Phonological Awareness

Word
Awareness Rhyme/ Segmentation
Syllable Alliteration Additional Phonemic
Awareness Deleted Awareness
substitution
-Phonological awareness- the awareness of sounds in language
-Phonemes: smallest unit of sound Blending
-Phonemic Awareness- being able to id the individual sound in a word. Isolation
Phonological awareness is a strong predictor of reading success.
Stages of Development
1.Early Emergent Readers (Levels aa-C) 2.Emergent Readers (Levels D-J)
beginning to learn sound/symbol -understanding of the alphabet, phonological
relationships--starting with consonants and short
awareness, and early phonics.
vowels--and are able to read CVC
-command of a significant number of high-frequency
(consonant-vowel-consonant) words, as well as a
words
number of high-frequency words.
- grasp of comprehension strategies and word-attack
skills
Books at this stage have:
-recognize different types of text, particularly fiction
and nonfiction, and recognize that reading has a
● Strong picture support variety of purposes.
● Carefully controlled text
● Repetitive patterns Books at this stage have:
● Controlled, repeated vocabulary
● Natural language ● Increasingly more lines of print per page
● Large print ● More complex sentence structure
● Wide letter spacing ● Less dependency on repetitive pattern and
● Familiar concepts pictures
● Limited text on a page ● Familiar topics but greater depth
3.Early Fluent Readers (Levels K-P) 4.Fluent Readers (Levels Q-Z2)
-more automatic, with more energy devoted to - from “learning to read” to “reading to learn.”
comprehension than word attack -automatic and expression
-approaching independence in comprehending
text Books at this stage have:
Books at this stage have:
● More text
● More pages ● Less familiar, more varied topics
● Longer sentences ● Challenging vocabulary
● More text per page
● More complex sentences
● Richer vocabulary
● Varied writing styles
● Greater variation in sentence pattern
● Less reliance on pictures ● More description
● More formal and descriptive language
Running Records

Read Independently 95-100%

Instructional Level 90-94%( need support)

Frustration 89% or less no comprehension

Texas Essential Knowledge and Skills - Reading(TEKS)

● Identifies and produces rhyming words

● Identifies upper-case and lower-case letters
Kindergarten ● Identifies and matches the common sounds
that letters represent
● Recognizes that new words are created
when letters are changed, added, or deleted
● Identifies, spells, and reads at least 25
high-frequency words
● Understands print directionality
● Demonstrates basic comprehension skills
of texts read aloud (e.g. Identifies main
characters, makes predictions and
inferences, synthesizes information,
evaluates details, etc.)
 ● Sounds out new words
1st Grade ● Identifies, spells, and reads at least 100 high-frequency words
● Demonstrates basic comprehension skills (e.g. makes connections,
establishes purpose for reading, etc.)
● Recognizes organizational pattern/structure of texts (e.g. chronological order)

2nd Grade ● Decodes words with silent letters, short and long vowels, multisyllabic words,
compound words, etc.
● Fixes mistakes while reading
● Uses context to determine the meaning of a word
● Reads grade-level text independently with fluency and comprehension
● Identifies plot, main idea, and characters
● Synthesizes information to create new understanding
● Recognizes characteristics and structures of informational and persuasive
texts, narratives, and simple poetry
● Understands the use of descriptive, literal, and figurative language
3rd Grade ● Understands roots, suffixes, and prefixes
● Decodes multiple-syllabic words with multiple sound-spelling patterns
● Predicts what will happen next
● Uses context within and beyond a sentence to determine the meaning of a word
● Analyzes basic plot elements, infers more advanced themes, compares and contrasts stories,
explains relationships among characters, and understands the influence of setting on plot
● Recognizes characteristics of argumentative texts
● Understands literary techniques including similes, onomatopoeia, and hyperboles

4th Grade ● Decodes words with specific rules

● Understands homophones
● Follows written directions
● Uses references and prior knowledge to learn new words
● Paraphrases
● Analyzes more advanced plot elements (e.g. rising and falling action)
● Identifies author's purpose and style choices
● Understands literary techniques including metaphor and personification
● Recognizes characteristics of multimodal and digital texts

