Lindsey Stephenson
Professor Fletcher
RED 4310
5 June 2011
Ch. 4 and 5 Key Terms
Key Term
Phonemic awareness
Phonics (relationship
between phonemes and
graphemes)
Spelling
Guided Reading
Interactive Writing
Identifying Sounds
Categorizing Sounds in
Words
Substituting Sounds
Blending Sounds
Segmenting Sounds
Environmental Sounds
Definition
Children learn to notice and
manipulate the sounds of oral
language.
Children learn to convert
letters into sounds and blend
them into words.
Children learn to segment
spoken words into sounds
and convert the sounds into
letters to spell words.
Activity used to assess
students reading ability
individually or in groups.
Teacher-directed activity
where children apply phonics
concepts as they read/write.
Children identify a word that
begins/ends with a particular
sound.
Children recognize the “odd”
word in a set of three words.
Children remove a sound
from a word and substitute a
different sound.
Children blend two, three, or
four individual sounds to form
a word.
Children break a word into its
beginning, middle, and
ending sounds.
Prerequisite concept in
phonemic awareness; notice
sounds in their environment.
Example
Rhyming words; segmenting
and blending sounds
/c/ /a/ /t/ = cat
Using flash cards, written word
activities, worksheets, soundsymbol correlations
Spelling patterns; practicing
writing words after recognizing
their sounds
Guided reading groups
Whole-class read aloud
session
Children segment words into
sounds and take turns writing
letters/words on the chart.
When shown a brush, a car,
and a doll, they identify doll as
the word that ends with /l/
A teachers says ring, rabbit,
and sun, they recognize that
sun doesn’t belong
Beginning sound: bar to car
Middle sound: tip from top
Ending sound: gate to game
A teacher says /b/ /ĭ/ /g/ and
the children repeat the sounds
blending to form big.
Children segment the word
feet into /f/ /ē / /t/ and go into
/g/ /ō/.
Teachers show how to identify
sounds and classify them:
loudness and pitch.
Concept of Rhyme
Concept of Word
Concept of Syllable
Phonogram
Mini-lesson
Learning Log
Emergent Spelling
Letter Name-Alphabet
Spelling
Within-Word Pattern
Spelling
Syllables and Affixes
Spelling
Derivational and
Relations Spelling
Word Wall
Prerequisite concept in
phonemic awareness; break
words into onsets and rimes.
Prerequisite concept in
phonemic awareness;
recognize words of speech.
Words rhyme when their rimes
sound alike: go—throw
Snail--whale.
Teachers can emphasize
individual words as they
speak/read and ask them to
listen for specific words.
Prerequisite concept in
Clapping out syllables:
Elephant, clap three times
phonemic awareness; count
the syllables in a word.
and have them say how many
syllables.
A letter or group of letters that -aw and –ay represent single
represent a single sound.
sounds, but the other 35 don’t
Ex: -ock = block, clock, dock,
Teachers refer rimes as
phonograms or word families flock, lock, rock, sock
Explicitly present phonics skill Children manipulating sounds
Demonstrate how to use it
Sorting objects/pictures, make
Present words for practice
chart, arrange magnetic letters
A student log of what they
Draw diagrams about how
have learned about a specific plants grow and picture of
topic.
favorite flowers / write in log.
Children string scribbles,
Natural, clear expression of
letters, and letter-like forms
the alphabet.
together, but they don’t
Directionality of writing
associate the marks they
How to make letters
make with any specific
Letter-sound matches
phonemes.
3 – 5 year olds
Ex: D (dog) and KE (cookie)
Children learn to represent
Like – lik and bed as bad
phonemes in words with
letters.
5 – 7 year olds
Children begin the withinword pattern when they can
spell most one-syllable short
vowel words.
Students focus on syllables;
apply what they learned to
longer words, including
compound words.
Students explore the
relationship between spelling
and meaning; focus on
morphemes
Contains a list of words
children create using
phonograms
Can confuse spelling patterns
like meet and mete, form for
from, and gril for girl.
7 – 9 year olds
Inflectional endings –s, -es, ed
Homonyms
Prefixes and suffixes practice
9 – 11 year olds
Consonant alterations (softsoften, magic-magician)
11 – 14 year olds
Use in phonics activities and
children can refer to it.
Teachers post on the wall.
Word Ladder
Word Sorts
High-Frequency Words
Basic CVC Pattern
(Consonant-vowelconsonant)
Word-building game, children
write a word then change it
into another by substituting,
deleting, adding, or
rearranging letters.
Can be used as an activity to
review consonant and vowel
sounds and spelling patterns.
Write red, now change the first
letter (bed) and change one
letter to spell a word meaning
the opposite of good (bad).
Provides opportunities for
Sorting words, grouping word
children to practice phoneme- families, distinguishing
grapheme correspondences
different and alike words.
If children struggle with
Ex: Children my spell:
spelling they may exhibit this was as wuz and could as cud.
problem. Not knowing how to
(These words aren’t
spell words and relying on
phonetically regular.)
phonics.
Ex: dig, cat, cup, pen, log
Children learn about
consonants and short vowels; Practice writing words on the
board and individually.
Individually administered
Dynamic Indicators of
subtest assesses children’s
Basic Early Literacy Skills ability to apply phonics
(DIBELS)
concepts to two- and threeletter nonsense words.
Individually administered test
The Tile Test
assesses children’s
knowledge of phonics.
Phonological Awareness
Literacy Screening
(PALS) System
Test of Phonological
Awareness (TPA)
Kindergarten-level battery of
tests includes a brief spelling
subtest in which children
write the sounds they hear in
CVC words. In grades 1-3
tests, the spelling subtest
includes words that exemplify
phonics features that are on
grade level.
Group test designed to
measure children’s ability to
isolate individual sounds in
spoken words and
understand the relationship
between letters and
phonemes.
Ex: (ap, jid)
Kindergarten and First Grade
progress
Children manipulate letter tiles
to make words, and teachers
arrange tiles to spell words for
them to read. (10 -15 minutes)
Spelling practice
Phonics skills
Vocabulary
Writing
Phonemic Awareness
40 minutes
Phonemic Awareness
Phonics
Spelling
Vocabulary
Comprehension
Yopp-Singer Test of
Phonemic Segmentation
Observation Survey of
Early Literacy
Achievement (OS)
Developmental Spelling
Analysis (DSA)
Qualitative Spelling
Inventory (QSI)
Proofreading
Making Words
Individually administered oral
test for kindergartners.
Measures their ability to
segment the phonemes in
words.
Consists of six subtests.
Tests are used to assess
children’s ability to apply
phonics concepts to decode
and spell words.
Dictated spelling inventory
with two components: a
Screening Inventory for
determining children’s stage
of spelling development, and
Feature Inventories to
highlight children’s
knowledge of specific spelling
concepts.
Includes 20 to 25 spelling
words listed according to
difficulty and can easily be
administered to small groups
or whole classes.
Special kind of reading
children use to locate
misspelled words and other
mechanical errors in rough
drafts.
An activity where children can
break down one large word
into smaller words.
Contains 22 items
10 minutes
Comprehension
Phonemic Awareness
Phonics
Word Reading
Hearing and Recording
Sounds in Words
Assessment-Guided Phonics
Spelling
Vocabulary Instruction
Word Study for Phonics
Vocabulary
Spelling Instruction
Practice with a sample
Work in pairs to correct
misspellings
Interactive writing activities
1
a
Grandfather:
2
3
4
5
at and hear grand
he the date great
an her than after
ate then