The awareness that oral language is composed of smaller spoken sounds.

The ability to hear and manipulate these sounds at different levels...

1. Word Level    2. Syllable Level   3. Phoneme level

Levels "Concepts" of Phonological and Phonemic Awareness

B.I.R.D.S.S.

Blending- identifying a word by hearing individual phonemes that make up a word

Isolation- Identifying the individual sounds in a word

Rhyming- ability to produce two words that sound similar

Deletion- deleting elements from a spoken word

Substitution- Ability to create a new word with a different phoneme

Segmentation- breaking a word into parts

Isolation- identifying the individual sounds in a word

 Phonemic awareness skills deal with the spoken language and auditory skills. Phonics skills deal with the printed and written language and are both auditory and visual. In phonemic awareness, students are being taught to hear and manipulate the sounds of language. In phonics, students are being taught which letters are associated with the sounds of the language. 

Phonological Awareness Skill Sequence:

What should a child have an understanding on or be able to do by the end of preschool?

1.) Isolate words in a sentence

2.) Rhyming

- recognition= does Taylor rhyme with Sailor?

-Completion=Along came a sheep riding in a ---

-Production= What ryhmes with Blue?

3.) (phoneme level) Discriminiation= Do these two sound the same /d/ /t/

4.) Imitation= Say /e/ /o/ /th/ 

1.) Segmentation - Hel-i-cop-ter

2.) Deletion- Cupcake without cup

3.) Isolation of initial and final sound

1.) Blending - What am I saying /p/ /ou/ /ch/

2.) Complete phoneme segmentation- /k/ /l/ /ou/ /d/ (cloud)

3.) Deletion- say meat without /m/

say meat without /t/

4.) Addition /ed/ + /w/ 

5.) subsititution - Say hard with a /t/ instead of a /d/ at the end 

6.) Transposing - Happy Birthday = Bappy Hirthday

1.) Deletion - clap without /k/ (lap)

2.) substitution 

3.) transposing- spot to stop, what is changing?

What is auditory Awareness?

Ability to discriminate sounds in a spoken language.

(auditory awareness develops first, but both support phonological awareness)

- Assess childrens phonemic awareness in spanish not english

- allow children to do many language activities in spanish

-continure to develop proficency in Spanish

-Help children see similarities  in the two languages

- Use pictures that have the same beginning sound in both languages. 

Marie Clay 

CONCEPTS ABOUT PRINT

1.) Text carries meaning (we read words not pictures) (Printe awareness)

2.) Reading of text goes from left to right, top to bottm (=directionality)

3.) Text goes from the left of the page, then proceeds to the right.

4.) Distinction among letters, words, sentences. 

5.) There is a match between each word read and each word printed (one to one correspondence)

6.) Upper and lower case letter recognition and distinction

7.) Knowledge of concepts "First" and "last" 

8.) Puncuation marks inform inflection and meaning

9.) A book has a front and back cover, a title, an author, and illustrator

10.) A story has a beginning, middle, and end. 

(**These concepts should be developed in Kindergarten before first grade)

What factors are considered in Leveling Books?

(refer to Pink sheet in Rdg 315 binder under Reading Frameworks tab for more info, I just put a few from each category, because there are a lot!)

Book and Print Features- How many words in the book? How many lines of texton each page? How many pages are in the book? What size is the print? What is the relationship between print and illustrations? 

Genre-  What is the genre of the book? What special demands does this genre make on readers? Is this an easy or more difficult example of the genre?

Content- What background info is essential for understanding? What new info needs to be grasped to udnerstand? How accessible is the content to the readers?

Theme and Ideas- What is the threme of the text? Are there multiple themes that the reader must understand and be able to talk about? How accessible is the "Big Ideas" to the reader?

Language and Literacy Features- Perspective? How authentic is the dialouge? lots of literary language?

Vocab and Words - How complex is the word meanings? How many content/technical words are there

Sentence Complexity - Avereage length of sentence? Complex sentences using 'and' and 'but'?

Puncutation- What puncuation is essential? What puncutation symbols are used in the text?

Langauge Eperience Approach

Read alongs

Reading to children

Repeated Readings

Writing 

Children seeing written language all around them, books, supermarkets, fast food, restaurants, TV, Labels.

The importance of environmental print helps their desire to understand written language and the use for it personally and socially.

Modeling. 