5th Grade ● Reads different genres fluently

● Identifies most important information in text
Assessments
● Validity-measures what they intend to measure
● Congruence-learning objectives outlined at the beginning of an instructional unit align
● Reliability-produce consistent results
● Clarity of Language-appropriate vocabulary level for student,
● Freedom of Bias-not offend or penalize students due to their background or culture.
Informal assessments-
Reading Assessment must cover:
● class or small group discussions
● word analysis ● oral retellings
● fluency ● listening to students
● comprehension
Formal assessments-
● vocabulary
● background knowledge or schema ● reading-error analyses
● academic language ● phonics surveys
● spelling surveys
● oral reading fluency measures
ex-cellent
● etymology, including Greek and Latin roots
● homophones (aunt-ant, be-bee, die-dye, pedal-peddle, see-sea,
to-too-two, and there-their-they're)
●
Assessments
Reading assessments are used for different purposes:

Entry-level assessment (pre-assessment) -

-beginning of instruction
-determine students' current skill levels and allows the teacher to plan instruction
-differentiate instruction as necessary

Diagnostic assessment
- "diagnose" a specific difficulty a student is having

Ongoing curriculum-based assessment-

- track student progress throughout instruction.
-lack of progress that would lead to a change in the instruction plan

Summative assessment -
-occurs at the end of instruction.
- determine whether or not the student has met the instructional goals
Code and Meaning Based Assessment
Code-based instruction- Meaning-based instruction
- learn phonics and phonemic concepts in -breaking terms down into individual phonemes
order to decode words or syllables detracts from learning the word naturally

Assessment Strategies:
Assessment Strategies:
● high-frequency sight word lists
● word pattern surveys ● oral retellings
● pseudoword assessments ● written responses
● phonics inventories ● text-based questioning
● writing samples ● Frequent reading
● spelling inventories ● teacher modeling
● group reading
● syllabication surveys
.
● morpheme analysis
 Stages of Word Recognition
1-Pre-Alphabetic Stage - 2-Partial-Alphabetic Stage -
● no working knowledge of the alphabetic ● some working knowledge of the
system alphabetic system
● reading is based solely on recognition ● combine their limited alphabetic
and memorization (MCD sign) knowledge with context clues when
Need: attempting to read( illustration and the
● direct instruction on letter/sound letter 'd' and say Duck)
relationships Need:
● foundational reading skills:phonemic ● benefit from predictable, repetitive text
awareness, print concepts ( 2 word variation)
● books that retell familiar nursery rhymes use their limited alphabetic knowledge
along with context from pictures to read
new words
 Stages of Word Recognition….continued
3-Full-Alphabetic Stage - - 4-Consolidated-Alphabetic Stage -
● full working knowledge of the ● read by using memorized letter chunks,
alphabetic system affixes, and syllables to read words
● use their understanding of letter-sound ● decode it by breaking it into
correspondence to decode unfamiliar recognizable chunks
words letter-by-letter.(p-l-a-n) ● sight word knowledge continues to
● sight word knowledge has also expand, improving their fluency.
increased and is used while reading. Need:
Need: ● should be reading books that contain
● should be reading books with simple, longer, multi-syllable words
recognizable syllable patterns to ● improved ability to use structural
reinforce their decoding skills analysis will help with these more
● should be reading books with simple, complex words.
recognizable syllable patterns to
reinforce their decoding skills
Stages of Word Recognition….continued

5-Automatic Stage-
● No breaking down/decoding most
words
● Increase in reading whole words
● Use decode and context clues
(unfamiliar words)
Need:
● read fluently and with greater
comprehension because their focus
shifts more toward the meaning of the
text as a whole and less on individual
words
Sound of Human Language

● Phonemes - The smallest individual sounds in a word

● Phonetics - The sounds of human speech
● Phonology - The systematic organization of sounds in languages
● Phonics - The relationship between symbols of an alphabetic writing
system and sounds of a language
Construction of Language

