Phonemic awareness includes the ability to

Understanding the relationship between sounds and the spelling patterns representing those sounds.

The individual sounds in words.

Units of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word.

The beginning consonants and consonant cluster.

The vowel and consonants that follow the onset.

The ability to string together the sounds that each letter stands for in a word.

Breaking a word apart.

Replacing one phoneme with another in a word.

When students take words apart, remove one sound, and pronounce the word without the removed sound.

The ability to map certain sounds in words based on written letter.

The study of words and their forms.

Uses two of the same letter to spell a consonant phoneme.

Example: ff, ll, ss, zz

Two letter combinations that create one phoneme.

Example: th, sh, ch, wh, ph, ng, gh, ck

Three letter combinations that create one phonome.

Example: -tch, -dge

Sounds formed by the combination of two vowels in a single syllable, in which one sound begins as one vowel and moves toward another.

Example: aisle, coin, loud, buy

Include two or three graphemes, and the consonant sounds are separate and identifiable.

Example: s-c-r (scrape), c-l (clean), l-k (milk)

Referred to as sight words

Can be sounded out and follow letter-sound correspondence and spelling conventions or rules.

Parts of words, without the prefix and suffix, that provide the basic meaning of the word.

Parts of a word added to the beginning and end of a word- prefixes and suffixes

Additions at the beginning of root words that form a new word.

Example: un-, dis-, im-, in-, mis-

Additions at the end of a root word that form a new word.

Example: -er, -ment , -ed, -ing

Two words put together

Example: mailman, sidewalk

WIDA

Provided one of the earliest explanations of language acquisition. Well known for behaviorism, claimed that language acquisition is based on environmental factors or influence.

Known as the "Father of Modern Linguistics"

Syllable with a single vowel followed by one or more consonants.

Example: cat, bat, clock, letter

A syllable that ends with a single vowel. The letter y acts like a vowel.

Example: go, no, fly, he

A syllable with a single vowel followed by a consonant then the vowel e.

Example: bike, skate, kite, poke

A syllable with one or two vowels followed by the letter r.

Example: car, far, her, fur, sir

Cueing system that focuses on the structure of the sentence.

Cueing system that focuses on the meaning of the text.

The cueing system includes:

Reading without having to stop and decode words.

Reading with expression while correctly using words and punctuation.

Reading aloud in unison with a whole class or group of students.

Reading passages again and again, aiming to read more words correctly per minute each time.

Following along as student reads, marking when he or she makes a mistake or miscue.

Looking over the running record, analyzing why the student made an error, and employing strategies to help the student with errors.

When students begin to form images in their minds as they read. The essence of reading.

When students can apply certain concepts to their reading and extract meaning from the text.

Students understand the processes in their minds and can employ a variety of techniques to understand the text. Thinking about thinking.

Students read through large sections of text and build meaning from that text.

Student independent reading level at 95% accuracy.

Poems uses voices of narrator and characters.

May be short or long and story maybe complex.

Japanese poem consisting of 3 lines and 17 syllables.

Teacher may use this poem to teach students syllabification.

A humorous verse of three long lines and two short lines rhyming (aabba).

A poem of 14 lines using any of a number of formal rhyme schemes, typically with 10 syllables per line.

Text goes in order by time or event

A narrator in the story recounts his or her own perspective, experience or impressions.

Story is written in the perspective of you.

The narrator remains a detached observer, telling only the stories action and dialogue.

The narrator tells the story form the viewpoint of one character in the story.

The narrator has unlimited knowledge and can describe every character's thoughts and interpret his/her behaviors.

Information presented with slides, video, or digital representation.

Remember

Recall facts and basic concepts

Understand

Explain ideas and concepts

Apply

Use information in new situations

Analyze

Draw connections among ideas

Evaluate

Justify a stand or decision

Create

Produce new or original work

This type of data cannot be quantified.

Example: A teacher is observing students as they read, she notices some students are struggling. She decides to intervene with a different text or targeted interventions.

Data that can be quantified.

Example: A teacher uses students' correct words per minute to determine the levels of subsequent books they will use.

A teacher chooses book that students have expressed interest in. The teacher understands the students are more likely to engage in text they are motivated to read.

Short story that conveys a moral, typically with animals and characters.

An account of a person's life story written by an outside author.

Consisting of stories that could have actually occurred to people or animals in a believable setting.

Stories set in an imaginary universe.

Three elements that shape the content in a piece of writing

Refers to the overall feeling of the piece of writing.

Refers to the reason for the piece of writing

Refers to the individuals the writer expects to read the piece of writing.

Describes things as they appear.

Example: The store was located just south of the old bridge and to the east of Dr. Millers office.

Diaries, journals, autobiographies, and interviews are examples of..

Biographies, histories, book, and newspaper articles are examples of...

Person, place, or thing.

eXAMPLE: John, the school, a rock

Describes a noun

Example: large, young, pretty

Used in place of a noun

Example: he, she, they, we

Shows action

Example: run, walk, read

A word or phrase that expresses a strong emotion.

Example: wow, whoa, jeez

Describes a verb, adjective, or another adverb and usually ends in ly.

Example: quickly, bravely, somberly

Shows the relationship between nouns and pronouns.

Example: at, on, of, over

Joins two words or phases and shows a connection.

Example: but, and, yet, so

One independent clause.

"I like her"

Two independent clauses and a coordinating conjunction

"I like her, and he I like him"

Independent clause and a dependent clause

"Although I like her, I do not like him"

Two independent clauses and one dependent clause.

" I've never liked horror movies, but because my husband like them, i now watch horror movies all the time.

When the author uses clues or imagery to express what might happen next

Ex: The dark spot on the ceiling grew bigger and bigger.

Expression of one's meaning by using language that normally signifies the opposite, typically humorous or emphatic effect.

Ex: It was raining on National Picnic Day.

A comparison of two unlike things that says one thing is another.

Ex: He was a lion filled with rage.

A comparison of two unlike things using "like or "as".

Ex: It was think as a rail.

Attributing human characteristics to something not human.

Ex: The cat judged me from across the room.

The formation of a word from a sound associated with it.

Ex: Sizzle, POW, BAM!, Boom

Exaggerated statements or claims not meant to be taken literally.

Ex: The cake must have weighed 500 pounds!

Word or phrase that means something different from its literal meaning.

Ex: "It's raining cats and dogs"

When words that start with the same sound are used repeatedly in a phrase or sentence.

Ex: Peter Piper Picked a Peck of Pickled Peppers.

A reference to a famous person, place, or event.

Ex: "The fold medal winner was a Cinderella story"

A phrase whose words contradict each other with opposite meanings.

Ex: The old, green couch was pretty ugly.

The ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice.

Vocabulary Tier 1

Vocabulary Tier 2

Vocabulary Tier 3