The recognition that phonemes are represented by letters and letter pairs.

One to one correspondence

-The English language is not purely phonetic language- 26 letters represent 44 phonemes. 

Point while reading

stretch out words

print under the pictures

-Knowledge of letter-sound relationship and the ability to blend the sound represented by letters

- A written Language Competency

-Phonologoical awareness and phonemic awareness support each others development

Phoneme

Grapheme

Phoneme- the smallest unit of sound in a language

Grapheme- a written symbol for a phoneme

What is a consonant?

How many consonant letters?

How many consonant sounds?

A consonant is a sound produced with a restriction in the airstream

There are 21 consonant letters

and there are 25 consonant sounds.

Two or more adjacent consonant letters whose sounds are blended together, BUT each individual sound retains its identity. 

Bl- blend, still able to hear the B and L

(helpful hint, when you BLEND a smoothie, you can still taste each fruit, it is not a new single fruit, they are distinct seperate flavors in that smoothie.)

Two adjacent consonant letters that represent a single speech sound. 

Sh-share- You cannot hear the individual s and h

(Helpful hint, think of a graph, all the seperate information (sounds) is present on one table, there is now one new representation of the sounds.)

Vowels...

What is a vowel?

How many vowel letters?

How many vowel sounds?

A vowel is a sound produced without a restriction in the airstream. 

There are 5 vowel letters, and 19 vowel sounds. 

Two vowel sounds  that are closely blended together that they are treated as a single vowel unit.

boil- oi,toy- oy, couch- ou, cow- ow,

(Helpful hint think of a thong makes a guy say  "ow ow" or "oy oy" (Professor Snow's example)

Two adjacent vowel letters that represent a single speech sound. 

Caught - a and u toghether don't sound like a and u alone. 

(Hint - think of a graph, two sounds represent on on chart, now one piece of information, one sound, one graph)

Alphabet Knowledge

1.) ability to recite alphabet in order

2.) ability to recognize the names of individual letters in and out of sequence

3.) ability to match upper case form with the lower case, and vice versa

4.) ability to recognize the shounds that letters represent. 

(**This is not the alphabetic principal, remember there is a difference!!)

Alphabetic Principal=Suggests that letters in the alphabet corresponds to phonemes

Phonic knowledge

(Blending, segmenting etc)

What are the elements of Phonics?

(way to remember that there are 4 elements, the #4 starts with /f/ and phonics starts with ph or /f/)

1.) Consonants (single, blends, digraphs)

2.) Vowels (short, long, dipthongs, digraph, schwa, r controlled)

3.)Sillent Letters

4.) Syllables

Teaching Onsets and Rimes

Why teach them?

-It is best to use smaller words. 

-We teach them because...1.) vowel sounds are quite stable in rimes 2.) Single consonants and blends/digraphs are consistent in puncuation. 

- Rimes constitute the basis of word families, readers will look for letter patterns rather than individual letters when they decode.

High frequency, special interest words, phonics irregularity, if they follow a specific pattern in their beginning/ending sounds, etc Words that students will need in their writing/reading and that are often confused with other words. 

How many words per week on a word wall?

What should the visibility be of the word wall?

What does it mean to have a "dynamic wall?"

-5 new words per week

-The wall should be visible so all students can see eaisly when writing, words that are confused should be different colors (for/from for ex.) 

-A dynamic word wall- is one where new words go up and old words are down on a regular basis.

They are made in file folders, and students can take them home for practice. 

**really good for ELL students and those that are struggling with reading. 

These patterns are used to help teach phonics in an organized way, either we do that through word families or word building, or word sorting games. 

cvc, cvcc, cvvc, cvce, cv, ccvc, ccvvc, cvvcc

There are Six approaches to Phonics instruction...

three are traditional, three are contemporary 

Think of an old guy named SAL for the traditional :

1.) Synthetic approach

2.) Analytic approach

3.) Linguistic approach

Think of a more contemporary guy named "Sae"

4.) Spelling based approach

5.) Analogy based approach

6.) Embedded Phonics

Teacher first instructs students in the speech sounds that are associated with individual letters.

- repeated dril on sound symbol associations

-teacher would hold up a card B and students respond with /b/

-Teacher encourages child to pronounce sound associated with letter in rapid succession. 

Do you remember if this is traditional or contemporary??=]

In this approach teacher first introduces some sight words and then teachers the sound of the letters in those words. 

