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| children who are just beginning their literacy journeys |
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knowledge about our written language and strategies that permit you to determine both the sounds of words and their meanings as you read.
Develops as children acquire abilities in phonological and phonemis awareness, phonics, context use, sight word knowledge, etc. |
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when children are aware of language as an object, can manipulate and use words.
It is the word, syllable level of understanding |
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being able to hear phonemes (smallest unit of sound) as individual sounds
includes sound matching, sound blending, sound isolation, sound addition, sound substitution, and sound subtraction
ex: /r/ or /d/ |
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| the smallest unit of sound |
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| Diff b/n phonological and phonemic awareness |
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phono -- realize that language can be manipulated; words are sounds.
pheno- hear individual sounds (words are made up of sounds) |
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| ultimately an understanding of sounds that helps us sound out unfamiliar words |
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1) understand relationship between sounds and letters.
2) ability to put sounds together to form words. |
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| regular letter sound associated with the letter |
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| using what comes before and after a word to understand the its meaning |
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| word that we recognize immediately (sound, meaning) -- allows you to read quickly. |
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| ___ Sight Words account for ___ of all words encountered when reading |
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| being able to break a word into its prefix, suffix, etc to get sound and meaning |
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| prefixes, suffixes, a meaning unit |
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Chunking Words
aka: structural analysis, syllabication |
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| technique of breaking words into smaller units meant to help determine pronunciation and meaning |
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| ability to use a dictionary to determine meaning or sound of words |
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| Developmental Spelling Patterns |
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can help us determine where a child is on their journey of learning to read/write
especially revealing to see uncorrected spelling (invented spelling) |
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| meaning elements of language; vocabulary and conceptual background give semantic meaning to written language |
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| sentence patterns and structure (grammar); help guide meaning |
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| scientific study of language |
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| the writing system of a language; based on alphabetic principle, morphological and syntactic considerations |
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| How many phonemes does cat have? |
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written or printed representation of a phoneme
ex: th, i, s |
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written or printed representation of a phoneme
ex: th, i, s |
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| How many graphemes does the word path have? |
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| How can you assess phonological awareness? |
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"I wanna ...." game (substitute nouns)
clap, tap out words in a sentence; clap, tap out syllables in a word. |
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| How can you assess phonemic awareness? |
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ability to rhyme one word with another
ability to put several sounds together to form one word |
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| Percentage of students with phonemic awareness by first grade? |
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| 2 elements of Phonics Instruction |
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1) knowing the relationship between letters and sounds
2)Knowing how to blend sounds represented by letters |
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| many letters that map reasonably well onto sounds |
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| understanding the patterns that relate letters to sounds |
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| initial consonant letters found at the beginning of syllables and words |
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| limited set of the most common endings to syllables and words |
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sounds produced by a restriction in the airsteam;
have most consistent relationship between letters and sounds |
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| examples of words containing common onset consonants |
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| # of common rime patterns |
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| 24 rime patterns start w/ this vowel |
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| 3 of the rime patterns start w/ this vowel |
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| e; it is the least common |
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aka - phonograms
rime patterns, a common pattern that contains a vowel and any following of consonants |
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| multiple consonants that appear at the beginning of words and syllables |
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two different letters that appear together and represent a SINGLE sound
ex: ch, ph, sh, th |
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| this, that, their, them --> we add voice to the th when we say it |
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| What three sounds does the digraph ch make? |
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| ch (chair) , k (character) , sh (chef) |
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| consists of two or three consecutive consonant letters, each represent a separate phoneme that is blended together |
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| bl, cl, fl, gl, pl, sl, spl, |
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| br, cr, dr, fr, gr, pr, tr, thr |
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| sc, sk, sl, sm, sn, sp, st, sw, scr, spr, squ |
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sounds like "k"
usually followed by o, a, u |
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sounds like "s"
usually followed by vowels i, e, y |
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sounds like "g"
usually followed by a, o, u |
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sounds like "j"
usually followed by vowels i, e, y |
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letter 'x'
- makes three sounds |
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normally makes the ks sound;
at beginning makes the 'z' sound
ex: 'gz' sound |
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| Silent Consonant Patterns |
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| sometimes letters are just markers (only one sound is used in a combination of letters) |
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| when there is a double consonant in a word, usually only ONE of the consonants is heard. |
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| when you see KN, the k is silent and the 'n' is pronounced |
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| when you see GN, the 'g' is silent and the 'n' is pronounced |
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| position -- "position of vowel within a spelling pattern often provides more cues about its sound than does knowledge about letter-sound relationships" |
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| sounds produced without a restriction in the airstream |
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5 typical, 2 'sometimes'
a, e, i, o, u ; y, w |
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aka - glided vowel
sounds like like the name of the vowel |
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| two positions of a long vowel? |
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1) vowel occurs at the end of a word or syllable
2) vowel is followed by a consonant and the letter 'e' at the end of a word |
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| occur most frequently in a word or syllable that ends in a consonant cluster |
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when 'r' follows a vowel, it affects the sound (has its own, unique sound)
ex: car, her, bird, turn |
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| letter 'y' functions in two vowel positions. What are they? |
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1) long 'e' when it is at end of work with more than one syllable (ex: candy)
2) long 'i'; appears at the end of a one syllable work (ex: cry) |
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two or three vowel letters that appear together and they represent a single, distinct sound
ex: ou, ee, ai, oy |
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aka: vowel blends
two vowels that appear together and represent a blend of the two sounds (that retain some of the original letter)
ex: oi in soil; ou and mouse |
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consonant, vowel consonant
ex: hot
when there is one vowel in a word and the word ends in a consonant, the vowel usually represents the short sound |
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consonant vowel
ex: me
vowel sound is usually long when the vowl is the final letter in the word |
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Vowel, consonant, silent 'e'
ex: make
when a word has two vowels, one of which is a final 'e', separated from the first vowel by a consonant, the sound is long |
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vowel, vowel
ex: rain, boat
when there are two consecutive vowels in a word, the first one usually has a long sound and the second one is usually silent, unless they are dipthongs |
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