Term
| What do you have to have around the letters to make them a phoneme? |
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Definition
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Term
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Definition
| unaccented vowel in the unaccented syllable |
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Term
| What are the 7 consonant digraphs? |
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Definition
| "/ch/, /sh/, /wh/, /th/, /th/, /ng/, /ck/" |
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Term
| What are the dipthong glided vowels? |
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Definition
| "/oi/, /oy/ & /ou/, /ow/" |
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Term
| What are the vowel digraphs? (3) |
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Definition
| "/oo/, /oo/, /au/ or /aw/" |
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Term
| Name the r-controlled vowels |
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Definition
| "/ar/, /or/, & /er/ /ir/ /ur/" |
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Term
| What are the three nondistinct phonemes? |
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Definition
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Term
| How many vowel phonemes are there? |
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Definition
| "11 - /?/, /?/, /?/, /?/, /?/, /?/, /?/, /?/, /?/, /?/, /?/" |
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Term
| Name the consonant phonemes |
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Definition
| "/b/, /d/, /f/, /g/, /h/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/" |
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Term
| why is it important to teach decoding in reading |
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Definition
| "Inability to decode will prevent bringing anything to or getting anything from the reading. In order to read, students must be able to decode" |
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Term
| explain the developmental sequence in phonics |
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Definition
| "Auditory discrimination, visual discrimination, consonants, vowel sounds, special letters and sounds, phonograms, syllabication. See p270 for more detail" |
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Term
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Definition
| "A succession of graphemes that occurs with the same phonetic value in a nmber of words. All begin with a vowel and contain the same phonogram rhyime. Ex. bAKE, cAKE, lAKE, mAKE, fAKE, tAKE (aka word families)" |
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Term
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Definition
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Term
| What are the 5 syllabication generalizations? |
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Definition
| "see p289 - 1. VC/CV 2. V/CV 3. V/CLE, VC/CLE, 4. compound words between word 5. prefix and suffixes stand alone " |
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Term
| What are the 6 guidelines of exemplary phonics instruction? |
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Definition
| "p. 292 - 1. builds on children's prior knowledge 2. builds on foundation of phonological awareness 3. is clear and direct 4. is integrated into a total reading program 5. focuses on words, not rules 6. leads to automatic word identification" |
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Term
| What is the difference between implicit and explicit phonics instruction? |
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Definition
| implicit does not present letters/sounds in isolation. Explicit pronounces the sound in isolation then blends the word together |
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Term
| Explain the 7 teaching strategies |
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Definition
| "teach word rec. strategies, teach whole to part, use word sorts, teach to decode by analogy, use writing, construct words, use prompts when reading with students" |
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Term
| Discuss the word recognitioni strategies for pronunciation |
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Definition
| "phonic analysis/synthesis, whole word, ask someone to pronounce it, structural analysis/synthesis, look it up" |
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Term
| What are the 4 word recognition strategies for meaning? |
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Definition
| "context, strucural analysis/synthesis, ask someone for the meaning, look it up" |
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Term
| Define vocabulary consciousness. Explain primary and intermediate methods |
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Definition
| "awareness that words may have different meanings based on context and the desire to build vocabulary. See p315 primaty: use word riddles or fun with word activities, learning word part. intermed: learn to break down words, learn most common combining forms, guess meanings, write down new words and learn definitions" |
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Term
| Identify the 3 levels of knowing a word |
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Definition
| "can identify / attain deeper, richer knowledge of the word; can recognize, somewhat acquainted; not known" |
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Term
| What are the two levels of sight words? |
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Definition
| personal sight vocabulary and high frequency words |
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Term
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Definition
| letter or sequence of letters added to the beginning of a root word |
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Term
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Definition
| a letter or sequence of letters added to the end of a root word |
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Term
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Definition
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Term
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Definition
| smallest unit of a word that can exist and retain its basic meaning |
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Term
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Definition
| "combinations of root words with either prefixes, suffixes, or both" |
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Term
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Definition
| words we can identify instantly |
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Term
| Define high frequency words |
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Definition
| words that appear most often in children's texts |
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Term
| 5 guidelines for creating a word-rich environment |
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Definition
| promote wide reading - provide time for discussion - focus on word learning in all content areas - time effective strategies such as word of the day - be enthusiastic |
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Term
| 4 guidelines for creating independent word learners |
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Definition
| "select and teach words that are central to understanding topic, context clues, word parts, allow for some self selection" |
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Term
| 5 guidelines for modeling good word learning |
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Definition
| "active involvement, graphic displays with discussion, personalize words, gather info from different sources, play and experiment with words" |
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Term
| Explain the STAR strategy |
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Definition
| "select: determine need to know words (only 6), teach: use best strategy to help learn the words, activate: connect words with students writing (multiple exposures!), revisit: use review activities" |
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Term
| What are context clues? What strategies can be used to teach context clues? |
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Definition
| "an item of info from the surrounding words in the form of a synonym, antonym, example, definition, description, explanation, and so on that helps find the meaning of the word" |
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Term
| What types of context clues are there? |
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Definition
| "p321 Example: something representative of a whole or group, Comparison: similarities btwn persons, ideas, things, etc Contrast: differences in persons, ideas… Synonyms: words similar in meaning, Antonyms: words opposite in meaning, Homographs: words spelled the same with different meanings" |
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Term
| Explain the strategy of using root words / combining forms? |
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Definition
| "using the knowledge of roots borrowed from another language that join together with a prefix, suffix, or both to understand words ex. Understand cardio means heart helps understand cardiogram, cardiometer" |
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Term
| Explain the role of the dictionary in vocabulary expansion |
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Definition
| "provides a great deal of information such as definition, pronunciation, and much more" |
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Term
| Explain decoding words with affixes |
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Definition
| "take off prefix, take of suffixes, if the root is unfamiliar decode it, put back closest suffix to root, put back other suffix, put back prefix, read word to check meaning" |
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Term
| "Explain using word walls (how, why?)" |
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Definition
| "versatile and can help with review, reinforcement, new words/skills, writing reference. Meaningful when created by the class, a method of direct instruction" |
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Term
| Explain the yea / nay strategy |
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Definition
| students hold up cards that say yea or nay in response to vocabulary questions |
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Term
| Explain creating word riddles |
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Definition
| "pick a subject, generate a list of related words (ex. Ham, pen, hog), pick a word, drop the first letters to get a shortened version, find a list of words that begin the way the shortened version ends (ex. Ambulance, amnesia), put back the missing letters (hambulance), make up a riddle (what do you use to take a pig to the hospital?)" |
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Term
| Explain semantic feature analysis |
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Definition
| "select a category and list words, list and add features, determine feature possession, add more words and features, complete the grid, examine and discuss the grid" |
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Term
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Definition
| a thinking skill that involves the ability to classify items into general and specific categories |
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Term
| Explain the list group-label strategy |
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Definition
| give a list of words and have students label each group of words |
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Term
| What is an analogy? How do you teach it? |
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Definition
| "relationship between words or ideas, help students find the relationships between the words (good knowledge of classifying is helpful)" |
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Term
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Definition
| "divide paper into 4 parts, write a word in the center, label the four squares with synonym, antonym, example, and nonexample, fill out boxes" |
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Term
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Definition
| "start with a word and write it down, ask students to find a word that starts with the letter that the previous word ended with that relates to the word, continue until no more words can be thought of (ex. Raven, nest, twig, etc…)" |
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