Module 2 Section 1 Flashcards

(40 cards)

1
Q

These are the skills needed for a reader to become fluent: 4 things

A
  1. print concept
  2. phonological awareness
  3. phonics/word recognition
  4. fluency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Phonological Awareness

A

Print is not attached to phonological awareness skills; it is all auditory and oral.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Phonological Awareness: Least to Most complex 5 things

A
  1. Word Awareness (sentence segmentation)
    - number of words in a sentence
  2. Rhyming and alliteration
    - rhyming: what word rhymes with mat
    - alliteration: pick out picture that doesn’t belong
  3. Syllables
    - how many syllables are in a word
  4. Onset rhyme
    - onset is first part of word (s in sit)
  5. phonemic awareness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Phonemic Awareness Definition

A

Phonemic Awareness is the understanding that words can be broken down into individual phonemes (sounds).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Phonemic Awareness from least to most complex 4 things

A
  1. Isolation
  2. Blending
  3. Segmenting
  4. Manipulation (Adding, Deleting, Subsituting)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Phonological awareness should be what 3 things:

A

Explicit- state clearly and in detail

Systematic- done according to a plan or system

Multisensory- engages more than one sense at a time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Systematic instruction

A

Systematic instruction follows a logical scope and sequence in which introduced skills gradually increase in complexity. New concepts build on skills students have previously learned.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Explicit instruction

A

Explicit instruction is appropriate for all students when introducing a new skill or concept, or when reinforcing previously taught concepts.

When teaching students to segment phonemes, the teacher would introduce the new concept explicitly and systematically, modeling and guiding students through each step of the process before students practice independently.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Multisensory strategies

A

Elkonin boxes, colored counters, finger tapping, clapping syllables, hand motions, and visuals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Concepts of print definition

A

Concepts of print is a term that refers to the knowledge that print carries meaning. This includes an understanding of book organization, letters, words, directionality, and punctuation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Young learners can develop a degree of print awareness through exposure to _____________ __________. This term refers to the words that children frequently encounter in their surroundings, such as labels, logos, and signs.

A

environmental print

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

3 types of letter knowledge

A
  1. Letter recognition- ability to identify and match letters
  2. Letter Naming-ability to name letters
  3. Letter Formation- ability to form/write letters
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Alphabetic Principle

A

The alphabetic principle is the concept that letters or letter combinations represent spoken sounds. Students need multiple exposures to efficiently link letters to their corresponding sounds.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Activities that promote letter-sound correspondence

A
  1. Letter sound cards or flashcards
  2. Alphabet boards or letters taped onto keyboards
  3. Trace or form letters
  4. Sort items into groups based on first sound
  5. alphabet books
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Phonics

A

Definition: Phonics is the relationship between a specific letter and its sound, only as it relates to the written word

Phonics instruction is the step-by-step process of teaching the alphabetic principle. It focuses on teaching the consistent, predictable sounds connected to letters in our written language.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Phonics elements include:

A

Consonants (b as in boy)
Consonant blends (bl, which has two sounds, as in bled)
Consonant digraphs (wh, which has one sound, as in when)
Vowels (e, as in egg, eagle, etc.)
Vowel digraphs (ai, which has 1 sound, as in wait)
Diphthongs (oi, which is two vowels making their own sound with the first more prominent, as in oil)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Phoneme definition

A

a single unit of sound

18
Q

grapheme definition

A

the letters that represent spoken sounds

19
Q

morpheme definitions: 6

A

morphemes: the smallest meaningful unit of language

free morpheme: a base word that can stand alone (heat)

Bound morpheme: a word part that cannot stand alone (s, un, ject)

Inflection morpheme: a suffix that changes the words tense or implies possession or comparison (run- running) running is not a new word, just a change in tense

derivational morpheme: creates a new word. A morpheme that derives or creates a new word
Ex: obey → disobey

compound words: Words are created by joining free morphemes together
Ex: rain + bow = rainbow

20
Q

Onset definition

A

The initial consonant or consonant clusters in a word. (example: h in the word “hop”)

21
Q

Rime definition

A

The vowel sound and the consonants which follow. (example: -op in the word “hop”)

22
Q

Syllable definition

A

A word or part of a word that has one vowel sound.

23
Q

Diagraph definition 2

A

A combination of two letters representing one sound such as th, sh, or ch.

vowel diagraph: Two vowels represent one sound such as “oa” in boat or roam. Also known as a vowel team.

24
Q

Blend definition

A

Two or more consecutive consonant sounds that retain their individual sounds, such as “st” in “last”
or “spr” in spring.

Use blending board or mat

25
Diphthong definition
Two adjacent vowels in a single syllable. The sound begins as one vowel and moves toward another. (example: oy in boy and ou in cloud)
26
schwa definition
An indistinct vowel sound in an unstressed syllable. Most frequently, but not always, heard as the /ŭ/ sound, such as “a” in “about.”
27
controlled vowels
r controlled: Any vowel directly followed by the letter r. The r changes the pronunciation of the vowel so that iI is neither long nor short. (example, bird and car) l controlled: A vowel is directly followed by the letter l. The l changes the pronunciation of the vowel so that it is neither long nor short (example, fall or pull)
28
encoding and decoding definitions
decoding- The process of translating printed words into speech. (reading) encoding- Translating speech sounds into written words (writing)
29
________ _______ ________refers to the direct, well-planned teaching of specific phoneme-grapheme relationships. It is best to start your instruction with letters that appear often (______ _______ ______) and have high consistency in their letter-sound relationship. Examples of these letters often include m, s, and t.
Explicit phonics instruction high utility letters
30
3 main parts of teaching alphabetic principle
Letter name Letter sound Picture of an object
31
Segmenting
Saying each sound in a word to hear each sound and match the letter or letter combinations. using boxes to put sounds into
32
Word Families
Word families are words that have a common pattern or feature. They have the same letter combinations, making the same sound. Example: -at word families include bat, sat, rat.
33
Complexity increases in phonics from least to greatest
CVC words blends and diagraphs complex vowels complex consonants multisyllabic words
34
decoding consists of what 4 things:
The child identifies the letter. The child is taking the letter symbol and linking it to the corresponding sound The child understands how the sounds and letters work together. The child then takes the letter sounds and blends them, creating words.
35
decoding strategies
Vowel sound combinations Morphological elements (prefixes, suffixes, root words) Syllable types Syllable division strategies Syntax & Semantics to support word identification and confirm meaning
36
High frequency words
High-frequency words are words that have been proven in research to appear most often in a majority of texts. These words are sometimes referred to as sight words. Categorized into regular and irregular Regular words (decodable) would follow typical decoding patterns that can be categorized by vowel type and sound. big, make, us Irregular words feature spelling patterns that don’t connect to the typical sounds. is (s is saying /z/) of (o is saying short u and f is saying /v/) the (e is saying the short u)
37
Structural analysis definition
Structural analysis is the ability to recognize and understand word parts to determine an unknown word.
38
Morphology
attach meaning to words Types of morphemes: bound free inflectional derivational compound words
39
Morphemic Analysis
Prefix+base word+suffix Shifting - when a word is used in one way and then switches to a new way. (email and text started as nouns, then underwent a “shift” and are now verbs.
40
Students need to understand that words can be created by adding ______ (______ and ______) to base words. This helps students in learning to decode because they can identify the base word they already know and then identify the affix that has been added. It is best to start with _____ _______ _______ such as un- and -s.
affixes (prefixes and suffixes) high frequency affixes