FTCE Elementary K-6 Study Guide.
Note: This study guide is meant to assist your study process. Please use it as one of a few resources, and not the only resource you study with!
FTCE Elementary K-6 Study Guide
Language Arts & Reading
Developmental Stages of Reading
• Stage 0: Preread...
ftce elementary k 6 study guide note this study guide is meant to assist your study process please use it as one of a few resources
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FTCE Elementary K-6 Study Guide.
Note: This study guide is meant to assist your study process. Please use it as one of a few resources, and
not the only resource you study with!
FTCE Elementary K-6 Study Guide
Language Arts & Reading
Developmental Stages of Reading
• Stage 0: Prereading, birth to age 6
• Stage 1: Initial reading, grades 1-2.5
• Stage 2: Confirmation, Fluency, Ungluing from Print, grades 2-3
• Stage 3: Reading for Learning the New, grades 4-8
• Stage 4: Multiple Viewpoints, high school, ages 14-18
• Stage 5: Construction and Reconstruction, college and above, ages 18+
Guided
reading An instructional strategy in which the teacher and a group of children, or sometimes an individual
child, talk and think and question their way through a book of which they each have a copy. The
teacher shows the children what questions to ask of themselves as readers, and the author through the
text, so that each child can discover the author's meaning on the first reading.
Sight
words These are high frequency words which readers need to know automatically when they see them. Many
of these words are not decodable.
• In kindergarten, instruction begins with an emphasis on oral language and awareness of sounds. Activities
include many listening for rhymes, identifying the initial sounds of pictures or spoken words, listening
for how many words are in a spoken sentence, and listening for the number of syllables in a word.
• Then children learn that letters correspond to speech sounds and that speech can be put into print. Children
begin by learning initial sounds. They often represent whole words with just the beginning consonant
sound when writing. Final consonant sounds are represented next. Vowel sounds are included last as
children begin learning to match speech to print for the purpose of writing and reading.
• After students understand simple consonant-vowel-consonant (CVC) patterns, then consonant blends and
consonant digraphs can be introduced, so that words like plan and stop or that and she can be added to the
words that students can spell and read.
• As they become familiar with words in print, readers build a storehouse of common words that they
recognize automatically by sight. These words are also called high-frequency words because they appear
in text more often than most other words. Words like the, to, a, and, you, am, I and of occur very
frequently in text.
, • In the next stage students work with words built from a similar pattern or word family like the "at" in
hat, cat, fat, mat and rat. This knowledge allows them to read many more words. Activities which
engage students in manipulating sounds to build words and sort words help reinforce the patterns of
spelling in English.
• A knowledge of syllables and word parts expands a reader’s capacity to recognize and decode longer
words. This concept is often introduced with compound words made up of two smaller words the
child might already know –play-ground, sun-shine, or black-board.
• Learning about inflectional endings like -ed, -ing, or -s provides additional information about how the
meaning of words changes with different endings. These endings can change tense of verbs or create
plural nouns.
• This is followed by learning about prefixes and suffixes, which impact the meaning of the base word to
which they are added. Think of how the meaning of like changes by adding a- to form alike, dis- to form
dislike, un- to form unlike, -able to form likeable, or -ness to form likeness.
• At the upper end of the continuum, students learn about word parts of Latin and Greek origin. These parts
provide meaning cues. At this point, the student is no longer decoding at the individual letter level, but
rather by meaningful units called morphemes. The demands of reading content-area textbooks require
having skills for recognizing familiar word parts in order to read the text and determine the meaning of
the vocabulary.
Phonemic awareness
This is auditory discrimination of sounds, taught through rhyming, word
segmentation, word blending, consonant and/or vowel substitution, picture
sorting, etc.
Phonics is relating text to a sound
5 Components of 3 Types of initial immediate
Reading Assessment instruction intensive intervention
Phonemic Awareness Screening Based on Scientific Individualized based on
Research assessment.
Monitored regularly for
progress.
Phonics Diagnosis Systematic More intensive instruction
of best practices for a longer
duration.
Fluency Progress Monitoring Explicit
Vocabulary
Comprehension
Phonological awareness includes identifying and manipulating larger parts of
spoken language, such as words, syllables, and onsets and rimes--as well as phonemes.
It
, also encompasses awareness of other aspects of sound, such as rhyming, alliteration, and
intonation.
Phonemic awareness is a subcategory of phonological awareness. The focus of
phonemic awareness is narrow--identifying and manipulating the individual sounds in
words. The focus of phonological awareness is much broader. Phonemic awareness is the
understanding that the sounds of spoken language work together to make words. It does
not involve written letters. Phonemic awareness is the ability to notice, think about, and
work with the individual sounds in spoken words. Before children learn to read print, they
need to become aware of how the sounds in words work. They must understand that
words are made up of speech sounds, or phonemes. Children who have phonemic
awareness skills are likely to have an easier time learning to read and spell than children
who have few or none of these skills. Comes BEFORE Phonics.
Phonemes are the smallest parts of sound in a spoken word that make a difference in the
word's meaning. Phonemes = sounds; 44 in standard English. For example, changing the
first phoneme in the word hat from /h/ to /p/ changes the word from hat to pat
Phonics instruction teaches children the relationships between the letters (graphemes) of written language and
the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and
write words. The goal of phonics instruction is to help children learn and use the alphabetic principle – the
understanding that there are systematic and predictable relationships between written letters and spoken sounds.
Phonics instruction
• helps children learn the relationships between the letters of written language and the
sounds of spoken language.
Phonics instruction is important because
• it leads to an understanding of the alphabetic principle--the systematic and
predictable relationships between written letters and spoken sounds.
Programs of phonics instruction are effective when they are
• systematic--the plan of instruction includes a carefully selected set of letter-sound
relationships that are organized into a logical sequence.
• explicit--the programs provide teachers with precise directions for the teaching of
these relationships.
•
Effective phonics programs provide
• ample opportunities for children to apply what they are learning about letters and
sounds to the reading of words, sentences, and stories.
Systematic and explicit phonics instruction
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