5205 Teaching Reading Section I Crossword
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
                                                        
 
 
Special Characters:
Down: 1)  is when students can segment sentences into words as in He | went | to | the | beach.2) e focuses on speaking and listening skills in language. Discourse means dialogue.3) to separate word parts or to isolate a single sound in the word. For example, if the teacher says, “Say just the first sound in bat,” the students reply with /b/.4) Reading, Listening Listening to a book on tape, reading an article7) is understanding the relationship between sounds and the spelling patterns (graphemes) representing those sounds. For example, when a student sees the letter c is followed by an e, i, or y, the student knows the c makes an /s/ sound, as in the words cycle, circle, and receive8) vowel and consonants that follow the onset consonant cluster. Some common rimes are: -ack, -an, -aw, -ick, -ing, -op, -unk, -ain, -ank, -ay, -ide, -ink, -or, -ock, -ight, -ame, -eat, -ine.11)  is understanding the individual sounds (or phonemes) in words. For example, students who have phonemic awareness can separate the sounds in the word cat into three distinct phonemes: /k/, /æ/, and /t/.16) omitting a sound in a word. For example, using the word mice, a teacher may ask students to delete the initial /m/ sound, resulting in the word ice. This skill is usually practiced orally.17)  (syntax) is the structure of language and words.19) s the smallest units of meaning in words. An example of morphology is breaking up compound words and analyzing their meaning.23)  is when students can identify and produce words with the same initial sound as in sat, see, silly26) beginning consonant and consonant cluster. Across: 5) g is when students can blend or segment the (onset) initial consonant or consonant cluster and the (rime) vowel and consonant sounds following the rime as in tr- -ack, b- -at, sl- -eep.6)  focuses on the social cues or norms in language. This is often referred to as situations in language.9)  is when students can match ending sounds of words as in bat, hat, cat.10)  (semantics) encompasses both expressive (speaking) and receptive (listening) vocabulary.12)  is when students can manipulate sounds in words. This is the most complex skill on the continuum and includes several skills: • Blend phonemes (br, bl, pl, sn) • Segment individual phonemes (/b/ /a/ /t/) • Add and delete individual phonemes (bat becomes at). • Substitute phonemes to create new words (bat becomes sat, cat or back).13) Students read words by memorizing visual features or guessing words from context.14) Speaking, Writing Engaging in role play, writing a poem15) putting all the sounds in the words together, as in /p/-/a/-/t/ - /pat/. Later we will discuss consonant blending and vowel blending.18) The alphabetic principle is the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words and to begin to read with fluency.20) breaking a word apart. This can be done by breaking compound words into two parts, segmenting by onset and rime, segmenting by syllables, or breaking the word into individual phonemes.21) Readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory.22) Students recognize some letters and can use them to remember words by sight.24) • Identify and make oral rhymes, • Clap the number of syllables in a word, • Recognize words with the same initial sounds like monkey and mother, • Recognize the sound of spoken language, • Blend sounds together (bl, tr, sk), and • Divide and manipulate words.25) Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words.27) Phonological working memory involves storing phoneme information in temporary, short-term memory (Wagner & Torgesen, 1987). This phonemic information is then readily available for manipulation during phonological awareness tasks. For example, when students use substitution, they are also using their phonological working memory because they are accessing stored phoneme information to substitute sounds in words.28) the repetition of sounds in different words. Students listen to the sounds within words and identify word parts. For example, the /at/ sound in the word mat is the same /at/ sound in the words cat, rat, sat, and splat.29) when students replace one sound with another in a word. For example, substitute the first sound in the word cat with an /s/ sound. Students will say sat.30) is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.
 

 

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