- This approach avoids the distortion that occurs when consonants are produced in isolation.

- When trying to figure out the word Tag the teacher would say  it is the sound in the beginning of the word Top

(and it is a traditional approach for PHONICS instruction)

-Emphasis on learning to decode words by focusing on regular letter patterns

-Ex words that contain -at = pat, cat, hat

Students are taught spelling strategies based on their level of spelling development. 

Spelling and phonics together will support decoding skills

(Do you remember is the traditional or contemporary?)

This is also called analogic phonics

Readers apply knowledge of onsets and rimes (Word Families) to decode Unfamiliar words

Readers decode by analogy

 (It is a contemporary approach to PHONICS instruction)

Students are taught phonics in the context of stories

Letter clusters that help form word families or rhyming words. 

Rimes used to be referred to as a phonogram or Word Families

Smallest unit of meaningful word

unhappy- 2 morphemes, un and happy

The FIVE categories of

skill/ knowledge/instruction 

of 
STRUCTURAL ANALYSIS 

1.) Prefixes and Suffixes

2.) Inflectional endings (suffixes)

3.) Contractions

4.) Compound words

5.) Syllabication and Accents

What is so special about these 4 catergories of structural analysis?

1.) Prefixes and Suffixes

2.) Inflectional endings (suffixes)

3.) Contractions

4.) Compound words

Attaches to the beginning of independent words

-Changes meaning of words

The most popular 7 prefixes** Must know what they mean too

(un-, re-, dis-, in-,im-, ir, il-) << these account fo 58% of all prefixed words

-Affixed to the end of root word

-The primary function is to indicate the part of speech of a word

-They usually change the part of speech of the word.

-Sometimes they change the lexical meaning of the root (definition) (ex Colorful to colorless)

There are two kinds of suffixes

Inflectional and Derrivational 

They do not usually change the part of speech, they can change case, gender, or number. They can change verb tense, or person. They also can change adjectives degree. 

There are 8 of them must know!

s(es) plural, 's('s) apostrophe, s third person, ed past tense, ing present participle, en past participle, er comparative, est superlative. 

There is no fixed number of them. 

They change the part of speech of word

Often uses greek or latin meaning. 

-ic, -ly, -ish, -ance,-al,-ive, -ness, -ment

(Look up the meaning, these are the most popular, and we will be asked 1 or 2 greek/latin meaning)

Use of apostrophe to indicate one ore more letters have been left out when two words were combined into one. 

-Teach contractions in related groups.

(The hardest one is Its and It's, usually an apostrophe indicates posession, not here, Its (no apostrophe = possessive)  "Its my toy" but It's does not mean posession, "It's time to go.")

Teach to recognize the two words.

-What is the originial/root words?

What is the pronounciation of each.

Usually original pronounciations are maintained. 

SIX kinds of SYLLABLES

VELCRO

V- Vowel team

E- Final silent E

L- le syllable

C- Closed Syllable

R- R controlled

O-Open Syllable

These are often called Dipthong syllables. Two vowels appear together and have one sound or there may be a combination of vowels and consonants that produce a vowel sound. 

ai, ea, oa, oi, oy, ow, igh, eigh

(Before you read this definition, can you remember all six  kinds ofsyllables.)

These syllables include the mose common long vowel spelling in one syllable words (TAKE, MADE, SAME) the final e is silent. 

An -le syllable usually occurs at the end of a word and, although the e appears, there is now audible vowel sound. These syllables include.

-ble,-cle, -dle, -fle, -gle, -kle, -ple, -sle, tle, -zle

An r- controlled syllable has one or more vowels followed by r which gives the vowel a unique sound 

(her, first, words,turned, heard, journey, far, ports. )

Words that are spelled the same but have different meanings and may be pronounced differently.

Bow, ship bow

bow, bend at the waist

When two consonants are between two vowels divide the word between the two consonants

sig nal    hap py    sum mer

When one consonant is between two vowels, decide whether the first vowel is long or short...

If long, divide after the vowel, leaving an open syllable. V/CV pattern (fa/vor, sea/son, stu/pid)

If short, divide after the consonant leaving a closed syllable. VC/V pattern. (hon/ey   drag/on)

-Frequent oppurtunities for independent reading

-frequent oppurtunities for writing

-sight word knowledge

-Frequent rereading of difficult material

-Build background knowledge before students read a "difficult" book

- listen/ make audio books (encourages students to practice before the record their book.)

