Syllable types

1. closed: most common; one short vowel that's closed with 1+ consonant

2. open: end with a single vowel, usually long

3. vowel consonant-e (silent e)

4. vowel teams: 2-4 letters representing one vowel phoneme

5. consonant -le: at the end of multisyllabic words and unstressed

6. vowel r: "bossy r"

Syllable division

Spelling

• is a production task, while reading is a recognition task

• teaching spelling

  • phonics or word study lessons

  • orthographic mapping, 4 part processing system

  • high-frequency words

  • introduce 5 words a week with similar spelling patterns

1. Pre-alphabetic phase: little knowledge of letter sounds, use pictures ti represent letters (M for McDonalds)

2. Partial alphabetic phase: learn that letters represent sounds and the shape of the letters

3. Full alphabetic phase: decoding harder words, unfamiliar word patterns

4. Consolidated alphabetic phase: learn more about words and syllables, prefixes, and suffixes. Combine letter patterns

Processes Involved in Reading Words

1. Sight word reading: recalling words by sight (sight word lists)

2. Decoding: identifying letter-sound correspondence and larger units and blending them together to make a word (c-a-t)

3. Analogizing: comparing an unknown word to a similar spelled unknown word (phone-stone; past-fast)

4. Contextual guessing: using context to figure out words

• Research shows reading comprehension scores can be predicted if decoding skills and language comprehension abilities are known

Simple View of Writing

• Foundational Writing Skills x Composition = Skilled Written Expression

  • Foundational skills: encoding of words into written symbols

    • examples: handwriting, letter formation, correct spelling, punctuation

  • Composition: the knowledge of the topic and ability to choose words and order logically

    • examples: topic knowledge, vocabulary, sentence formations, grammar, audience awareness,

• ability to recognize and manipulate sounds within words, including syllables

Phonemic Awareness

• the ability to manipulate individual phonemes

• sound out words and blend words

• a part of phonological awareness

• strategies

  • rhyming

  • alliteration

• Background knowledge: a collection of knowledge that a person forms through academics and life experiences

• Vocab: the knowledge and the meaning of words (talk about what you're doing, comment on what the child is doing, define new words, read books)

• Language structures: rules for how language is formed (morphology, phonology, and syntax)

• Verbal reasoning: a form of problem-solving based on words and knowledge (thinking about text, word problems, following written instructions, finding letter sequences) (can play 20 questions)

• Literacy knowledge: understanding of print concepts (direction of reading, genre of a book, etc.)

-Definition: letters represent individual phonemes in a spoken word

-Critical for learning how to read and spell

-Needs to be established early; the 1st step in learning to read and write

-Broken into 2 parts

1. Alphabetic understanding: knowing that words are made up of letters and sounds

2. Phonological recording: knowing how to translate letters into appropriate speech sounds

-Activities

1. Alphabetic match (lowercase and uppercase)

2. Alphabetic go fish

3. Sound/letter games

4. Build a flower (letter in the middle, petals have pictures that start with that letter)

5. Letter sorting

6. Playdough letters, bingo dot letters

7. Rhyming books

8. Puzzles

Simple View of Writing

• foundational writing skills X composition = skilled writing expression

• foundational skills: encoding of words into written symbols "nuts and bolts"

• composition: knowledge of the topic, choose and order words correctly

Stages of Writing

• pre-phonetic: letter on the page with no regard to words (scribbles)

• semi-phonetic: represents some phonemes with graphemes (late pre-k to k)

• phonetic: nearly every phoneme is represented (K to 2nd grade)

• transitional: the realization that words aren't always written as they sound (3rd+)

Syntax

• subject-verb-object order

• agreement rules

  • subject-verb agreement

  • pronoun agreement

  • tense consistency

  • common punctuation

• sentence types

  • simple: 1 IC

  • compound: 2+ IC

  • complex: 1 IC and 1+ DC

  • compound-complex: multiple IC and 1+ DC

Grammar

• noun: person, place, thing, idea

• pronouns

• verbs: action words

• adjectives: describe nouns

• adverbs: modify verbs, adjectives, and other adverbs

• prepositions: show relationships

• conjunctions: connect words/phrases

• interjections: express emotions

Writing Workshop

• several times a week or every day

• students support each other while the teacher coaches or guides

• teacher instructs a specific skill, and shared writing occurs. Then students go write, and teacher consults with each student about their writing

Process of Writing

1. Prewriting: brainstorming ideas, graphic organizer

2. Drafting: writing a rough draft

3. Revising: ARMS (add, remove, move, substitute ideas)

4. Editing: CAPS (capitalize, usage, punctuation, spelling)

5. Publishing: make into a final copy

Types of Writing

• persuasive

• narrative

• expository

• descriptive

• compare/contrast

Genres in Writing

• fiction

• biographies and autobiographies

• reports

• letters

• poems

Sedita's Writing Rope

• critical thinking

• syntax: Understanding grammar

• text structure

• writing craft

• transcription

• knowing the differences between letters and sounds

• memory, production, speech-sound systems

context processing system

• provide support for the meaning

• involves background knowledge and language structure

meaning "semantic" processing system

• interprets the meaning of words in and out of context

orthographic processing system

• recall and recognition of written language

• receive information from printed words

• lots of exposure in books, poems, shared writing, and word walls

• word banks are useful

• teaching letters of the week and words that start with that letter