Word Analysis Flashcards
(37 cards)
Phonological awareness
students are able to identify, manipulate and isolate sounds that are in spoken word.
Phonemic awareness
students are able to break apart and blend sounds together.
Instruction in phonological awareness
Rhyming & songs
Onset-rime
Instruction in phonemic awareness
Counting phonemes
Comparing word lengths
Sound manipulation (adding & deleting)
Elkonin Boxes
l c l a l t l - count and identify phonemes
Relationship of phonemic (hearing-sound) awareness and phonics (written word)
identify words orally -> identify written words
Universal access & phonological awareness for struggling students
- Focus on mastery of key skills to support reading foundation, such as 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
Universal access & phonological awareness for students with special needs
- Focus on mastery of key skills to support reading foundation, such as segmenting and oral blending.
- Pre-teach and re-teach skills, during differentiated instruction.
- Provide additional practice using various methods, such as visuals, tactile auditory and kinesthetic.
Universal access & phonological awareness for English Language Learners
- 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.
Universal access & phonological awareness for advanced learners
- Increase the pace of phonemic awareness instruction
- Blend phonemic awareness and phonics lessons
- Incorporate the reading of simple texts & phonetic writing
Assessment for phonological awareness
ORAL:
- Phonemic awareness (add/delete sounds)
- Yopp-singer (identify sounds)
- Rhyming assessment
- Observation notes
Print awareness (concepts about print)
-Relationship of spoken & written language, students will understand that oral language can be written then read.
-Recognizing letter, word and sentence representation
(Can use language experience approach)
Concepts about print: Books
- Recognizing the directionality of print
- Tracking print in connected text L->R
- Book-handling skills (ex: title)
Letter identification
students are able to identify capital & lowercase letters in isolation and with in context of reading material
Letter formation
students are able to form written capital & lowercase letters using various formats (paper/pencil, clay, sand, etc.)
Letter recognition instruction
- Sing alphabet
- Introduce letters in isolation
- Identify letters within context
- Hands-on activities with letter identification, matching upper & lower case, sequencing.
Visual & auditory similar letter
- p & q
- d & b
- w & m
- m & n
Writing practice of letters and words
- Practice writing capital & lowercase letters
- Use kinesthetic methods by making air letters
- Use tactile methods by writing letters in sand, using clay, yarn etc.
- Writing center
Alphabetic principle- interrelationships among letters & sounds
grapheme (written representation of a sound) -> phoneme (a sound for a written letter)
Phonemic awareness
- Letter sound correspondence
- Adding & deleting sounds
- Substituting sounds
Beginning decoding (understanding simple spelling patterns)
- Two & three letter words
- Blending letter sounds
Beginning decoding instruction
- Introduce sound & spelling
- Conduct sound by sound decoding for CV or CVC words
- Blend sounds to determine the word
Beginning decoding activities
- Letter cards
- Elkonin boxes
Pre-phonetic writing
initial + final sounds
