Beginner readers: rhyming with nursery rhymes- starting print related understandings, knows half of alphabet, beginning letter in site words, uses pictures to help with words and comprehension. Activities- alphabet focus, letter matching, pic sorting, comprehension = picture walk, during reading make connections, after reading connect to real life.

Emergent Readers: no concept of print but can make sounds, no tracking print, mid yr to k5, recognize less than half the alphabet, lack of phonemic awareness. Activities- picture books, predictable books, repeated phrases, flashcards, phonemic awareness activities (sounds) no letters, segmenting, isolation, blending.

phonics instruction- what letter that sounds represents

blend- is one or more sounds . initial consonant blend- beginning (br in bride). final consonant blend- end of words (ed in cracked)

digraphs- one sound

variant consonants- more than one phoneme (doesn’t follow all rules)

silent consonants- consonants not sounded out, (ch) t in watch/ dg in edge/ gh in fight (silent)

vowels- short, long, r controlled

spelling patterns- cvc= consonant vowel consonant, cvc= pot, cvce= take

onset & rime- all consonant letters before the rime ( onset= /s/ rime= sail, /o= b/ r= bail )

syllable- beats or spoken segments (clap out) - bear-1 care-1 tiger-2

What Reading and Writing are for:

• print concepts

• phonological and phonemic awareness

• concrete words

• letter names and sounds

• foundation- children learn words through engaged reading

• modeled reading- read aloud’s, writing, shared reading, small group sharing

• before and after reading strategies- predictions of character, plot, setting, solution, etc. look at title and pictures, what do you think will happen? MAKE CONNECTIONS= COMPREHENSION, TEXT TO TEXT/TEXT TO SELF/ TEXT TO WORLD

Choosing a book- very predictable, appealing, someplace conceptually

The BIG 5! +2

• Phonemic Awareness- awareness and ability to manipulate sounds in words

• Phonics- knowledge of relationships btw the letters of written & spoken language

• Fluency- ability to read rapidly with phrasing and comprehension at appropriate rate

• Comprehension- using strategic actions smoothly to understand reading and text

• Vocabulary- recognition of words and their meaning

• +1 Writing- skills provide print rich environment/ modeling interactive writing

• +2- Motivation- key to begin reading

Types of Reading-

• practice / introduce modeling

• Guided reading- independent, involvement

• segmentation- spelling

• phonemic awareness- sound , not seeing letters

• activities: phoneme isolation, phoneme identity, phoneme categorization, phoneme blending, phoneme segmentation, phoneme deletion, phoneme addition, phoneme substitution .

• /d/ dont say letter, say sound

Assessment- K-W-L chart / know= drives instruction, many types, good and bad, ERSI, purpose, before-during-after, all the time. Want to know= comprehension, instructional level, evaluate and assess, upper grades. Learn= what they comprehended and got from activity.

Expository= non fiction

QRI :

• identify a students instructional level, determine areas of reading when having a difficulty, document growth bases on intervention

• identifying levels: independent- read without assistance, fluency answers 90% correct.

• instructional- can read with assistance, 95%

• frustration- completely unable to read, tension is evident

• Classification validity- scores were higher or lower- btw both data from tests

Morpheme: smallest unit of meaning / bound morpheme = prefix or suffix (boy (s) ) ... re/mov/able- the (re) is bound

Review-

Hear sounds orally- phonemic awareness

Knows half the alphabet- beginner reader

Predictable books- emergent reader

phonemes in shipping- 6

phonemes in tiger- 4

before reading strategy- make predictions

uses pictures to figure out words- beginner reader

glide & take= cvce patterns

2 consonants that produce 1 sound- digraph

isolate sounds- segmentation

syllables in tiger-2

the a in charge is- r controlled

3 ways to read a book= read and talk about the pics, read the words, retell a previously read book

types of learning- direct and indirect

tier 1 words: milk, jump, smile

tier 2: darting, rummage *most lessons use tier 2

tier 3: content specific, quadrilateral = math

context clues= prefix and suffix

strategies for tier 2 words: introduce the word, WOW words, say word, sentence from text, student friendly definition, teacher sentence, turn and talk, use the word.

FLUENCY- smooth reading/ flows naturally

• comprehending what they read- automatic

• accuracy- ease of decoding / grade appropriate/ volume

• pitch- appropriate text phrasing or “chunking”

• automaticity- translating letters to sounds

• expression- using proper intonation in ones voice

• rate- using appropriate speed

• phrasing- reading orally

• automaticity theory- comprehension can be ignored when struggling readers devote all of their attention to decoding

• reading fluently does not guarantee a comprehension reader.