-Vacca suggested activites (choral reading, readers theatre, echo redaing, buddy reading.)

-drill rehersal

-LEA

-word Walls

-word games

1.)One hundred words account for almost half of all the words we read and write.

2.) Many of the most frequent words are not pronounced or spelled in logical ways.

1.) Aptitude Hypothesis

2.) Knowledge Hypothesis

3.)Instrumental Hypothesis

• Aptitude Hypothesis

Subordinate

vs 

Superordinate

Subordinate- Inferior in rank class or status

superordinate- superior in rank, class, or status

- Relating experiences 

-using context  for vocab growth

-Developing word meanings

Classifying and categorizing words

Developing word meanings through stories and writing

-Develop Independence in Vocabulary learning.

Making an assumption with background knowledge. 

Example: In a retelling the student gives an example of how to fix the problem of the story, even though it isn't stated. 

Plot- What's going on, the problem, road blocks, the solution, beginning middle and end. 

Characters- names, relationships, character traits. (Could be inferential, assuming their traits by actions, or literal, it is stated directly in the text that they are a "loving person") Conflicts between character with nature/society/self. (all are inferntial)

Setting- place, time, weather

Point of view-

Theme- 

They should be 250 words.

Purpose-  one strength and one weakness, cite evidence for everything said, use terminology from the question.

Subject: show off area, "demonstrates word identification strategies, or reading comprehension"... give a subtle definition. Do not put comments unless they are grade appropriate. 

Support:  specific knowledge to support argument, put examples, the more the better. At least two. 

Rationale-  all the arguements should make sense and not contradict. 

No solutions! 

No closure!

No comments unless you are sure on grade level material!

Literal- Right there

inferential comprehension-  making inferences/assumptions

Evalutative- judgements about what they read

Engagement of schema- referring to background knowledge

self monitoring- when a student monitors their own knowledge. Their own thinking of what to do, ability to understand how much you understand. 

-single consonants and vowels (Alphabet)

-blends and digraphs

-diphthongs

-word families

-onsets, rimes,

-CVC, CVCe, Vc (on/in), CV (to go)

What does analysis of Word structure include for the second essay?

Affixes- prefixes, and suffixes 

Inflectional endings

contractions

compound words

They would be showing self corrections. They are using context words around unfamiliar words to  see if it fits to make sense. 

The are using the semanting (make sense) cuing system, and the syntactic (sound right) cuing system. 

There could be a weakness in Phonics

-They should be good with blends, digraphs, diphthongs, word families, onsets rimes, 

There could be a weakness in Anaylsis of word structure:

-If there are many incorrect inflectional endings. 

-Compound words, if they are reading them with a break inbetween, they aren't being read fluently.

-If they are not reading contractions correctly this could be a weakness.

There could be a weakness in sight words:

-If they can't pronounce words that are common sight words for lower grades. 

There could be a strength in analysis of of word structure:

-Affixes= suffixes and prefixes

-compound words- if student is reading them all correctly, this is a strength. The student is understanding that it is two indvidual words put together. 

Independent 95-100%

Instructional 90-94.4 %

frustration 89% and below

Circle words with 3 phonemes, box words with 4 phonemes, underline words with 5 phonemes, cross out words with 6 phonemes....

Date    Strand      Draft     Thin    Sprint  Teeth     Beach      Mist      Cramp     Lunch     Strength 

     Toast      Flag   Meet    Twig      Scratch       Cone  Clamp       Flank        Scram       Sweet        Scrape  

   Stream      Jail    Stroke      Drive      Stop      Block

3- Date, cone, Meet, Jail Thin, Teeth, Beach

4- stop, mist, block, sweet, lunch, drive, toast, flag, twig 

5- Scratch, Draft, Clamp, Flank, Scram, Cramp, scrape, stream, stroke

6- Sprint Strength Strand

Anecdotal Notes

Authentic Assessment

Criterion- Referenced Tests

Formal assessment designed to measure individual student achievement according to a specific criterion for performance.

Comparing child's score to set of standards

Diagnositic Test

Formative Assessment

High- Stakes Testing

Informal Assessment

Informail Reading Inventory

(IRI)

Miscue Analysis

Reliability 

Consistency of test results over time and administrations.  

