Word Identification Strategies

<p><strong>Chapter 1</strong></p> <p>Word Identification in Your Classroom Reading Program 1</p> <p>Why Do We Teach Phonics?</p> <p>Essential Elements of Phonics in Your Successful Classroom Reading Program</p> <p>Teach Phonics Directly</p> <p>Teach Phonics Systematically</p> <p>Teach Phonics Early</p> <p>Keep Phonics Instruction Meaningful</p> <p>Support Children as They Use Phonics While Reading and Writing</p> <p>Keeping Phonics in Balance in Your Classroom Reading Program</p> <p> When Should You Teach Phonics?</p> <p> How Will You Teach Phonics?</p> <p> How Much Time Should You Spend Teaching Phonics?</p> <p> Under What Circumstances Should You Teach Phonics?</p> <p>How Children Read Words</p> <p> Analogy</p> <p> Letter-Sound Decoding</p> <p> Analyzing the Structure of Long Words</p> <p> Prediction</p> <p> Instant Recognition</p> <p>Metacognitive Awareness</p> <p>Keeping Word Identification Meaning-Focused Through Teaching Children to Self-Monitor, Self-Correct, and Cross-Check</p> <p> Self-Monitoring</p> <p> Self-Correcting</p> <p> Cross-Checking</p> <p>Stages of Learning to Read Words</p> <p>Prealphabetic Word Learners in Preschool and Kindergarten</p> <p>Partial Alphabetic Word Learners in Kindergarten and Early First Grade</p> <p>Alphabetic Word Learners in Late Kindergarten Through Second Grade</p> <p>Consolidated Word Learners in Third Grade and Above</p> <p>Automatic Readers</p> <p>References</p> <p><strong>Chapter 2</strong></p> <p>Phonemic Awareness: Becoming Aware of the Sounds of Language </p> <p>What Is Phonemic Awareness?</p> <p>What Is Phonological Awareness?</p> <p>Phonemic Is Important for Learning to Read</p> <p>Phonemic Awareness Develops Sequentially</p> <p>Word Awareness in Preschool</p> <p>Syllable Awareness in Preschool and Early Kindergarten</p> <p>Rhyme and Beginning Sound Awareness in Preschool and Kindergarten</p> <p>Sound Awareness and Blending in Kindergarten through Second Grade</p> <p>Manipulating Sounds in First and Second Grade</p> <p>Rhyme and Beginning Sound Awareness</p> <p>Classroom Activities for Developing Rhyme and Beginning Sound Awareness</p> <p>Spare Minute Activities for Developing Rhyme Awareness</p> <p>Phonemic Awareness</p> <p>Best Practices for Developing Phonemic Awareness</p> <p>Classroom Activities for Developing Phonemic Awareness</p> <p>Sound Awareness</p> <p>Blending</p> <p>Spare Minute Activities for Developing Phonemic Awareness 58</p> <p>Phonemic Awareness Assessment Tools</p> <p>Informal Assessment Tools</p> <p>Formal, Norm-Referenced Assessment Tools</p> <p>Teaching Phonemic Awareness in Your Classroom Reading Program</p> <p>Kindergarten</p> <p>First Grade</p> <p>Second Grade</p> <p>Teaching Phonemic Awareness to English Language Learners</p> <p>Teaching Phonemic Awareness to Children At Risk</p> <p>E-Resources for Teaching Phonemic Awareness</p> <p>References</p> <p><strong>Chapter 3</strong></p> <p>Early Word Identification in Preschool and Early Kindergarten: The Strategies of Using Logos, Pictures, Word Shape, and Partial Letter-Sound Associations to Read New Words </p> <p>Environmental Cues: Associating Meaning with the Print in Everyday Surroundings in Preschool 68</p> <p>Picture Cues: The Inferring Meaning from Illustrations in Preschool and Early Kindergarten</p> <p>Configuration Cues: Using Word Length, Word Shape, or Eye-Catching Letters to Read New Words in Preschool and Early Kindergarten</p> <p>Word Shape</p> <p>Word Length</p> <p>Letter Shape</p> <p>Prealphabetic Word Learners and Emergent Spellers in Preschool and Early Kindergarten</p> <p>Partial Alphabetic Word Learners and Early Letter Name-Alphabetic Spellers in Kindergarten and Early First Grade</p> <p>Best Practices for Teaching Partial Alphabetic Word Learners</p> <p>Teaching Letter Names and a Sound for