7 Characteristics of Fluency Instruction:

• explicit instruction

• modeling

• reading practice

• access to challenging material

• oral and silent reading

• giving a goal and feedback

• wide and repeated readings

Fluency concepts- punctuation, score it, self monitoring, phrasing, guess the emotion, readers theatre, partner reading

All Comprehension:

• making a movie in your head / visualize-draw

• read to understand > essence of reading

• Good Readers- actively construct meaning, set a purpose for reading, preview text, fix up strategies, background knowledge, self monitor, think about author, and react to text.

• How to teach it? explicit strategy/ modeling/ collaborative/ guided practice.

• Strategies: predicting, questioning, visualizing, connecting, monitoring, summarizing, inferring, text structure

• Infer: cues form experience, emotion not predictions

~CROPQV~ Connections, Reaction, Opinion, Predictions, Questions, Visualizations

Effective Strategies:

1. Activating Prior Knowledge- pull out main ideas, predict what will happen, explain their predictions, encourage to make inferences.

2. Questioning- use words to formulate questions, why , what, when, how?

3. Visualize- description of text, help remember whats being read

4. Clarifying- apply strategies to the text they don’t understand

5. Drawing Inferences- key words, learn from the words

6. Retelling- ask student to describe text situations , what comes next in the passage?

Thinking Beyond the text- predicting, making connections, inferring, synthesizing

What’s on the PRAXIS

• Emergent Literacy - oral language and concepts of print

• Phonological Awareness

• Alphabetic Principle/ phonics and word analysis

• comprehension and fluency

• vocabulary

• instructional processes - practices, material, assessment

Systematic instruction- guided by a scope and sequence that is comprehensive and that teaches all the appropriate knowldge and skills in a scaffolded manner

Explicit instruction- teacher models and explains - provides guided practice, supported applications, students apply the skill, independent practice.

Practice-

• ing in the word working is a suffix

• the smallest unit of sound is a phoneme

• church has 3 phonemes

• in the word splash the consonant blend is spl and has 3 phonemes

• reading with the teachers help should be done at the childs instructional level

• children should not be allowed to read books at their frustration level

• relating the letter b to the first sound of the word bag is an example of phonics

• ability to hear and identify sounds is phonemic awareness

• comprehension is often said the reason to be for reading

• the word watermelon has 4 syllables

• learning in a social context is a theory by Vygotsky= thinking with oral language

• the word car is a r controlled vowel

• g in the word gas is hard and is soft in the word giant

• the word cry has a long i vowel sound

• in the word when the wh is a consonant diagraph

• the mental structure where we store info- schema

• re in the word refill is a prefix

• most words with a cvc spelling pattern have a short vowel

• finger point reading shows a child can point to words from left to right

• reading at a good pace and with expression shows fluency

• identifying initial phonemes in words shows the ability to isolate sounds

• the smallest unit of meaning in a word - morpheme

• helping students , then gradually withdrawing help, is a way to scaffold learning

• using context clues is a method to help a child’s vocab or understanding of words

• tooths vs teeths= overgeneralized

• blends = bl, dr, str

• diagraphs- consonant= th, sh, wh

• vowel- ea in sea

• diphthongs- both vowels, a&i in rail

• antonyms- opposite meanings

• synonyms- similar meanings

• homonyms (homophones)- sound looks the same but have different meanings -bear, bare

• phonic skills- sorting pics by initial sounds

• graphophonic cues- mixing up words while reading

• grapheme - phoneme correspondence= looking for the d sound in David, Cindy, and Adam - matching a sound to its letter

• semantic map- gives students a way to understand what they read

• reciprocal teaching is an instructional activity where teacher and student conduct conversation about the text, model by asking questions.

• metacognitive- advocate and model self questioning during reading- producing and practice of skills

• decoding multisyllabic words- affixes and morphemes

• structural analysis- abnormal (example of word)

• phonemic awareness- sound out the separate sounds in the word, bat.

• phonics- ot in pot, got / en in hen , ten

• students accountability for improving literacy skills= scheduling weekly interviews to discuss students goals

• students are able to track print by the ending of a sentence

• round robin reading consumes class time

• instructional level= read 95%, answer questions 75%

• auditory discrimination- ability to distinguish differences and similarities btw sounds and words

• metacognitive skill- modeling how to self question while reading

• ensure that kids have the words in their listening and speaking vocabularies before teaching a new vocab word

• sight words= sink, sunk, sunken

• affix= a prefix or a suffix

• the words boys has 2 morphemes

• inventing spelling words strengthens phonemic awareness

• structural analysis- study of meaningful word parts (differentiate words with prefixes and suffixes) strategy = inflectional endings

• schema theorists with vocab instruction = relationships among concepts that the word represents

• success in learning to read= extensive exposure to print