Reading/Writing Stages

Emergent Stage - Reading

• - pretend reading
• - memory reading
• - pre-alphabetic reading
• - phase children are in until they learn the relationships between letters and sounds

Emergent Writing and Spelling

• - pretend writing
• - scribbling and drawing
• - lack directionality
• - experiment with letter-like forms
• - symbol salad
• - use letter names instead of letter sounds to represent speech sounds
• - letter names begin to be coordinated with word boundaries
• - invented spellings
• -developmental spellings

Folie 3

Letter-Name Alphabetic Stage

• - begin to learn words and read text without support of memory
• - writing is readable to self
• - concept of word
• - point and track to words, can correct if they get off track
• - sight words (not the same as high frequency)
• - word by word reading
• - 30 words per minute

Letter Name - Writing and Seplling

• - write words sound by sound
• - can read what they write
• - write most of the beginning and ending single consonants
• - many vowels are missing

Letter Name Vocabulary

• - quality and quantity of vocab growth depends on frequency of verbal interactions with peers and adults

Module 9 Quiz Review

• What is NOT a strategy for students when they are stuck on a word
• - sound it out
• Teaching for Strategies Conversations are one of the most powerful teaching tools
• - true
• Proofreading and use of resources will come naturally if we have taught our students well
• - false
• Word study is founded on routines
• - true
• 1st and 2nd graders should learn
• - 6-10 words per week
• Students in letter name stage have a growing base of
• - sight words

Module 9 Quiz Review

• Students in letter name stage should be using dictionaries on their own
• - false
• There are three key concepts that children need to have solidified to leave the letter name stage. They are:
• - short vowels, some blends and digraphs
• Word Families are important in this stage because they:
• - allow for early vowel learning and focus on onset and rime and 37 rimes generate more than 500 words
• There are many word families, blends, and digraphs to learn in this stage. In order to ensure correct pacing, you should:
• - teach in 2-3 day cycles

Within Word Pattern Stage Reading

• - recognize patterns and chunks to analyze unfamiliar words
• - read in phrases with greater expression
• - 60 words per minute
• - start stage by reading out loud and transition to silently
• - should read instructional level and independent level materials for 30 min a day

Within Word Pattern Writing

• - know how to spell more words automatically
• - write with greater speed
• - spend more time concentrating on ideas
• - use but confuse long vowel sounds
• - confuses homophones

Within Word Pattern Vocabulary

• - add 10-15 new words a week to oral vocabulary
• - active and deliberate role in making sure vocab growth happens
• - referring to meaning and concepts - not spelling.

Module 10 Quiz Review

• - Growing a student's oral vocabulary is critical at the within word and syllables and affixes stage
• - true
• Overwhelmingly, the focus in the within word pattern phase is on:
• - vowel patterns
• It is critical that we point out the exceptions (oddballs) to the pattern we are focusing on.
• - true
• In the Within Word Pattern Stage, students should be able to independently:
• - reflect on a list of words and notice the commonalities
• Students in the Syllables and Affixes stage use ______ to solve words when reading:
• - syllabic and morphemic chunks
• In the Syllables and Affixes stage, students need to engage in activities to examine important word elements. This is called:
• - morphemic analysis
• The word endings: -s, -es, -ed, and -ing are referred to as:
• - inflectional endings

Module 10 Quiz Review

• In order to determine if a consonant is doubled in a word, students have to understand:
• - all three: syllable juncture, open syllable rules, and closed syllable rules
• In the syllables and affixes stage students should be able to edit, revise, and set learning goals after being taught:
• - specific ending strategies

Syllables and Affixes Reading

• - expanding reading interests
• - look at words as two or more units of sound and pattern
• - use larger chunks to decode, spell, and store words in memory
• - learn where syllable and morphemic breaks occur in words
• - read with greater fluency
• - have many words stored in memory

Syllable and Affixes Writing and Vocabulary

• - hear voice in writing
• - vowel patterns in accented syllables are still not firm
• - reading becomes primary source of new vocabulary

Module 11 Quiz Review

• Which of the following is NOT a reason to use word walls?
• -Word walls make attractive classroom décor.
• How many words does Clay’s research indicate learners need to know to begin fluent reading?
• - 40-50
• Research shows that 100 words account for almost half of the words we read and write. Most of these words have no meaning – they are functionally abstract. However, most of these words are spelled or pronounced in a logical way.
• - false
• Which of the following statements reflect the goals of word walls?
• - To promote independence on the part of young students as they work with words in writing and reading. To provide a visual map, fostering connections between words and their characteristics, that form categories. To support the teaching of important general principles about words and how they work.
• A word wall should be created in which of the following ways?
• - Words should be placed on the wall while learning the current principle.

Module 11 Quiz Review

• If a word is on the word wall, students should be expected to use it correctly in their reading and writing.
• - true
• Words should be kept on the word wall all year, even after your students have mastered them.
• - true
• Which of the following is/are true about the Making Words activity?
• - students will make approx. one word a minute during the 15-min activity; students engage in a manipulative, active, hands-on activity; making words follows a multi-level, developmental instructional approach; making words helps children develop phonemic awareness
• Making Words activity helps children develop which of the following skills?
• - spelling, word family building, dividing syllables into onset/rimes
• Which of the following is a true statement from brain research in support of word family instruction?
• - brain is a pattern detector
• Why do Fountas and Pinnell advocate for the Name Chart as a good teaching tool especially in Kindergarten and 1st grade classrooms?
• - name charts are highly interactive