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From Flashcardlet > 11 - Rica - Word Analysis Part I > Flashcards

11 - Rica - Word Analysis Part I Flashcards

0
Q

how to make word recognition automatic

A

classroom labeling –> label the door, table, desk, etc.

-supports the development of fluency and comprehension.

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1
Q

How to introduce phonics to students (in order of easiest skills to most difficult)

A
  • introduce a few short vowel sounds first. (so they can apply to the cvc words)
  • letter sounds that relate to letter names, easier for them to comprehend (T sounds like tttt - h does not sound like huuhhh)
  • then letter sounds that do not relate to letter names
  • separate letter sounds that look or sound similar
  • introduce sound spellings that are found frequently in texts so they have many opportunities to practice during reading.
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2
Q

What is automaticity in word recognition?

A

The child is able to connect the word with the concept in their mind “cat”&raquo_space;> the written form with the idea for it

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3
Q

How to assess concepts of print

A

(remember, pretty much oral - concepts of print)
USE
1. Observation notes - have students names on a sheet, then check off skills mastered.
2. Monitoring Checklist - very similar to observation except more structured - types of materials you use, specific letters they understand or need help with
3. Concepts of print survey - can the child follow instructions from the teacher Ex: Johnny, can you point to the title, can you point to the author - have a checklist

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4
Q

How to assess letter recognition (5 assessments of what they can do)

A
  1. Letter names uppercase
  2. Letter names lowercase
  3. Letter identification in text (b) (d) (r)
  4. Letter sequencing
  5. Letter recognition (use a chart - see if they just read the a b c order)
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5
Q

Assessment for Alphabetic Principle

A

(The alphabetic principle is the understanding that words are made up of letters and letters represent sounds. If a child understands these letter-sound associations, he is on the way to reading and writing words)
-assessing individual sounds
-identify consonants and vowel sounds
-nonsense word identification (true indicator if they understand sounds)
-identify manipulation of initial, medial and final sounds.
-

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6
Q

Students with special needs - how to teach concepts about print

A

Accommodate needs - do they have visual issues - do I need to make font bigger in the book? What other disabilities?

Isolate concepts for them - stay to one topic, check in with them

  • Use different more modalities - visual, audio, movement, tactile
  • REPEAT - additional practice
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7
Q

Struggling Students - help with Letter Recognition and the Alphabetic Principle

A
  • teach a small set of letters and sounds until mastery occurs (letter of the day)
  • use a variety of materials: ex: letter tiles, letter cards, songs, magnetic cards, magnetic letters, and interactive activities -make it colorful, make it fun, make it repetitive
  • Pre-teach and re-teach in small groups to isolate unknown skills.
  • repeat practice and instruction
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8
Q

Advanced learners with concepts of print

A
  • start blending concepts - showing the bigger picture, compounding
  • expand activities to reading the letters, words, and sentences
  • not more work, but higher level work
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9
Q

Different instructional activities for EL, special needs, struggling students, advanced learners.

A

focus on those for case study.

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10
Q

How to help English Language Learners with concepts of print

A

Definitely PRETEACH - they might be lost the entire lesson if you don’t.
Needs to relate to what they already know
-Teach the concepts in isolation - create building blocks for them
-DO NOT BLEND SKILLS - teach title one day, teacher front cover one day, teach back cover one day
- Use T-charts (show word in their primary language, then transfer over to English - you can also use pictures - translate the information so its not a brand new concept for them)

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11
Q

With struggling students to teach concepts of print

A
  • make sure you PRE-teach the concepts to them (ex: big book show them book parts - talking about the title, show me the title)
  • teach ISOLATED concepts - don’t do it all at once - do chunks (only focus on letters today, only do words on a page the next day)
  • follow up with a small group instruction on concepts the same day, using a hand on approach
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12
Q

Assisting English Language Learners with Letter Recognition and Alphabetic Principle

A
  • Transfer concepts in primary language to the English language
  • Use a variety of materials: letter cards, letter tiles, songs, magnetic letters, interactive activities
  • preteach
  • repetition
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13
Q

advanced learners learning letter recognition and alphabetic principle

A
  • assess for mastery of concepts
  • beginning stages of phonics instruction
  • small group instruction for reading - decodable books
  • begin the writing activities
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14
Q

How to help Special Needs students with letter recognition

A
  • very, very similar to struggling students
  • small set of letters until mastered
  • preteach and reteach
  • different materials and modalities
  • REPEAT, REPEAT, REPEAT practice!
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15
Q

What is the Alphabetic Principle?

