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Flashcards in DOMAIN 2- Competency 7 Deck (19):
1

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

including:
1. recognize how phonics skills, sight word knowledge and skills in syllabic and structural analysis and orthography all work in concert to support students'' development of accurate word analysis, which leads to automaticity.

2

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

2. recognize the role of structural analysis (decoding multisyllabic words formed by adding a prefix or/and suffix to a base word or base morpheme) and syllabic analysis (decoding multisyllabic words composed of common syllable patterns, such as open and closed syllables) in accurate word analysis and spelling of multisyllabic words.

3

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

3. demonstrate knowledge of systematic, explicit instruction in structural and syllabic analysis and spelling of multisyllabic words.
- examples:
-teaching multisyllabic words formed by adding a common prefix or suffix to a base word
- teaching multisyllabic words that follow common syllable patterns

4

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

3. more examples:
-teaching students to use knowledge of structural analysis and syllable patterns to spell multisyllabic words

5

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

4. - recognize the strong relationship between orthographic knowledge and word analysis and demonstrate knowledge of systematic, explicitly instruction in spelling/orthography.
examples include:
-teaching students to spell larger, more complex chunks of letters (phonograms) such as -ight
-teaching students to apply common orthographic generalizations (rules) (ex: changing the ending of a word from -y to -ies when forming the plural)
-teaching students to accurately recognize and use common homophones (to, two, and too; hair and hare)

6

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

5. recognize the importance of providing students with frequent opportunities to develop and extend their syllabic analysis skills, structural analysis skills, and orthographic knowledge in their reading and writing.

7

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

examples include:
-frequently reading text that contain words using affixes, syllable patterns, and orthographic patterns and rules already taught
-frequently engaging in writing activities that include opportunities to apply knowledge of more complex orthographic patterns and spelling of multisyllabic words.

8

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

6. demonstrate knowledge of how to address the full range of learners in the classroom with respect to their development of syllabic and structural analysis and orthographic knowledge to support decoding and spelling of multisyllabic words and spelling of words that follow more complex orthographic patterns or rules (universal access)

9

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

examples:
-providing diff. instruction in these areas to address the needs of struggling readers and students with reading difficulties or disabilities (focusing on key skills and knowledge, such as frequently occurring syllable patterns and affixes and related orthographic patterns; reteaching concepts and skills that are lacking using a variety of concrete examples to explain a concept or tasks; providing additional practice)

10

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

examples:
- '''' of special needs (focusing on key skills and knowledge, such as frequently occurring syllable patterns and affixes and related orthographic patterns; using a variety of concrete examples to explain a concept or task; using visual, auditory, kinesthetic, and tactile techniques; reteaching concepts and skills that are lacking; providing an additional oral practice with new words

11

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

examples
-"" of EL and speakers of non standard English (ex: explicitly teaching common English roots and affixes
-"" of advanced learners (increasing the pace and/or complexity of instruction, building on and extending current knowledge and skills)

12

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

7. demonstrate knowledge and ability in assessment (entry level assessment, monitoring of progress, and summative assessment) with respect to development of syllabic analysis, structural analysis, orthographic knowledge, spelling of multisyllabic words, and spelling of words that follow more complex orthographic patterns or rules.

13

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

examples:
-demonstrating ability to describe and use appropriate formal and informal assessments in these areas for different assessment purposes (entry level assessment, monitoring of progress, and summative assessment)

14

competency 7- understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students'' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development

examples;
-demonstrating ability to analyze and interpret results from these assessments
- demonstrating ability to use the results of assessment to plan effective instruction and intervention in these areas, adjust instruction and interventions to meet the identified needs of students, and ultimately determine whether relevant standards have been met.

15

competency 7- questions for review
7.1- What should a teacher include when providing instruction in structural and syllabic analysis?

- adding a common prefix or suffix to a base word
-words that follow common syllable patterns

16

competency 7- questions for review
7.2- What are some ways a teacher might provide students with frequent opportunities to develop their syllabic analysis skills, structural analysis skills, and orthographic knowledge in their reading and writing?

- frequently reading texts that contain words using affixes, syllable patterns, and orthographic patterns and rules already taught.
-frequently engaging in writing activities that include opportunities to apply knowledge of more complex orthographic patterns and spelling of multisyllabic words

17

competency 7- questions for review
7.3- How can a teacher differentiate instruction in word analysis for struggling readers, students with SN and EL and advanced learners?

- for struggling readers and students with disabilities, focus on key skills and knowledge such as frequently occurring syllable patterns and affixes and related orthographic patterns; reteaching concepts and skills that are lacking: provide additional practice

18

competency 7- questions for review
7.3- How can a teacher differentiate instruction in word analysis for struggling readers, students with SN and EL and advanced learners?

- for student with SN focus on key skills and knowledge, such as frequently occurring syllable patterns and affixes and related orthographic patterns; use a variety of concrete examples to explain a concept or task; use visual , auditory, kinesthetic, and tactile techniques; reteach concepts and skills that are lacking; provide additional oral practice with new words

19

competency 7- questions for review
7.3- How can a teacher differentiate instruction in word analysis for struggling readers, students with SN and EL and advanced learners?

- for EL explicitly teach common English roots and affixes

- for advanced learners, increase the pace or complexity of instruction, build on and extend current knowledge and skills