● Morphology - The study of forms of words; this includes prefixes, roots,

and suffixes. Each of these individual meaningful parts are called
morphemes. Morphemes are a combination of sounds that have
meaning in speech or writing and cannot be divided into smaller
grammatical parts.
● Orthography - The conventions for proper spelling in a language
● Syntax - Rules that govern the construction of words in order to make
phrases, clauses, and sentences
● Semantics - The study of word or symbol meaning
● Pragmatics - The study of language in use, not in its structure; or the
appropriate use of language
● Segmentation - Refers to recognizing the boundaries between words,
syllables, or phonemes in spoken language
Process of Learning - Spelling
1. Precommunicative spelling - when students use scribble shapes and
sometimes letter-like shapes for spelling words but are unable to make
the forms.
2. Semiphonetic spelling - when children have some letter awareness.
They may spell a lengthy word with a few letters, spelling play as "pa" or
talk as "tk."
3. Phonetic spelling - when students spell the way they hear the word
pronounced, such as "wuz" for was or "uv" for of. This is also known as
"invented spelling."
4. Transitional spelling - when students use some conventional spelling
but still misspell many irregular words.
5. Conventional spelling - when children know and use most basic spelling
rules and spell most words correctly. They can often recognize
misspelled words, which is a tremendous help in editing either their own
or others' writing drafts.
 Texas PreKindergarten Guidelines and TEKS - Fluency
-Pre-K - 2nd Grade -
● identify letters and recognize sounds
● read aloud with proper emphasis,
-Kindergarten - expression, and prosody
● read connected text at an increased rate
● name letters quickly and accurately
● start matching words they hear to words -Grade 3+-
they see on the page
● sound out simple words ● read increasingly complex connected
● recognize some words by sight text

-1st Grade -
Fluency is the ability to read text with
● improve reading speed and fluency accuracy, speed, and prosody
(expression, emphasis, tone).
● read connected text
● use context clues to sound out and
understand unfamiliar words
Strategies for Teaching Reading Fluency

● Teacher-Modeled Reading:
● Choral Reading
● Supervised Oral Reading
● Rereading Familiar Text
● Independent Reading
● Partner/Small Group Reading
● Audio/Video-Assisted Reading
● Readers' Theater
identify one significant need that the student demonstrates related to foundational reading
skills (e.g., phonemic awareness skills, phonics skills, recognition of high-frequency words,
syllabication skills, morphemic analysis skills, automaticity, reading fluency [i.e., accuracy,
rate, and prosody]), citing specific evidence from the exhibits, particularly the Word-Reading
Assessment, Passage-Reading Assessment, and Fluency Data, to support your analysis;
describe one appropriate, effective instructional strategy or activity that would address the
student's need you identified related to foundational reading skills and help the student
achieve relevant grade-level standards;
identify one significant need that the student demonstrates related to reading comprehension
(e.g., vocabulary knowledge; knowledge of sentence and grammatical structures; application
of literal, inferential, or evaluative comprehension skills; use of comprehension strategies;
application of text analysis skills to a literary or informational text), citing specific evidence
from the exhibits, particularly the Comprehension Assessment, to support your analysis;
describe one appropriate, effective instructional strategy or activity that would address the
need you identified related to the student's reading comprehension and help the student
achieve relevant grade-level standards; and
explain why each of the instructional strategies or activities you described would be effective
in addressing the needs you identified and in helping the student achieve grade-level reading
standards as described in the TEKS for ELAR.
 Texas PreKindergarten Guidelines and TEKS - Phonics
-Pre-K Grade 1 -Decode words:
● demonstrate growing understanding of
sounds and intonation of language ● in isolation and in context by applying
● recognize and name letters and sounds common letter sound correspondences
● with initial and final consonant blends,
-Kindergarten
digraphs, and trigraphs
● identify and match the common sounds ● with closed syllables; open syllables;
that letters represent VCe syllables; vowel teams (e.g. vowel
● use letter-sound relationships to decode, digraphs and diphthongs); and
including VC, CVC, CCVC, and CVCC r-controlled syllables
words ● with inflectional endings, including -ed,
● recognize that new words are created -s, and -es
when letters are changed, added, or ● common compound words and
deleted contractions (using knowledge of base
● identify and read at least 25 words)
high-frequency words ● identify and read at least 100
high-frequency words
Texas PreKindergarten Guidelines and TEKS - Phonics

