Module 2 Pre-Reading Skills Reading Guide

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NAME: TRIPLE CLICK HERE to type your name on your reading guide Module 2: Pre-Reading/Literacy Skills Image retrieved from https://www.readingbrightstart.org/reading-skills-by-age/pre-reading-skills/.jpg M ODULE 2 A SSIGNED R EADINGS C HAPTER 3 Oral Language Development and Its Relationship to Literacy C HAPTER 4 Pre-Kindergarten Literacy C HAPTER 5 Alphabet Knowledge C HAPTER 6 Teaching Phonemic Awareness READ 7000 Foundations of Literacy: Theory and Instruction Dr. Fine Spring 2024 Here are your learning outcomes, or what you’ll be expected to know and be able to do after completing Module 2: Chapter 3 Oral Language Development and Its Relationship to Literacy 1.To understand the relationship between aspects of oral language and literacy 2.To appreciate the similarities and differences between oral and print language 3.To acquire an understanding of the role of various aspects of language impairment to literacy acquisition and performance 4.To understand the dynamic interaction between aspects of language, working memory, executive function, and academic performance 5.To appreciate the meaning of the statement “ Talking is not teaching ” Chapter 4 Pre-Kindergarten Literacy 1.To articulate the purpose of high-quality early childhood education and its relationship to acquiring preliteracy skills 2.To describe how each learning center in a preschool classroom specifically relates to preliteracy 3.To demonstrate activities that promote all of the foundational literary skills: oral language, concepts of print, phonological awareness, letter and sound awareness, and writing development Chapter 5 Alphabet Knowledge 1.To describe how students’ letter knowledge underpins their learning to read and spell 2.To list and discuss at least three principles of successful multisensory, structured teaching 3.To become familiar with structured, sequenced activities for teaching letter names and basic terminology related to reading instruction Chapter 6 Teaching Phonemic Awareness 1.To understand the interactions of phonemic awareness within the components, functions, and connections of the phonological processing system 2.To describe and interpret assessment data based on phonemic awareness developmental sequences and grade expectations 3.To design and implement activities for teaching phonemic awareness skills in the early grades and intervention activities a s needed for students who struggle with learning these skills In the box below are the important terms you will need to know after you are finished with this module (you do not need to define these terms here because you will come across them as you are reading, they are simply posted here for your information): Birsh, J.R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th Ed.) Baltimore, MD: Paul H. Brookes Publishing Company, Inc.

NAME: TRIPLE CLICK HERE to type your name on your reading guide Chapter 3 oral language and written language code of language emergent literacy semantics (language content) – syntax – pragmatics lexicon phoneme components of language: form, content, and use phonology – suprasegmental and segmental orthography coarticulation aspiration multisyllabic consonants: voiced or voiceless vowels: tense or lax schwa stops (e.g., /t/, /k/) nasals (e.g., /n/, /m/, /ng/) fricatives (e.g., /f/, /z/) affricates (/ch/, /j/) glides (e.g., /w/, /y/) liquids (/l/, /r/). rhyme – alliteration – nonsense words sound segmentation, deletion, blending, counting morphology: morphemes, free morphemes, bound morphemes, derivational morphemes, inflectional morphemes, comparatives, superlatives, affixes morphophonemic relationship structural analysis phonologic development, morphologic development, syntactic development, semantic development, p ragmatic development, metalinguistic development Chapter 4 emergent literacy developmentally appropriate practice (DAP) learning center Discovery or Science Center Dramatic Play Art Center Library Center Manipulative or Tabletop Toy Center Block Center oral language: receptive language expressive language phonological awareness concepts of print print-rich environment alphabetic principle writing development project-based approach formal assessment informal assessment Chapter 5 alphabet knowledge letter recognition letter naming letter sequencing Building Blocks of Literacy (letters) The Stable Property (letter names) sound–symbol association invented spelling (transitional spelling) Ehri’s theory of reading phases: pre-alphabetic phase/stage partial alphabetic phase/stage full alphabetic phase/stage consolidated alphabetic phase/stage Matthew effect automaticity rapid letter naming letter-naming speed guided discovery teaching multisensory teaching Chapter 6 phonemic awareness phonological sensitivity phonological awareness phonological memory phonological naming phonological representation phonological processing system alphabet phoneme digraph phonology diphthong grapheme morphology morpheme orthography phonetics phonics rhyme spelling vocabulary fluency linguistic hierarchy word boundaries syllables onset–rime phoneme manipulation phoneme addition phoneme deletion (elision) phoneme substitution reversing phoneme segmentation phoneme isolation phoneme blending Elkonin boxes Birsh, J.R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th Ed.) Baltimore, MD: Paul H. Brookes Publishing Company, Inc.