Each Letter to English Language Learners</p> <p>Teaching Letter Names and a Sound for Each Letter to Children At Risk</p> <p>E-Resources for Teaching Letter Names and a Sound for Each Letter</p> <p>References</p> <p><strong>Chapter 4</strong></p> <p>Analogy-Based Phonics in Late Kindergarten and First Grade: The Strategy of Using the Predictable Patterns in Known Words to Read New Words 83</p> <p>Looking Inside Syllables to Find Onsets and Rimes</p> <p>Teaching Analogy-Based Phonics with Word Famililes</p> <p>How Children Use the Onsets and Rimes in Known Word Family Words to Read New Words</p> <p>Early Alphabetic Word Learners and Late Letter Name-Alphabetic Spellers</p> <p>How Rimes Make It Possible for Early Alphabetic Word Learners to Read New Words</p> <p>Best Practices for Teaching Analogy-Based Phonics with Word Family Words</p> <p>Classroom Activities for Teaching Analogy-Based Phonics with Word Family Words</p> <p>Spare Minute Activities for Teaching Analogy-Based Phonics with Word Family Words</p> <p>Teaching Analogy-Based Phonics with Word Family Words to English Language Learners</p> <p>Teaching Analogy-Based Phonics with Word Family Words to Children At Risk</p> <p>E-Resources for Teaching Analogy-Based Phonics with Word Family Words</p> <p>References</p> <p><strong>Chapter 5</strong></p> <p>Letter-Sound Phonics in Late Kindergarten, First, and Second Grade: The Strategy of Using Letter-Sounds to Read and Learn New Words </p> <p>Phonics Letter-Sound Patterns</p> <p>Which Letter-Sound Patterns to Teach and When to Teach Them</p> <p>Teaching Letter-Sound Phonics in Your Classroom Reading Program</p> <p>Kindergarten</p> <p>First Grade</p> <p>Second Grade</p> <p>Third Grade</p> <p>Fourth and Fifth Grades</p> <p>How Children Use Letter-Sound Phonics to Read New Words</p> <p>Correcting Misidentifications</p> <p>Minor Mistakes</p> <p>Best Practices for Teaching Letter-Sound-Based Phonics</p> <p>Do Phonics Rules Belong in Your Classroom Reading Program?</p> <p>Full Alphabetic Word Learners and Within Word Pattern Spellers</p> <p>Decodable Books and Your Classroom Reading Program</p> <p>Classroom Activities for Teaching Letter-Sound-Based Phonics</p> <p>Spare-Minute Activities for Teaching Letter-Sound Phonics</p> <p>Teaching Letter-Sound Phonics to English Language Learners</p> <p>Teaching Letter-Sound Phonics to Children At Risk</p> <p>E-Resources for Teaching Letter-Sound Phonics</p> <p>References</p> <p><strong>Chapter 6</strong></p> <p>Analyzing the Strucgtue of Long Words in Third Grade and Above: The Strategy of Using Multiletter Word Parts to Read and Learn Long Words</p> <p>The Structure of Long Words</p> <p>Free and Bound Morphemes</p> <p>Teaching Word Structure in Your Classroom Reading Program</p> <p>First and Second Grades</p> <p>Third, Fourth, and Fifth Grades</p> <p>How Children Read New Words by Analyzing Word Structure</p> <p>Correcting Misidentifications</p> <p>Consolidated Word Learners and Syllalbles and Affixes Spellers</p> <p>Prefixes</p> <p>Suffixes</p> <p>Base Words</p> <p>Best Practices for Teaching Prefixes and Suffixes</p> <p>Greek and Latin Word Parts</p> <p>Compound Words</p> <p>Contractions</p> <p>Syllables</p> <p>Syllable Patterns</p> <p>Clues to Syllable Division</p> <p>Accent Patterns</p> <p>Best Practices for Teaching Syllable Patterns and Accent</p> <p>Classroom Activities for Teaching the Structure of Long Words</p> <p>Spare-Minute Activities for Teaching the Structure of Long Words</p> <p>Teaching Word Structure to English Language Learners</p> <p>Teaching Word Structure to Children At Risk</p> <p>E-Resources for Teaching Word Structure</p> <p>References</p> <p><strong>Appendix A</strong></p> <p>Letter-Sound Patterns: What the Phonics Teacher Needs to Know About How Letters Represent Sounds</p> <p>Key Vocabulary </p> <p>Index </p>