Balanced Literacy

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Balanced Literacy by Mind Map: Balanced Literacy

1. Spelling Stages

1.1. 1. Emergent

1.1.1. Beginning- pretend reading/writing paraphrase/spontaneous retelling

1.1.2. speech to print- explore how text organized

1.1.3. Mark Page, Hold writing utensil

1.1.4. Movement across page, distinction b/t writing/drawing, letter like forms

1.1.5. consistant directionality, use of letters, Teach alphabet, picture sorts beginning letters

1.1.6. some letter sounds match

1.1.7. PK- middle 1st

1.2. 2.Letter Name Alphabetic

1.2.1. By End : Full Phonological Awareness

1.2.2. mature concept of word Predictable text

1.2.3. Identify Sight words Stored completely in memory DOES NOT EQUAL High Frequency Words

1.2.4. K- middle of 2nd grade

1.2.5. During This Stage: Spell beginning/ending consonats Concept of word fully developed spell phonetically/ segment sound Vowels spell many Short Vowels schwa continuant sounds stop consoants Most Consonant Blends/ Digraphs Consonant Digraphs Consonant Blends Pre-consonantal nasals come before final consonant Frequently occurring long vowels Like or Come consonants that influence vowels r w l

1.3. 3. Within Word Pattern

1.3.1. ages 7-9/ 2nd, 3rd and most 4th grade

1.3.2. Short Vowels in CVC pattern

1.3.3. r- influenced CVC words R after vowel makes vowel neither long or short Car, war

1.3.4. Common Long Vowel Patterns CVCe silent e Came CVVC Rain two vowels Digraph

1.3.5. Long vowel patterns in one-syllable words Saw, Joy, Hall, Car

1.3.6. r-controlled vowel patterns car, sir, , fur/fir robs sound from vowel before it

1.3.7. Ambiguous vowels neither long or short caught, chalk, straw may be interpreted as diphthong 2 separate vowels or vowel and consonant

1.3.8. diphthongs brown, cloud, boil, toys 2 letters blending to make single vowel sound

1.3.9. Complex Consonants 3 letter blends/digraphs shred/square -k, -ck, -ke endings Tack/ Lick -tch, -dge endings Ledge Silent consonants/ consonant digraph graphemes consisting of 2 letters that stand for a single phoneme gnaw knock "C" and "G" Determined by vowel that follows followed by a,o,u "hard sound" /k/ or /g/ followed by i, e, y "soft sound /s/ or /j/

1.3.10. Beginning Homophones, Homographs and irregular verbs Homophone words that sound the same but have different spellings Homograph spelled the same but have different meanings Irregular verbs follow different pattern

1.4. 4. Syllable/Affixes

1.4.1. 2nd/3rd for some, Most 4th grade

1.4.2. Systematically study generalizations about how syllables are joined and how affixes affect spelling, meaning and use of base word. Reading to Learn content vocabulary building vocabulary

1.4.3. Consolidated alphabetic phase Syllabic analysis un-hap-py (3) morphemic analysis un- happy (2) morpheme - smallest unit of meaning

1.4.4. Inflectional Endings/ Suffixes change tense or number of base word does not change meaning -s /s/ /z/ -ing/-ed double final consonant single vowel followed by single consonant

1.4.5. compound words combine in different ways to form new words

1.4.6. open/ closed syllables open syllable end is long vowel sound CV closed syllable contain a short vowel sound "closed" by 2 consonants CVC syllable unit of pronunciation consisting of a vowel-and one or more consonants or a vowel alone

1.4.7. syllable patterns Syllable Juncture Patterns VCCV V/CV VC/ V VCCCV VV 2 syllable vowel Patterns ambiguous vowels

1.4.8. Accent or Stress 2+ syllables, one is emphasized present

1.4.9. Further Exploration of Constants x /k/ /s/ /z/ /g/ /z/

1.4.10. Derivational Affixes affect meaning and grammatical function free morpheme base words stand alone "agree" in word disagreement bound morpheme roots when prefixes/suffixes removed not a word in in itself "vis" in word visible un-, re-,dis-,non- and -y,-ly,-er/-est, -ful

2. Teaching all components of reading- alphabetic code, high frequency sight words, fluency, vocabulary and comprehension.

2.1. Teach in Zone of Proximal Development

2.1.1. area of student understanding Instructional Level list of words chosen to represent a variety of spelling features Determined by Spelling Inventory Miss 2 + on feature guide

3. Whole Language

3.1. Meaning First- Whole to Part

3.1.1. Learn whole word then ID sounds

4. Phonics

4.1. Part to whole

4.1.1. Learn individual sound parts then blend to form words and make meaning.

4.2. Phonemic awareness and phonics instruction two biggest indicators of reading success.

4.2.1. National Reading Panel 1997

4.2.2. recognize spoken words as sequence sounds Phoneme: smallest unit of language that distinguishes one word from another

4.3. Teaching letters, spelling patterns, pronunciation

5. Layers of English Orthograph

5.1. Alphabet

5.1.1. Emergent Stage

5.1.2. Letter Name-Alphabetic

5.2. Pattern

5.2.1. Within Word Pattern

5.2.2. Syllable/Affixes

5.3. Meaning

5.3.1. Derivational

6. Dyslexia

6.1. language based learning disorder

6.2. struggle with reading, spelling, writing pronouncing

6.3. affect spoken language/self image

6.4. multi- sensory teaching

6.4.1. visual, auditory, kinesthetic-tactile

6.4.2. see, hear, feel