If the same test is given, and the answers are continually the same from students time after time it is reliable, however if answers are different  everytime then it is unreliable 

Retelling

Running Record

Self Assessment

Standardized Reading Test

Validity

The accuracy  with which a test measures what it is designed to measure- The most important characteristic of a test. 

How well the test was constructed, is it assessing what it is supposed to be assessing. 

Words Correct Per Minute (WCPM)

Norm Referenced Test

Ability Grouping

Stages of spelling 

Semiphonetic 

Stages of spelling

Transitional Stage

ages 1-7, grades pre-k to mid 1st

Pretend reading

Memory Reading

Identifying words through shapes and environmental print. 

ages 4-9, grades k-early 3rd

Learning mos beginning and ending consonants

Understanding directionality

Beginning to know digraphs, blends, and word families

Have a growing sight vocabulary

ages 6-12 grades 1st- mid 4th

Can read most one syllable words

can use some vowel patterns including long vowels

Learn R-controlled vowels

Continue develop sight vocabulary 

Ages 8-18 grade 3rd-8th

Learn structural anylisis-prefixes, suffixes, root words

Learn vowel patterns in multisyllabic words

Learn inflected endings

Ages 10+ grades 5th-12th

Understand alternative consonant and vowels sounds

Learn and understand Greek/Latin Prefixes, suffixes, and roots

Learn Advanced word study

A type of reading model that assumes that the construction of textual meaning depends on the readers prior knowledge.

Top (head) down (to the book)

Two words that have similar spelling but sound different. 

Read/Read 

Present/Present

Same sounding pronounciation/ same spelling but different meanings

Ball that you throw, Ball that you dance at. 

Pronounciation is the same, different spelling different meaning. 

Their/there

A word formed intial letters of other words

R.S.V.P

CCSU

Words that are shortned from a longer word. 

Exam (examination)

Teen (Teenager)

Letter that represents a sound 

Word family/rime

Literary Devices:

Allusion

an expression designed to call something to mind without meaning it directly

"I was surprised his nose didn't begin to grow like Pinnochio"

When a series of words have the same first consonant sound. 

Carrie's cat clawed the couch. 

Consonance

the recurrence of similar sounds, esp. consonants, in close proximity 

Pitter Patter - tt

Literary Devices:

Assonance 

The repetition of vowel sounds in nearby words. 

"Try to light the fire" - long /i/ sound

Literary Devices:

Hyperbole

An extreme eaggeration used to make a point. 

"I've told you a million times."

Literary Devices:

Imagery

When the words can paint a vivid picture. 

"he felt like flowers were waving him hello"

Literary Devices:

Personification

Giving an object that isn't human, human quailities. 

The stars danced across the sky.

Literary Devices:

Symbolisim

Using an object or word to represent an abstract idea.

Life is a roller coaster. 

Literary Devices:

Comparison

Literary Devices:

Tone

Is the attitude and mood of a piece of work. 

Onomatopeia 

Sounds that describe the action

beep, bop, squish

Denotation

Literal definition of a word. 

Snake- scaley long reptile 

Connotation

Words that are associated with the definition of a word

Snake- evil, danger

• view that literacy is a continuously emerging and evolving ability that results from ones own experiences

• language learning occurs naturally in the home and community as children see print and understand its function in their environment

• all literacy related activity is part of the reading and writing process (ex. scribbling)

Part to whole

Sounds to words

Decodeable text

Words with phonetic similarities

M-  meaning, does it make senes

S- Structure/syntax, does it sound right

V- visual, does it look right?

summarizing, cloze passages, stop and monitor, ask if what they have read makes sense.

(content knowledge)

Total words / Total errors

Write as a ratio:

1:__

Scaffolding reading comprehension, teacher models the strategy and eventually the student independently works with strategies. 

1.) Prediction

2.) Thinking of questions about the test

3.) Summarizing what was read

4.) understanding difficult vocab

Skimming - reading quickly, skip through to get the general idea about what is being read. 

Scanning- Looking for specific information..(Concepts, dates etc.)

Different types of diversity:

Linguistic Diversity

Culture Diversity

Cognitive/Academic Diversity

Linguistic  Diversity: Speaking another language at home

Culture Diversity- Students socioeconomic, or beliefs

Cognitive Academic Diversity- Children on different levels in the class

Rehersing

Drafting

Revising

Editing

Publishing