MTEL Reading Foundations

The goal is to help students become more & more fluent by reading & rereading text that they are certain to be successful with

Children self-select their own reading materials to read during a certain period of time, to motivate them to read

A way to involve caregivers in the process of helping their children continue to read, provide guidelines to students and parents, independent reading levels to be provided

• Automatic word recognition
• Part of the reading to learn process

• Structural analysis
• Using context
• Building background
• Elaboration techniques

• Literal
• Inferential
• Evaluative

Identifying explicit main ideas, details, sequences, cause-effect, patterns; ex. Memory questions

Identifying implicit main ideas, details, comparisons, cause-effect as well as drawing conclusions and making predictions ; ex. Interpretation questions

Recognizing bias, distinguishing fact from opinions and part of the reading to learn process; ex. Evaluate the text

• KWL
• Anticipation guides
• Brainstorming

• Think aloud
• Story maps

Perspectives for narrative and expository text

• 1. Parts of a book
• 2. Print carries meaning
• 3. Tracking print
• 4. Words in sentences
• 5. Letters within words
• 6. Upper-case and lowercase letter names

• Pre-Phonetic
• Phonetic
• Transitional
• Conventional

• Scribbling
• Encoding specific sounds

• Encoding initial and final sounds
• Encoding medial vowels
• Encoding sight words

• Encoding all dominat sounds
• Writing by letter pattern

• Patterns to derivational affix
• Complex word families

knowledge of the sound units (phonemes) used in a language, including the ability to hear and produce separate phonemes

understanding that words are made up of sounds which can be assembled in different ways to make different words.

understanding that there are systematic and predictable relationships between written letters and spoken sounds.

helps children learn the relationships between the letters of written language and the sounds of spoken language.

• individually administered survey designed to provide insight into a student's reading level, made of 3 parts:
• 1. Running record - oral reading in record form
• 2. Comprehension check - can read great but may not understand what they read
• 3. Survey Reading - ask kids what happens at home

allows you to assess a student's reading performance as she/he reads from a benchmark book, you mark the following: errors (E), self-correction (SC), substitution, omission, insertion, correct (check)

• a process of diagnosing a child's reading; part of running records
• strenghts & weaknesses in word identification are noted

smallest speech sound in a language that is capable of conveying a distinction in meaning; m for mat

same eneding sound: spot, dot, lot, slot - word families

reading from left to right in a book

developmental process that can start early, supported by modeling

breaking apaort words to look for prefixies or suffixes

connecting written and oral language

using the word in the sentence to define unknown words

a word having the same or nearly the same meaning as another word; ex. big, large

A word having a meaning opposite to that of another word; ex. big, small

• (tear and tear)
• One of two or more words that have the same spelling but differ meaning; tear (crying) or tear (rip)

One of two or more words, such as night and knight, that are pronounced the same but differ in meaning

All of the letters and letter combinations that represent a phoneme, as f, ph, and gh for the phoneme /f/.

are “voiceless” combinations of two consonants: examples: st, sh, ch, th,wh

are “voiced” combinations of two or three consonants. Examples: fl, bl, sl, cl, pl, bl, gr, tr, br, cr, dr, pr, fr, wh, str, sw, sp, sc, sn, sm, sk

formation of sentences; does it sound right

meaning of a word, sentence, or other language form; does it make sense

a gliding monosyllabic speech sound (as the vowel combination at the end of toy); example are: oo, ou, oi, oy, ow, au, aw, ew

is the study of the aspects of meaning and language use that are dependent on the speaker

is something attached to the beginning of something else; Pre means before and fix means to fasten or attach

something fastened underneath something else (in this case, behind the root); Suf is a variant of sub, below or under

help learners build schemata and make connections between ideas

(letter/sounds) rules or generalizations

• Teacher works with small groups who have similar reading processes
• Teacher points are covered during & after the reading

• teacher reads aloud to entire class or small groups
• variety of genres & represents our diverse society

• enlarged text so that all children can see
• children follow the text as the teacher points

• children read on their own or with partners
• wide range of materials
• may be chosen from a special collection at students' own reading level

testing a set of criteria or material or skills that have been taught to see if material is mastered; example: weekly spelling test

• teacher & children work together to compose messages and stories
• teacher supports process as a scribe

• teacher & children work together to compose messages and stories (like shared writing)
• shared pen technique is used to involve students in writing

• children engage in writing a variety of texts
• teacher guides the process and provides instruction

• children write their own pieces
• includes: retelling, labeling, speech bubbles, lists, etc.