NAME: TRIPLE CLICK HERE to type your name on your reading guide epilinguistic awareness metalinguistic awareness Standard American English progress monitoring response to instruction (RTI): Tier 1, Tier 2, Tier 3 BEFORE READING BEFORE you begin reading this section on Pre-Reading/Literacy Skills, please take a few minutes to review the READ 7000 Module 1 Review PowerPoint Presentation posted in the Before Reading folder of Module 2. This presentation simply reviews some of the most pertinent details I hope you will remember from the first learning module. Next, complete the following Anticipation Guide to activate your prior knowledge of early literacy skills. Circle or highlight “Yes” or “No” in the left side of this guide for each statement. As you read the assigned chapters, I encourage you to reflect back on these questions to consider how your thinking might change as result of your learning. Before Reading Module 2 Anticipation Guide Yes No 1. Phonemic awareness and phonics are the same thing. Yes No 2. Children learn all the basic pre-reading skills they need during read alouds. Yes No 3. Invented spelling causes students to learn how to spell words the wrong way. Yes No 4. Knowing how speech sounds are formed will help me do a better job teaching phonological awareness, phonics, and spelling patterns. Yes No 5. The best way for students to learn letter-sound relationships (like “b” say /b/) is to let them figure these out for themselves. Yes No 6. Learning how to blend and segment onsets and rimes will help students learn to “chunk” as they decode unknown words. DURING READING Chapter 3 Oral Language Development and Its relationship to Literacy LANGUAGE (pp. 82-89) As you read the introductory sections of Chapter 3, reflect on these two important questions. Explain the meaning of the statement “ Language is the vehicle for learning .” In what ways is language a code and why is this important to understand in order to teach reading/literacy? Birsh, J.R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th Ed.) Baltimore, MD: Paul H. Brookes Publishing Company, Inc.

NAME: TRIPLE CLICK HERE to type your name on your reading guide What are the three major interactive components of language ? (p. 89) [double click on the circle below to type] COMPONENTS OF LANGUAGE (pp. 89-121) In this chapter, multiple observable features of language are explored. As you read, be sure you are able to describe the features of language development as well as their relationship to literacy and language development (using the table below). phonology/phonologic development (pp. 89-98) morphology/morphologic development (pp. 98-102) syntax/syntactic development (pp. 102-105) semantics/semantic development (pp. 105- 110) pragmatics/pragmatic development (include metalinguistic development here) (pp. 110-118) executive function (pp. 118-121) Understanding the articulation of consonants and vowels in our complex English language is fundamental to teaching reading effectively. As you read the section on phonology , please pause on page 93 to complete the two tables below. Vowel Phonemes Classification Chart (see page 93) Birsh, J.R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th Ed.) Baltimore, MD: Paul H. Brookes Publishing Company, Inc. -- -- --

NAME: TRIPLE CLICK HERE to type your name on your reading guide Consonant Phoneme Articulation chart (see page 93) Mouth Position Lips (bilabial) Teeth on Lip (labiodental ) Tongue Between Teeth (interdental ) Tongue Behind Teeth (alveolar) Roof of Mouth (palatal) Back of Throat (glottal or velar) Type of Consonant Sound Stops voiceless voiced Nasal Fricative voiceless voiced Affricative voiceless voiced Glide voiceless Birsh, J.R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th Ed.) Baltimore, MD: Paul H. Brookes Publishing Company, Inc. -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- ū & yū

NAME: TRIPLE CLICK HERE to type your name on your reading guide voiced Liquid Reflect, Connect, and Respond Questions As you read this chapter, try answering these important connection questions. How are phonology and morphology related to decoding ? (through p. 102) How is language content culturally influenced ? (through p. 106) What impact do vocabulary deficits have on reading comprehension ? (through p. 110) What factors influence successful communication ? (through p. 111) Define the differences between social and instructional discourse . (through p. 114) What is the role of working memory in comprehension ? (through p. 121) Describe two ways in which teachers can modify presentation to facilitate the language dynamic of the classroom . (through p. 126) AFTER READING of Chapter 3 Now it’s time to test your knowledge of Chapter 3 – try answering the Knowledge and Skill Assessment Questions from Chapter 3 below: (simply highlight the answer below) 1. What are two ways in which executive function influences language performance? a. When planning remarks b. When monitoring the reaction of the listener c. When deciding what to say d. When choosing which words to use 2. How does impaired language functioning affect executive functioning? a. Impaired word retrieval negatively affects verbal mediation. b. Impaired functioning makes it harder to plan and execute responses in a timely manner. c. There are fewer words available to represent key ideas. d. All of the above Birsh, J.R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th Ed.) Baltimore, MD: Paul H. Brookes Publishing Company, Inc.

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