2 Biggest Predictors of Reading Success - Answer-P.A. & Letter Naming
/.Greek, Latin, Anglo-Saxon - Answer-3 Layers of English language
/.Greek
11% of English words - Answer-Specialized words used mostly in science, combining
forms compounded atmosphere, thermometer, chromosomes, microscope, physiology
-Closed: graph, gram
-Open: photo, micro
-ph for /f/
-ch for /k/
-y for /short i/
-pn, pt
/.Latin
55% of English words - Answer--Technical sophisticated words, used in more formal
contexts-literature and textbooks affixes added to roots audience, contradict, disruptive,
retract, survival, transfer
-Affix: construction, erupting, conductor
-Multisyllabic
-Schwa is prevalent;
-Few vowel digraphs
-R-controlled: port, form
-Vce: scribe, vene
Suffixes:-cial, -cious, -cient, -tial, -tious, -tient
/.Anglo-Saxon
20%-25% of English words - Answer-Short common every day, often 1-syllable words
that are familiar words, words used in ordinary life and often found in school primer
books. Compound Words! Many have non-phonetic spellings such as blood, cry, laugh,
mother, run, wash
-Closed: mad
-Open: go
-VCe: lame
-vowel team: boat
-Consonant -le: tumble
-R-controlled: barn
-Consonant pairs: gn, kn, wr
-final stable syllables ble, zle, kle
/.4 characteristics of a letter - Answer-Name, Shape, Sound, Feel
,/.How many syllables are in the word, "unpacked" - Answer-2
/.4 Components of a lesson plan activity - Answer-1. Emphasis
2. Preparation
3. Practice
4. Closure
/.6 Syllable types - Answer-1. Closed
2. Open
3. Vowel consonant e
4. Two adjacent vowels
5. Vowel r
6. Final Stable Syllable
/.Percentage of English words that have predictable spelling from regular rules. -
Answer-For about 84% of English words, spelling is completely predictable from regular
rules.
/.History of English - Answer--Norman Conquest (William the Conquerer) resulted in
more than 10,000 French words. Anglo-French compound words: gentlemen, faithful.
Spelling based on French such as the "our" in journey, ch pronounced as /sh/ and the
que as /k/ in antique. The conquest resulted in a decline of Old English. During Mature
Middle English, Chaucer wrote The Canterbury Tales in the late 1300s (Renaissance
period) The Latin vocabulary conveyed both abstract and humanistic ideas. Index,
library, medicine, instant. Latin prefixes: ad-, pro-. Suffixes:
-ent, -ion, -al. English is a polygot.
Our communication system in English started in 400AD.
Celts—Anglo=Saxon (first to put words on paper)—Vikings (Germanic language)—
French (Norman conquest)—Greek and Roman (Renaissance).
Anglo-Saxon (win)-French (succeed)—Latin (triumph).
/.ASAPE-Identifiers to determine reading/spelling situations - Answer-The key to
unlocking the reading code:
A-Adjacent Letters-a letter may make a specific sound next to another letter (a makes
/o/ after w= watch)
S-Syllables-a vowel may make a specific sound in a specific syllable (closed syllable
short sound, open syllable long sound)
A-Accent-a vowel sound may change when it is not accented ("ar" sound in "car" vs.
when ar is unaccented, it is pronounced /er/ as in "dollar")
P-Position-a letter may make a specific sound in I,M,F position (a as /uh/ in final: "soda",
x in initial position sounds /x/, and e in final is silent
E-Etymology-may reveal origins behind a seemingly irregular word. K and G are used to
pronounced "knight" and "gnat", number "two" comes from Old Eng "twa" (tway)
, /.Percentages of English that comes from other languages - Answer-20-25% Anglo-
Saxon
60% Latin
10-12% Greek
/.Percentage of English words that are predictable from regular rules. - Answer-84%
/.Morphemes in English include... - Answer--Anglo-Saxon compound words
-Anglo-Saxon Affixes
-Latin bases (roots)
-Latin Affixes
-Greek bases (roots)
/.NRP Super 7 Comprehension Strategies - Answer-1. Comprehension monitoring—
readers learn how to be aware of their level of understanding as they read
2. Cooperative learning—ss work together to learn reading strategies
3. Graphic and semantic organizers (story maps)—boost comprehension by helping
students make graphic representations of material they are reading
4. Question answering—t ask and ss receive immediate feedback
5. Question generation—ss ask themselves questions to clarify understanding
6. Story Structure—students learn how to use t/structure of the text to help them recall
content
7. Summarization—to remember important details from text
/.ISD response for Long /e/ sound - Answer-ee, e-e, e//ee//y
Digraph ee comma,
e consonant e comma,
e final digraph ee comma,
final vowel y
/.ISD response for Short /i/ sound - Answer-i//y
i final vowel y
/.ISD response for glider (o)(u) - Answer-ou//ow
Diphthong ou Final diphthong ow
(When reading, code: Arc diphthong ou and ow)
/.ISD response for glider (o)(i) - Answer-oi//oy
Diphthong oi Final diphthong oy
(When reading, code: Arc diphthong oi and oy)
/.ISD response for (au) - Answer-au, a//aw
Digraph au comma,
a Final digraph aw
(When reading, code: Underline digraph au and aw. Code a: When we see A before L,
we read A (au) code A before L with a circumflex ^)
