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From Flashcardlet > 111 - Rica - Word Analysis Part 2 > Flashcards

111 - Rica - Word Analysis Part 2 Flashcards

0
Q

what is whole word decoding

A

write the whole word on the board - but present it to the student sound by sound. (but don’t write it one letter at a time)

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1
Q

Sound by Sound decoding

A

/b/ /a/ /t/&raquo_space; blend&raquo_space; “b” “ba” “bat”

stop at the middle sound as well “b” “ba” “bat”

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2
Q

what is syllable decoding?

A

(using a multiple syllable word obviously)

Ex: “shipwreck” - use a card to separate/hide each syllable. So they don’t get overwhelmed with how big the word looks.

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3
Q

Phonics instruction activities (4)

A

Sound by sound decoding&raquo_space;> whole word decoding&raquo_space;> syllable decoding&raquo_space;> whole word reading

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4
Q

How to implement sight word instruction (think about TpT!)

A
  • introduce words that come up frequently in text
  • introduce words in isolation
  • identify reading words within context in simple text
  • multiple exposure to memorize word
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5
Q

What are different types of consonant sounds

A
  • Hard versus Soft (hard c and soft c) (letters g and c)

- continuous and abrupt sounds

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6
Q

Hard C and Soft C (g has the same rule)

A

soft c is ssss

/c/k/ with consonant - hard c

/ci/ or /ce/ or /cy/ - soft c - ac(ci)dent, tra(ce), (cy)cle

gist, get, wage versus goat, gutter, foggy

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7
Q

What are common regular letter combinations?

A

consonant digraphs, consonant blends, vowel digraphs, diphthongs, r and l-controlled words

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8
Q

What is a consonant digraph?

A

sounds such as /sh/ /ph/ /ch/

-two letters that make ONE SOUND

**digra/ph/ has /ph/ in it, remember that it is one sound.

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9
Q

What is a consonant blend?

A

two consonants next to each other, but you can identify both of their sounds (not one sound)
-st street sl sleep

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10
Q

What are vowel digraphs?

A

ch/ee/se - two vowels make one sound

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11
Q

What are diphthongs?

A

two combinations and you hear them quickly
/oi/ /aw/
soil - hawk (you can barely hear it - its kind of annoying. you hear two separate sounds)

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12
Q

What are “r” and “l” controlled vowels?

A

r - star (it controls the whole sound of the word)

l - apple (two letters that make one sound /l/)

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13
Q

What are common inflected morphological units?

A

endings on the words
-ed -s -ing -er -est

(they will have you decide if it has an ending that is a common inflected morphological units)

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14
Q

What are common word patterns?

A

CVC, CVCC, CCVC, CVVC, CVCe (silent e)

cat, fact, chat, poop, tape

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15
Q

What is the closed syllable and the open syllable?

A

closed syllable = short vowel sound - “hap”
open syllable = long vowel sound - re-view “re”-view

*important with phonics when you are covering parts of word with card

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16
Q

How to teach phonetically irregular words

A

tell them it does not follow the pattern and you must memorize it.

Ex: “said” -no phonetic pattern

“were” “the” “friend”

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17
Q

Decodable words taught as sight words

A

We do this because they frequently occur in texts and they are important to know right away
“just” “we” “see” “him” “her”

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18
Q

What is decoding and encoding?

A

Decoding - students can read

Encoding - inverse, write and spell

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19
Q

Stages of Encoding - Spelling and development

A
  1. Pre-communicative spelling (scribbles)
  2. Semi-phonetic spelling: use of only initial and end sounds (trouble with middle vowel sound)
  3. Phonetic spelling: write all sounds heard in a word (fon instead of phone)
  4. Transitional spelling: write words according to the spelling patterns (coyn instead of coin)
  5. Conventional spelling - spell words according to spelling patterns (coin - they get it)
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20
Q

How does phonics support reading and spelling development?

A

If they can identify sounds and segment, they should be able to translate into spelling.

  • need to understand common pre- and ending affixes (re-, sh-, un-, -tion) know by sight.
  • letter combinations
  • common orthographic patterns (when do we add plurals? when do we drop the y and add es?)
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21
Q

reading and decoding helps…

A

spelling!

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22
Q

spelling patterns also helps…

A

reading!

