-word awareness: knowing how many words are in a sentence (clap out, push u[ counters for words)

-alliteration: producing and identifying words that start with the same sound (name games)

-syllable awareness: counting parts in a word (clapping, pushing up counters, breaking up words and have students guess)

-rhyming: words that end with the same sounds

Phonemic Awareness

-spoken language consists of a series of small sound units or phonemes and the ability to manipulate these phonemes

-sounds like /k/ /a/ /t/ = cat (hearing)

-blend sounds /m/ /a/ /n/ = man (oral language)

-pre-requisite for reading

-rhyme

-alliteration

-sounds and spoken language

-sounds of language, language we hear, and spoken language

-closed

-open

-magic e

-vowel team

-r controlled

-consonate -le

Syllable division

Spelling:

-phonics

-word study lessons

-high frequency words

-frequent practice of words

-spelling patterns

-map out words

-syllable types

-word patterns sorting

1. knowledge

   1. background knowledge, prior knowledge

2. stratagies

   1. conscious efforts, flexible, higher level thinking, reflect and monitor

3. metacognition

4. motivation

   1. set a purpose for reading, asks and answer questions

Contains 2 strands: language comprehension and word recognition

Language comprehension parts

-background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge

Word recognition parts

-phonological awareness, decoding (sound out, syllabus) and sight recognition

All strands intertwine, if a student has mastered all strands, reading comprehension will take place.

1. Unknown: unfamiliar words

2. acquainted: basic meaning only after student gives it some attention

3. established: words know easily and automatically

-foundational writing skills x composition = skilled written expression

-foundational skills: encoding of words into written symbols

Handwriting

Stage of Writing

-syntax

-semantics

-grammar

Composition:

-often done orally

-when reading silently, the reader reads rapidly, without stumbling over words and with comprehension

-practice reading to be a good reader

-reading develops fluency skills

-read books at student's reading level

-print rich environment

-Repeated Reading

1. non accurate stage: children have difficulty recognizing and reading words "choppy"

2. accuracy stage: students are able to read and recognize words accurately but it tales them time and effort to do so. They tend to read slowly and without expression. May not understand what they are reading.

3. automatic stage: students read accurately and without much effort. Fluent Readers

Prosody: reading with proper expression, volume, phrasing, intonation or stress

Intonation: provides the melody of language that results from the use of stress, pitch and juncture

Juncture: helps children decide if the sentence/words/phrase says

1. pre-alphabetic: little knowledge that letter sounds, use pictures to represent letters

2. partial alphabetic: learning that letters represent sounds, and the shape of letters

3. full alphabetic phase: starting to decode harder words, unfamiliar word patterns

4. consolidated apathetic: learn more about words, syllables, prefixes and suffixes

literacy is speaking, listening, reading, and writing

-meaning processing system: reviews stored vocabulary for possible meaning of word

-context processing system: involves background knowledge and language structure

-orthographic processing system: print

-the sounds in spoken words match directly to the letters in written words (graphemes)

-every word can be broken apart into phonemes (tiniest part of speech)

-every written word is made up of specific symbols from the alphabet

-every sound in a spoken word is represented by a letters

-use pictures

-provide hands-on activities

-give additional time and practice for activities

-build vocabulary of different languages in your classroom

-involve parents and siblings

-use peers as tutors