-Grade 2- Decode words: Grade 3 -Decode words:

● with short, long, or variant vowels, ● with multiple sound-spelling patterns

trigraphs, and blends such as eigh, ough, and en
● with silent letters ● using knowledge of syllable division
● with final stable syllables (multisyllabic patterns such as VCCV, VCV, and VCCCV
words) with accent shifts
● compound words, contractions, and ● using knowledge of suffixes, including
common abbreviations how they can change base words such
● using knowledge of syllable division as dropping e, changing y to i, and
patterns such as VCCV, VCV, and VCCCV doubling final consonants

Grade 5-Decode words: Grade 4-Decode words:

● with consonant changes, including /t/ to ● with specific orthographic patterns and
/sh/ such as in select and selection and /k/ rules, including regular and irregular plurals
to /sh/ such as music and musician ● using advanced knowledge of syllable
● using advanced knowledge of the influence division patterns such as VV
of prefixes and suffixes on base words
 Texas PreKindergarten Guidelines and TEKS - Phonics
-Pre-K Grade 1 -Decode words:
● demonstrate growing understanding of
sounds and intonation of language ● in isolation and in context by applying
● recognize and name letters and sounds common letter sound correspondences
● with initial and final consonant blends,
-Kindergarten
digraphs, and trigraphs
● identify and match the common sounds ● with closed syllables; open syllables;
that letters represent VCe syllables; vowel teams (e.g. vowel
● use letter-sound relationships to decode, digraphs and diphthongs); and
including VC, CVC, CCVC, and CVCC r-controlled syllables
words ● with inflectional endings, including -ed,
● recognize that new words are created -s, and -es
when letters are changed, added, or ● common compound words and
deleted contractions (using knowledge of base
● identify and read at least 25 words)
high-frequency words ● identify and read at least 100
high-frequency words
 PHONICS/WORD ANALYSIS- Supporting Needs

Student Needs Evidence You May See Instructional Strategies

Phonics support Students do not associate the correct - Word sorts

sound with letter or letter combination
- Direct phonics instruction
Examples - mispronouncing consonant
sounds, vowel sounds (short or long), - Chants and read alouds (students must
blends, or digraphs be able to SEE the words for phonics
practice, not just hear the sounds)

Decoding multisyllabic Students pronounce only part of a - Teach students syllabication and the 6
multisyllabic word correctly syllable types (open, closed, vowel
words digraph/diphthong, r-controlled, VCe, final
-le)

Decoding multisyllabic Students leave off or mispronounce - Review morphology (word

prefixes or suffixes in words formation) and proper pronunciation
words with roots and
affixes
CRQ ● 1. Identify a foundational reading weakness
○ Describe a student strength based on the related exhibits
○ Provide evidence
○ Describe a student weakness (issue) based on the related exhibits
○ Provide evidence
● 2. Identify how to address the student's foundational reading weakness
○ Describe the strategy to best address the weakness
○ Take the reader step-by-step through how the strategy should be
implemented
● 3. Identify a reading comprehension weakness
○ Describe a student weakness (issue) based on the related exhibits (generally
the conversation with the teacher)
○ Provide evidence
● 4. Identify how to address the student's reading comprehension weakness
○ Describe the strategy to best address the weakness
○ Take the reader step-by-step through how the strategy should be
implemented
● 5. Explain why these are effective for these issues
○ Foundational: Benefit - Restate your strategy and identify what initial benefit
it has for the student or what it allows them to practice in order to overcome
their weakness
○ Foundational: Achieve - Explain how the benefit specifically leads to
achieving mastery of the skill you targeted
○ Foundational: More Successful Reader - Emphasize repeated practice of the
strategy in order for the student to apply it independently and become a
more successful reader
○ Comprehension: Benefit - Restate your strategy and identify what initial
benefit it has for the student or what it allows them to practice in order to
overcome their weakness
○ Comprehension: Achieve - Explain how the benefit specifically leads to
achieving mastery of the skill you targeted
○ Comprehension: More Successful Reader - Emphasize repeated practice of
the strategy in order for the student to apply it independently and become a
more successful reader
Foundational Reading Skills
Student Needs Evidence You May See Instructional Strageties

