FTCE K-6

AKA "graphophonemic awareness"

the understanding that written words are composed of letters and groups of letters that represent the sounds of spoken words.

• Alphabetic Understanding
• Phonological Recording

the knowledge that words are composed of letters that represent sounds.


-a part of the Alphabetic Principle

The recognition of systematic relationships between letters and phonemes that allows one to retrieve the pronunciation of unknown printed words or to spell words.

-a part of the Alphabetic Principle

26 letters

roughly 44 speech sounds

The ability to disconcern the phonemes in spoken language.

• Examples:
• dog = d/o/g = 3 phonemes
• back = b/a/ck = 3 phonemes

5 + 3 + ii + iii = No Child Left Behind

• 5 = the 5 components of reading
• 3 = the 3 types of assessments
• ii = emphasis on initial instruction
• iii = emphasis on immediate intensive intervention

The 5 components of reading"

• Phonemic Awareness - hear and ID sounds
• Phonics - understand the relationship between sounds and letters
• Fluency - ability to read accurately, quickly, and expressively
• Vocabulary - words needed to communicate
• Comprehension - understand what has been read

The 3 types of reading assessments

• Screening - ID strugglers early on
• Diagnosis - ID skills needed to support the student
• Progressive Monitoring - determine if instructional program is effective with the student

an emphasis on initial instruction as the first line of defense against reading difficulties

an emphasis on the immediate intensive intervention for struggling readers

emphasizes the association between the grapheme and the phoneme

• The Speech Sound
• The Written Symbol

Analytic Phonics - phonics taught in context with actual materials

Synthetic Phonics - phonics taught in isolation from meaningful books and worksheets

breaking a word into its parts, or syllables

• v/cv rule = (o-ven) oven
• vc/cv rule = (sum-mer) summer
• -le rule = at the end of a word the consonant goes with the  le (pur-ple) purple
• -ed rule = -ed forms a seperate syllable if it is before d or t (skid-ded) skidded

the use of picture clues and previously read materials to predict what word would make sense

• Syntatic Cues
• Morphemic Cues
• Semantic Cues

the use of the rules that govern word order and placement in a sentence

one of the major types of Language Cues

• Example:
• "Mary sees a ___." (I know the final word has to be an object)

the use of the elements of words that contribute to their meaning

one of the major types of Language Cues

• Example:
• Walked = the verb "walk" and the suffix "ed", which indicates a completed action

-prefixes, suffixes, and where the word derived from (Latin,Greek,etc.)

"hints within the sentence and/or broader passage that point to the meaning of a particular word

• Example:
• "Mary holds a ___." (I know the object must be small enough to be held)

• Emergent Reading Stage - the major transition from speaking only to reading and writing as well
• Developing Reading Stage - the child becomes more independent in reading/decoding words
• Transitional Reading Stage - child usually has an instructional reading level and spends much time with independent-level materials

• Activating Prior Knowledge
• Questioning
• Visualizing
• Drawing Inferences
• Determining Important Ideas