A

We are making sure Letters represent Sounds.

-grapheme (a written representation of a sound)&raquo_space;> phoneme (a sound for a written letter)

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16
Q

What are great activities for Alphabetic Principle?

A

Letter Cards and Elkonin Boxes

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17
Q

Beginning Milestones of Alphabetic Principle

A

Beginning decoding (before phonics) Kinder and 1st grade

    - understanding the simple spelling patterns (understand the sounds from A-Z "ahh buuh cuhh" 
    - two and three letter words (can, an, a, am, it) 
    - blending the letter sounds 
    - CVC words (cat, hat, bat)
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18
Q

What does phonetic writing focus on?

A

they have beginning and ending sounds down, they need to understanding spelling patterns

-they are very close to understanding “kat” versus “cat”

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19
Q

What does semi-phonetic writing focus on?

A

they need to work on the Final and medial sounds

they only hear the Buhh in bat so they write “bic” instead of “bat”

20
Q

what is a phoneme

A

sound for a written LETTER

21
Q

What is Phonemic Awareness?

A
  • Letter-sound correspondence (ex: Kuuuh is a sound of the letter C)
  • Add and Deleting sounds
  • Substituting sounds (changing letter)
22
Q

What does Pre-phonetic writing focus on?

A

The initial and final sounds ex: “cat” the “kuh” and the “tuh” beginning and end sounds of a word.

  • their writing looks like scribbles and lines
  • no connection that letters and sounds correspond.
23
Q

What is a grapheme?

A

a written representation of a sound

24
Q

What is the relationship spoken language and written langage

A

basically spoken/oral language needs to come first and then students can write (written language)

-they need to know what a letter is so they can determine what a word is - “the” is composed of three sentence

what is a sentence - composed of words

25
Q

Showing concepts of print in the classroom (3)

A

bringing in advertisements, cereal boxes, toys, etc. Find the letters words
-labeling in the classroom - using a print rich environment (label the chairs, desks, window, clock, etc)

  1. Language experience approach (student tells the teacher a story, teacher has student write it down)
  2. Environment in print (bringing in objects)
  3. Labeling the classroom
26
Q

How to introduce letters and the alphabet

A
  • singing the alphabet song
  • introduce letters in isolation (focus on one at a time) Dd
  • identify them in context (getting a book)
  • hands on activities with letter identification (making letters with clay, noodles, ((Land of the letter people))
27
Q

What is letter formation?

A

Students are able to form (write) written capital and lowercase letters using various formats

28
Q

Letters that students struggle with (visually and auditory similar letters)

A

p and q
d and b
w and m
(don’t do these on the same day)

29
Q

What is the Language Experience Approach?

A

Ex: Teacher has the student share an experience. Then the teacher has the student dictate the three activities they did. Students write the sentences down

“I went to the park” - what you say can be written.

30
Q

What are major concepts of print you need to teacher to younger kids who are first starting to read?

A
  1. directionality of print (reading left to right)
    -tracing finger, big books
    -front cover versus back cover
  2. Book handling skills
    (spine, front cover, back, etc)
31
Q

What is the Yopp-Singer?

A

Assessment for Phonological Awareness

-identifying sounds “can” what are the sounds - kuh, ah, nuh

32
Q

What does Universal Access mean?

