I began to consistently studying as soon as the spring term ended. I chose this period because I knew I would have had an abundance of free time.

Every morning, as soon as I woke up, I went right to studying, dedicating at least 30 minutes to an hour to studying. I chose the morning because it’s the time when my household is least active. Additionally, I’m able to retain more knowledge in the morning.

The materials I used to study is in this PowerPoint. I also used Study.com which helped me build upon and bridge knowledge.

I gave myself a month and a half going on two months to study. I made sure to give myself more than enough time to know the material and the techniques Cara discusses in her workshops.

Phoneme: A sound. The smallest unit of sound in spoken language.

Grapheme: Spelling a sound. A written letter or group of letters representing one speech sound.

Digraph: Two letters that represent one speech sound.

Vowel Digraph: Words that are spelled with two vowels together.

Schwa: An unstressed vowel sound.

Morpheme: The smallest unit of a language with meaning; The building blocks of words.

Bound Morpheme: Suffixes (i.e., ing, ness, ly) that need to be a part of a morpheme to make a word (i.e., walking, happiness, lovely). Non-stand-alone words.

Rhyming

Alliteration

Sentence Segmentation

Syllable Segmentation

Onset & Rime

Phonemic Awareness

Isolation

Blending

Segmentation

Addition

Deletion

Substitution

Decoding: See written letters, match them to their sounds, then blend those sounds together to speak the written word (reading).

Encoding: Hear a spoken word, break it up into its phonemes, then write out the letter you hear (spelling).

Phonology: Pattern and study of the different variation of how languages pronounce their words/letters.

Morphology: The study of the forms of words. Breaking words down into comprehendible blocks.

Semantics: Study in meaning of language; The literal meaning of a sentence.

Syntax: The order of words in a sentence.

Pragmatics: Study the social contexts of language; The intentions being conveyed through sentence (AKA the literal meaning).

Root words: A main word without prefix or suffix.

Phonemic Awareness: Hear, identify, & manipulate sounds in words.

Phonics: Students begin working with letters and printed words.

Fluency: Reading at an appropriate speed with accuracy and prosody.

Comprehension: Understanding what is being heard and read.

Vocabulary: Understanding, defining, & using new words.

Emerging pre-reader (age: 6 months – 6 years): Beginning to connect sounds with meaning and the basics of communication and language.

Novice Reader (age: 6 or 7): Learning the relationships between letters & sounds & between spoken and written words.

Decoding Reader (ages: 7 or 9): Fluency & reading increases as they learn how to easily decode or sound out words

Fluent Comprehending Reader (age: 9 or 15): Kids shift from learning to read, to reading to learn.

Expert Reader (age: 16 and remains): Kids & adults are reading from a broad range of materials that are more complex

Encourage child to use their finger to point to each word; Teaching them to be aware to print.

Read a sentence and have child repeat it.

Take turns reading a sentence each or a page each.

Talk about the story as you read it; Ask questions.

It’s okay to read the same book; Repeated readings help build fluency.

Beginner readers should read to or with someone for about 20 minutes a day.

Print Awareness

• Understanding that print carries meaning, and books contain letters and words.
• Understanding of what books are used for and how a book works.

Print Concepts

• Basic rules governing how print works, such as the directionality of print (left to right), the difference between letters and words, and of punctuation.

Summative: Assessment of learning [end of unit]

Formative: Assessment for learning [Ongoing]

Interim (benchmark): Evaluates students’ knowledge & skills relative to a specific set of academic goals.

Diagnostic: Typically given to selected students’ to determine the cause for student’s performance.

Universal Screeners: Address a specific skill or ability.

Progress Monitoring: Regularly and frequently assesses students in specific areas.

Cooing (0 to 4 month)

Babbling (5-12 Months)

One-word utterances (9-18 months): Emergence of first word.

Two-word utterances (18-30 months): Approx. 1,000

Basic Adult Structures (4 years and beyond):

Musical patterns, rhythm, & tempo support mathematical concepts, such as sequencing, simple counting, & patterns.

Music creates an order that helps children learn the patterns important in early math like repetition & relationships.

Rhythm helps children develop one-to-one correspondence:

EX:

Basic clapping sequence

Asking child to clap according to the rhythm of a nusery song

Musical rhythm can positively affect a child’s attention skills & how long they can remain engaged

EX:

Counting to three & jumping up during a circle dance.

Reciting numbers as children receive or put away instruments.

Tapping on a drumbeat.