Phonemic awareness skills Example - segmenting frog as -Teacher model/scaffold

f-o-g instead of f-r-o-g

Phonics support mispronouncing consonant -word sorts

sounds, vowel sounds (short -explicit instruction
or long), blends, or digraphs -chants and poems

Sight word automaticity (of, was, the, said, etc.) -flashcards

-word walls
-preactice reading ( sight words
underlined

Decoding multisyllabic words "mistake" as "missake," -teach 6 syllable types

-use foldables

Decoding multisyllabic words "biggest" as "biggs," -review morphology

with roots and affixes -create word part tree
Fluency Skills
Student Needs Evidence You May See Instructional Strageties

Improve accuracy Student mispronounces words or -automatic word

has other miscues, such as recognition(sight words &
insertions, omissions, or automaticity in decoding)
substitutions while reading

Use appropriate speed (rate) Student reads too fast or too -reread familiar text
slows - paired echo reading

Improve prosody Student does not read with -paired, echo reading
appropriate expression -rereading familiar text
- readers theater
literal reading comprehension
Student Needs Evidence You May See Instructional Strageties

Missing literal comprehension Cant recall basic stuff after --reread text
questions -ask qa while reading
-read slow, annotate, use prior
knowledge,

Unable to determine the stated Cant id what txt is mostly about -scafolled QA
main idea of the text -after reading QA

Unable to summarize the text Cant id main idea Is major events

Incomplete responses about -Beg, MId, End
summary -SUmm short txt
-sentence frame

Lacks vocabulary word Cant understand basic ideas in -grphic organizers

knowledge text -teach academic vocab
-visuals,

Lacks knowledge of sentence and Diff comp. Info in comp/ complex -reteach strcuture sentences
grammatical structures sent. - model reading comp/comp sent.
Discuss meaning
inferential reading comprehension:

Student Needs Evidence You May See Instructional Strageties

Cant imply main idea in text Cant id what txt is about -scaffoled QA
(hidden) -WHo, what,whenm why?
-consider text structure

Cant inference Cant id deeper meaning, (char -self monitoring skills

motivation, why events -background knowledge(KWL)
happended) -I=TE=PK
(inf=txt evi+prior knd)
Evaluative reading comprehension:

Student Needs Evidence You May See Instructional Strageties

Cantrelate to back. Unfamiliar with topics -build backg knowl.

Knowledge to txt -

Cant make text-to-self Cant articulate opinon on -ask QA of opinion( do u agree

connections after reading reading etc…)
-response journal
-student discussions
Conclusion...
1. B - Benefit: Restate your strategy and identify what initial benefit it has for the
student or what it allows them to practice in order to overcome their
foundational reading weakness.
2. A - Achieve: Explain how the benefit specifically leads to achieving mastery
of the skill you targeted.
3. M - More Successful Reader: Emphasize repeated practice of the strategy in
order for the student to apply it independently and become a more
successful reader.
4. B - Benefit: Restate your strategy and identify what initial benefit it has for the
student or what it allows them to practice in order to overcome their reading
comprehension weakness.
5. A - Achieve: Explain how the benefit specifically leads to achieving mastery
of the skill you targeted.
6. M - More Successful Reader: Emphasize repeated practice of the strategy in
order for the student to apply it independently and become a more
successful reader.