1. RDG 568 Practicum in Reading Class 2 Foundations of Literacy

2. IL IKED RINK IN GLEM ON A DEW IT HICE INI T

3. Framework A (SEDL, 2008) Oral Language Phonology - the sounds of the language Syntax - including grammar Semantics - including word knowledge/vocabulary Linguistic knowledge - the ability to put together or understand proper sentences Background knowledge + linguistic knowledge = language comprehension

4. Framework A (SEDL, 2008) Written Language Concepts about print - child’s knowledge of form and purpose of written text Phoneme awareness - ability to manipulate sounds in language Alphabetic principle - letters and letter combinations represent sounds Letter knowledge - letter appearance and sound Lexical knowledge - knowledge of printed words Cipher knowledge - understanding the rules for writing and spelling Decoding skills - break sentences into words and units of meaning

5. PredictorAssessments

6. Statement 1 Learning to read, like learning to talk, is a natural process. True or False?

7. Defining Literacy (Based on recommendations of National Reading Panel; National Research Council; National Academy of Sciences). Predictors of reading readiness 1. Discourse/Conversation/ Comprehension

8. Statement 2 Vocabulary is important to early reading and gaps exist across race, gender and economics.

10. Defining Literacy (Based on recommendations of National Reading Panel; National Research Council; National Academy of Sciences). Predictors of reading readiness 2. Vocabulary and Background Knowledge

11. Statement 3 Confusions About Print (CAP) are usually cleared up with a strong Kindergarten experience.

12. Defining Literacy ( Based on recommendations of National Reading Panel; National Research Council; National Academy of Sciences). Predictors of reading readiness 3. Book and Print Concepts

13. Statement 4 Rank the concepts about words from easiest to hardest: Onsets & rimes Syllables Phonemes

14. Based on recommendations of National Reading Panel; National Research Council; National Academy of Sciences). Predictors of reading readiness 4. Phonological Awareness: sound awareness, rhyming, alliteration Defining Literacy

15. Statement 5 Children learn upper case letters first and the most well known letter to most children is the letter that starts their name. True or False

16. (Based on recommendations of National Reading Panel; National Research Council; National Academy of Sciences). Predictors of reading readiness 5. Alphabetic Principle: letter, sound awareness Defining Literacy

17. Predictors of Success in Reading: Understanding the relationship between letters and sounds Letter knowledge and phonological awareness The size of a child’s vocabulary Expressive language Being read to aloud Participating in interactive reading The ability to write his/her name Preventing Reading Difficulties in Young Children 1998 Handbook of Early Literacy Research 2001

18. What Assessments Can We Use to Determine Proficiency for Emergent Literacy? Review pg 288-300 Jigsaw find one area of emergent literacy and an assessment that you use or can read about

19. Dominie Reading and Writing Primary Assessments Sentence Writing and Spelling Spelling Inventory Inventory of Letter Knowledge Onsets & Rimes Core Reading Words Show Me Book Text Reading

20. Test of Language Development (TOLD) Test of Language Development – Primary Pre- Kindergarten through fourth grade An individually administered language battery. Ages: 4-0 through 8-11 Administration Time: 1 hour has 9 subtests that measure different components of spoken language. 1.Picture Vocabulary Understanding words Semantics 2.Relational Vocabulary Mediating vocabulary Semantics 3.Oral Vocabulary Defining words Semantics 4.Grammatic Understanding Sentence meaning Syntax 5.Grammatic Completion Sentence formation Syntax 6.Sentence Imitation Repeating sentences Syntax 7.Word Discrimination Noticing sound difference Phonology 8.Phonemic Analysis Segmenting words Phonology 9.Word Articulation Saying words correctly Phonology