23
Q

spelling instruction reinforces phonics and vocabulary development. What are some examples of strategies to support this?

A

-word sorts
ay / ai / a - (word sort - list of words and sort)

-word banks
their own personal dictionary that will help with spelling, reading, and vocab

-word walls
sight words, spelling patterns - for that week or month - teacher has a wall where the teacher posts the words and kids can refer to (what you’ve made on tpt) -make it meaningful to decode and spell words accurately

24
Q

Writing activities to reinforce phonics and vocab

A

proof reading and sentence lifting (a sentence that has an error within a paper, put it up on the board - the class works together to correct it)

25
Q

What is encoding?

A

NOT READING but writing and spelling

26
Q

When do you provide “decoding” development (what age)?

A

instruction at the beginning reading stage

27
Q

What are examples of decoding strategies?

A
  • blending VC and CVC words ( am & ram)
  • teaching one-syllable words (town)
  • teaching irregular sight words (words that cannot be pronounced according to phonics rules - ex: come)
  • reading decodable texts to practice phonics and sight word instruction in context
  • transfer phonics to spelling (writing words correctly)
28
Q

Strategies to decode words in more advanced reading strategies

A
  • Teaching words with longer letter combos
  • Teaching CVC(e) words (silent e) “tame” - silent e
  • ph making the /f/ sound or the kn making the /n/ sound
  • send/ing/ adding the ing
  • changing “baby” to “babies” changing y to ies

-using the decodable books -

29
Q

How to identify high frequency words with irregular spellings

A

usually the back of your program or online - Dolch Sight Word List
-3rd grade they should definitely know these

  • sight words that do not follow normal spelling patterns
    ex: “do” “were”
30
Q

Factors that might affect the sequence of instruction for specific sight words

A

-student absences, ELL (different rules for them), struggling students (can’t memorize a sight word)

31
Q

How students can master sight words (strategies and activities)

A
  • multiple exposures
  • hands on activities (bingo)
  • identifying words in grade level texts
  • making words (using letter cards, scrabble)
  • flashcard activities
  • writing simple sentences
32
Q

How to help struggling students with phonics and sight word instruction

A
  • provide differentiated instruction by focusing on key phonics skills that are not mastered
  • use a variety of materials: letter tiles, letter cards, and interactive activities to support phonics instruction
  • pre-teach and re-teach in small groups to isolate
  • repetitive practice and multiple exposures for phonics and sight words
  • highlight high frequency words for sight word instruction
33
Q

How to help students with special needs with sight words and phonics instruction

A
  • provide differentiated instruction focused on their SPECIAL NEEDS (are they visually impaired, hearing impaired, a motor skill disability)
  • use multiple modalities
  • color coding, variety of materials, use auditory, visual, kinesthetic, and tactile techniques
  • pre-teach and re-teach
  • repetitive practice
34
Q

How to help English Language Learners with Phonics and sight word instruction

A
  • *transfer concepts in primary language to english language
  • explicitly PRE-teach sounds that are not in primary language and are difficult to transfer to English language
  • explicitly teach the meaning of sight words (EL students may not come in contact with the words- it is not automatic for them)
  • provide differentiated instruction on the areas needed
35
Q

Strategies for teaching phonics and sight word instruction to Advanced Learners

A
  • Increase the pace of phonics instruction (not more words, but faster pace, not sound by sound)
  • Increase the level of reading, incorporating multisyllabic words
  • promote transitional and conventional spelling in independent writing

-NO BUSY WORK OR WORKSHEETS OBVI!

36
Q

Assessing phonics and sight word examples

A
  • Sound/Spelling Assessment (phonics)
  • Sight word assessment
  • Dictation of words with spelling patterns
  • Oral fluency assessment
  • Observation notes
  • Writing samples
37
Q

What is a Sound Spelling Assessment?

A

A multiple choice question where they choose the incorrect spelling error or no mistake. Can they identify it?

38
Q

What is a sight word assessment?

A

just a box with sight words and they have to go through and read them off.

39
Q

What is a dictation of words with spelling patterns?

A

(assessment of phonics/sightwords)
-sometimes gets confused with spelling tests.
Students your word is “down” “duh, ow, nn”. NOT a test, they need to practice correctly, they are maybe looking at the word at their desks.