A

every student has access to differentiated learning - we are providing students with tools and strategies

33
Q

Observation notes for assessment for phonological awareness

A

all oral -

write down which students are able to participate, what errors are they making, write what you hear students say or do

34
Q

What to do with struggling students - with phonological awareness. (what to focus on)

A

primary skill they need to have: ORAL BLENDING AND SEGMENTING - stepping stone to phonics and reading

35
Q

How to accommodate advanced learners in phonological awareness..

A

NOT MORE WORK BUT BUILDING ON WHAT THEY ALREADY KNOW (HIGHER ORDER)

  • increase the pace of phonemic awareness instruction
  • blend phonemic awareness and phonics lessons
  • incorporate the reading of simple texts and phonetic writing
36
Q

4 assessments for phonological awareness (you don’t really need to know names of the assessments but you DO need to know what they are and how to conduct them)

A
  1. Phonemic Awareness Survey
  2. Yopp-Singer
  3. Rhyming Assessment
  4. Observation notes

(THE RICA WILL GIVE YOU ONE OF THE ASSESSMENTS AND YOU NEED TO KNOW WHAT THEY ARE ASSESSING AND HOW TO ASSESS THE STUDENT USING THE SPECIFIC ASSESSMENT )

37
Q

English Language Learners and Phonological Awareness (3 tips)

A
  • pre-teach phonemes that are not in primary language
  • use correct sequence of phoneme instruction in order to prevent confusion of sounds.
  • differentiate instruction for letters that are similar in sound /b/ /v/
38
Q

Students with special needs (helping with phonological awareness)

A
  • use various methods (visual, tactile, auditory, kinesthetic)
  • pre-teach and reteach
  • focus on mastery
39
Q

The 3 things to do with struggling students (with phonological awareness)

A
  • focus on segmenting and oral blending
  • pre-teach and re-teach skills, during differentiated instruction
  • provide additional practice using hands-on methods for phoneme counting and segmenting. (it is an oral instruction - listening to teacher - now you need hands on&raquo_space;> use the elkonin boxes!
40
Q

What is the Rhyming assessment?

A 
assessing phonological assessment 
3 ways 
  dog and hog  - do they rhyme?
  dog, hog, and ham - which rhyme?
  I am thinking of the word town - what rhymes and is a color? "brown"
41
Q

What is the Phonemic Awareness Survey?

A

where students are substituting, adding or deleting sounds

42
Q

What is the relationship between phonemic awareness and phonics?

A

phonemic awareness is always oral - we are not supposed to be writing, they need to hear and verbally identifying
it is the foundation for phonics (make the connection with the sound that corresponds with the written)
can hear ahhh and know it represents the letter a.

-once they have phonemic awareness THEN they can build phonics skills.

43
Q

What is the connection between phonemic awareness and sounds?

A

with phonemic awareness they can identify and segment individual sounds c/a/t.&raquo_space;» then it goes on to blend (that is the connection with sound).

44
Q

What does phonological awareness activities look like?

A
  • always oral
  • rhyming and songs (cat, bat, sat)
  • onset-rime - students are able to identify beginning sounds l/e/t (l…)
  • phonemic awareness - ORAL blending and segmentation

-counting phonemes - graphic organizer&raquo_space;>
“Elkonin Boxes” -hands on activity to feel the counting of the sounds. They have counters - pennies, beans. Your word is cat - how many sounds are in cat? c/a/t - 3 sounds. (you’ve seen these on TPT)
-comparing word lengths -do they know if its shorter or longer

-sound manipulation, adding and deleting
ex: adding - cat add an s = scat
delete - stack delete s = tack
(higher level and always oral)

45
Q

Phonological Awareness and Phonemic Awareness - which one is bigger than the other (big picture versus subset)

A

phonemic awareness - subset, phonological Awareness - big picture

46
Q

What is Phonological awareness

A

where students are able to identify, isolate, and manipulate sounds in a word - they understand rhyming, syllable-cation, which word is longer or shorter.

47
Q

What is phonemic awareness?

A

able to segment (break apart sounds), hear isolated units of sound.

d/o/g (duh, awe, guh).

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