
characteristics found in Literary Text	Plot, Point of view, Main Idea, Author's craft
Infographics	in education effectively convey information through visual elements like charts, graphs, and illustrations, making complex topics easier to understand and engaging for students.
Infographics	Examples include timelines of historical events, comparisons of characters in literature, or guides to healthy lifestyles.
Infographics	They can also be used to present data, introduce new units, or serve as reference sheets for formulas.

Created by: tanya1970

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