40
Q

What is an Oral Fluency Assessment?

A

You know - the reading passages with the numbers on the right side - you tally at the end how many words they read correctly

41
Q

How do phonics, sight words, syllabic and structural analysis, and orthography all work to build accurate word analysis which leads to automatic word recognition?

A

Ultimate goal - all words are automatic (fluent reading and understand text).

Phonics (making sure student understand sound-spelling patterns / short a long a), Sight words (high frequency word focus, mastered irregular sight words - “friend”) Syllabic & structural analysis (teaching the student to break up the words into chunks, plurals, affixes, etc), orthography (high level, rules for spelling, why things are spelled a certain way. Do they know why the need to drop the y?)

42
Q

What is structural analysis?

A

DECODE - Students look at “rewrite” and say - I don’t know how to spell that. If you use the syllable card, you break down the word.
We know “re” means to do again, and they know what write means - so it must mean, to write again.
-students need to understand the prefixes, suffixes, spelling pattern, word parts
-ed means past tense, etc.
-increases speed of word recognition

43
Q

What is Syllabic Analysis?

A

-the breaking down of syllables

44
Q

What are different types of syllables?

A

Closed - a syllable where the single vowel is followed by a consonant (cat-nip)

Open - a syllable ending with a single vowel (re-spect)

R-controlled - a syllable in which a vowel is followed by the letter r (tar-get)

Vowel team / vowel digraph - a syllable containing two or more letters that make one vowel sound (clou-dy)

Vowel Silent E - a syllable with a long vowel-consonant-silent e pattern (be-have)

Consonant -le: a final syllable containing a consonant plus le (ta-ble)

45
Q

What are “phonograms”?

A

complex chunks of letters _tch, _d, -igh, -eigh

46
Q

What are homophones?

A

words that are pronounced the same but are spelled differently

to two too

47
Q

Common orthographic rules that students should know..

A
  1. change y to i - carry (drop the y, replace with i, and add es)
  2. drop silent e (take becomes taking)
  3. Double final consonant (hop to hopping)
  4. Plurals: -s -es
    with x and ss
    you add (es)
    »boxes, bosses
48
Q

How to implement word analysis within written texts…

A
  1. Identify and categorize word patterns, using graphic organizers
    (tree map with “re” and “un” prefixes)
  2. Word sorts
    (syllable word sorts - open/closed/r-contrl/l-contrl/
    or how many syllables does a word have?

(extended activities for word analysis - can use as data to drive instruction)

49
Q

How to engage in writing activities using word analysis skills

A
  • proofreading for learned spelling patterns (look at work, see what they are misspelling, is it structure, have them proofread each others paper, editing on the board -whole class)
  • sentence building using sound spelling patterns (add on word endings, drop an e, isolate skills, doubling consonant, etc)
    - just make sure to isolate the different rules so they don’t mash them all together and get confused.
50
Q

How to help struggling students with structural, syllabic, and Orthographic Analysis

A
  • differentiated instruction building on skills mastered (know their current level)
  • pre-teaching and re-teaching skills
  • use familiar examples of what they can relate to (basic syllables they can master - open and closed)
  • provide additional practice
51
Q

How to help special needs with structural, syllabic and orthographic analysis

A

differentiate, different modalities, hands-on, visual, auditory, kinesethic, tactile, make sure you support their needs, always provide additional practice, work one on one as well

52
Q

How to help ELL students with Structural, syllabic, and orthographic analysis

A
  • explicitly pre-teach the rules for spelling and grammar
  • transfer known information into primary language to English language (use a T-chart)
  • assessing and grouping according to ability
  • use alot of VISUALS and graphic organizers baby (pic of single baby) babies (pic of multiple babies)
53
Q

Assessment for Structural Analysis

A
  • graphic organizers with affixes (re & un)
  • multiple choice/sound spelling assessments
  • writing samples (independent writing, are they using the word structures correctly?)
  • observation notes (direct instruction through guided instruction - worksheet or independent writing activity - pull them and reteach if needed)

-word sorts

54
Q

Assessment for Syllabic Analysis

A
  • multiple choice assessments (words broken into syllables, is this correct? or need to identify if open or closed)
  • observation notes - group activity - you take notes when they cut syllables apart - who doesn’t get it put out and work in a small group

-

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