Show:
Stages of Reading Developmment
Words, Words, Words
Consonants
Reading Strategies
Tiny Parts
100
When students become comfortable with books even before they can read independently. 
Emergent Readers
100
A unit of pronunciation having one vowel sound with or without surrounding consonants, forming the whole or a part of a word
Syllable
100

Include digraphs, blends, and silent Consonant clusters. They occur within the same syllable (hunt/er). Some words with the same spelling patterns are NOT Consonant clusters (ban/ter). 

Consonant clusters
100
Ways readers know what words mean:

Visual, Grammar, Context

Cuing Systems 
100
a word, letter, or morpheme added to the beginning of a word
Prefix
200
Students who often like to read books in a series as a comprehension strategy, they share characters, settings, and events to support their reading development. They can read at a good pace.
Transitional Readers
200
The beginning of the word: part of the syllable/word that precedes the vowel

ie) the "C" in cat

Onset
200

Two of three Consonants together in the same syllable and the sound of each Consonant is heard (skip, scare). In some three letter consonant _____, two of the letters form a consonant digraph (three, shrew).

Consonant Blend

200
English reads left to right, start at the top of the page and go down: later the table of contents, glossary, cover, etc. Knowing how books are set up.
Concepts of Print
200
A word or morpheme added to the end of a word
Suffix
300
Students who are confident in their understandings of text and how text works and they are reading independently.
Fluent readers
300
The ending of the word: The part of the syllable/word that has the vowel/consonants after it. 
Rime
300
A single consonant phoneme represented by two or three consonant letters; the phoneme is usually not a sound the consonant in the _______ normally make (You get a new sound with a _____). Most consonant _______s have the letter "H". 

Consonant Diagraph

300
General rules that apply to a language
Language patterns
300
Sound to say Part of a word
Phoneme
400
Students who are able to use several strategies to predict a word, and they often use pictures to confirm their predictions. 
Early Readers
400
Certain sounds in words are linked to specific letters (Comes before phonemic awareness)
Alphabetic Principle
400
Only one consonant is sounded. Many of these words have origins in other languages and/or roots in Latin. (ghost, high, eight)

Silent Consonant Clusters

400
Knowledge the student arrives with before they enter the classroom
Prior Knowledge
400
Letter/letters used to represent a sound: 

/f/=ph

Grapheme
500
Guessing, asking your neighbor, context clues, using the first letter of the word, using pictures or punctuation, letter sound relationships
Reading strategies
500
Words that go together
Word Families
500
Problem of C and G: C followed by an i, e, or y represents the /s/ sound and g followed by i, e, or y represents /j/ sound.


C: /k/ in cut and /s/ in city

G: /g/ in get, /j/ in gym


Hard and Soft Consonant 

500
Taking context from the book and the student being able to guess what will happen later in the book.
Making predictions
500
Part of the word that has meaning 


ie) Phone is one

tele/phone is two.

Morpheme