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fort > Word Recognition -Phonics > Flashcards

Word Recognition -Phonics Flashcards

1
Q

Phonological awareness

A

is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

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2
Q

Phonemic awareness

A

understanding the individual sounds (or phonemes) in words. For example, students who have phonemic awareness can separate the sounds in the word cat into three distinct phonemes: /k/, /æ/, and /t/.

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3
Q

Oral Vocabulary

A

words that children can understand or use while speaking and listening.

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4
Q

Oral Language

A

System through which we use spoken words to express knowledge, ideas, and feelings.

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5
Q

Print awareness
(Concepts of Print)

A

the understanding that print carries meaning, that books contain letters and words. Print awareness also includes an understanding of what books are used for and how a book “works” — how to turn pages, how to find the top and bottom of a page, and how to identify the title and the front and back covers.

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6
Q

Phonemes

A

Phonemes are the individual sounds in words.

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7
Q

Blending

A

the ability to string together the sounds that each letter stands for in a word. For example, when students see the word black, they blend the /bl/, the /a/ sound and the ending /k/ sound.

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8
Q

Segmenting

A

is breaking a word apart. This can be done by breaking compound words into two parts, segmenting by onset and rime, segmenting by syllables, or breaking the word into individual phonemes.

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9
Q

Phoneme isolation

A

the ability to identify where a sound appears in a word, or to identify what isolated sound appears in a given position in a word.

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10
Q

Phoneme addition

A

Phoneme addition involves adding phonemes to a given word to produce a new word. For instance, starting with the word we and adding the phoneme /k/ to the end turns it into week.

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11
Q

Substituting

A

is replacing one phoneme with another in a word. For example, students say the word play, and the teacher asks them to change the first sound of play with /st/.

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12
Q

Deleting

A

is when students take words apart, remove one sound, and pronounce the word without the removed sound. For example, using the word mice, a teacher may ask students to delete the initial /m/ sound, resulting in the word ice.

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13
Q

Syllables

A

Syllables are units of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word. For example, there are two syllables in water (wa-ter) and three in elephant (el- e-phant).

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14
Q

Monosyllable

A

a word consisting of only one syllable.
Ex:cup

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15
Q

multisyllable

A

a word of many syllables.

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16
Q

open syllable

A

ends with a vowel sound that is spelled with a single vowel letter (a, e, i, o, or u). Examples include me, e/qual, pro/gram, mu/sic.

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17
Q

closed syllable

A

has a short vowel ending in a consonant. Examples include hat, dish, bas/ket.

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18
Q

Onsets

A

are the beginning consonant and consonant cluster. For example, the onset for the word tack is /t/. The onset for the word track is /tr/.

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19
Q

Rimes

A

are the vowel and consonants that follow the onset. For example, in the word tack and track, the rime is -ack.

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20
Q

rhyming

A

of a word, syllable, or line) having or ending with an identical or corresponding sound to another.
“pick a word such as “pack,” and then think of several rhyming words, such as “stack” or “sack””

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21
Q

Alliteration

A

When words that start with the same sound are used repeatedly in a phrase or sentence.
Ex:Paul picked purple pickles in pink pants.

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22
Q

R-controlled Also known as the “bossy r”.

A

A syllable with one or two vowels followed by the letter r
The vowel is not long or short. The r influences or controls the vowel sound.
Ex:car,far

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23
Q

L-controlled vowel

A

L-controlled vowel describes a syllable in which the vowel is followed by an L. The L distorts the sound of the vowel, and the vowel is subsequently neither long nor short.

Ex: Ball,cold,Bell, pencil,

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24
Q

Digraphs

A

Digraphs are a two-letter (di) combinations that create one phoneme.

Ex. th, sh, ch, wh, ph, ng (sing)
gh (cough)

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25
Q

Trigraphs

A

Trigraphs are three-letter (tri) combinations that create one phoneme.

Ex: -tch,-dge

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26
Q

Consonant blends

A

Consonant blends include two or three graphemes, and the consonant sounds are separate and identifiable.

Ex: s-c-r (scrape)

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27
Q

Diphthong

A

Diphthongs are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle or final position in a word.

Ex:coin,loud,aisle

28
Q

Alphabetic Knowledge

A

• Recognition of the shape of the letter
• Ability to name the letter
• Knowledge of the sound of the letter
• Automaticity in naming letters
• Ability to print the letter

29
Q

Alphabetic Principle

A

Connecting letters with their sounds to read and write

Ex: a child who knows that the written letter “m” makes the /mmm/ sound is demonstrating the alphabetic principle.

30
Q

Decoding

A

when a student uses his or her knowledge of letter-sound relationships to accurately read a word.

it involves seeing a written symbol and being able to say what sound it represents.

31
Q

Spelling Graphophonic

A

Relating to the relationship between how words or characters look and how they sound.

32
Q

Encoding

A

the process of using letter/sound knowledge to write.

33
Q

Orthography

A

The prefix ortho means “proper” or “correct,” while graph means “writing.” So, orthography means “correct writing.” For example, the correct orthography of the flower is ROSE, not ROWS.

34
Q

Orthographic Mapping

A

involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory.

For example, if a student says “O” when you ask them what letter says its name (The letter O)

35
Q

Systematic

A

Systematic means kids learn one phonics sound at a time, and gradually progress through all the phonics sounds over time.

36
Q

Explicit

A

Explicit means the teacher directly tells the student the sound-spelling correlations.

37
Q

Graphemes

A

A grapheme is the way we write a phoneme.
Example:
/k/ can be written 5 ways c k ck qu ch

38
Q

morpheme

A

A morpheme is the smallest unit of meaning or grammatical function.

boys
girls

A morpheme can be a root word, prefix, or suffix.

like
unlike
likely

39
Q

Multimorphemic

A

Have two or more morphemes

40
Q

Automaticity

A

the quality or fact of being performed involuntarily or unconsciously, as a reflex, innate process, or ingrained habit:

41
Q

Sight Words

A

the words that appear most frequently in our reading and writing.

42
Q

Sight Words vs High Frequency Words

A

Sight words are words that are instantly recognized and identified without conscious effort. High frequency words are the words most commonly used in the English language.

43
Q

High Frequency Words

A

words that appear most often in printed materials.

44
Q

CVC

A

Consonant Vowel Consonant
Ex: Bat, Cap, Tap

45
Q

CVCC

A

Consonant Vowel Consonant Consonant
ex: tack, hunt, fast

46
Q

CVCe

A

Consonant Vowel Consonant - Silent e
Ex: make , take , bake

47
Q

Pre-emergent Readers

A

Pictures

48
Q

Emergent Readers

A

Letter/Sound Relationship

49
Q

Early Readers

A

Simple Readers

50
Q

Nonsense Words

A

words that have no meaning
ex: Tomfoolery

51
Q

Word Boundaries

A

the beginning and end of words. They can most easily be recognized by noting the spaces between words.

52
Q

Fluency

A

is reading without having to stop and decode (sound out) words. Fluency involves reading a paragraph from start to finish with very few errors.

53
Q

Pace

A

pace (speed) of reading, accuracy, attention to punctuation, phrasing, and voice intonation.

54
Q

Rate

A

Rate is quite simply words read per minute

55
Q

Prosody

A

reading with expression while correctly using words and punctuation.

56
Q

Comprehension

A

Understanding

57
Q

Frustration reading levels

A

include text for which a reader does not have adequate background level for a topic and/or cannot meet criteria for instructional levels of accuracy and rate. Think of frustration levels as those levels that require extensive or even moderate assistance from an educator.

58
Q

Instructional Reading level

A

the level at which a child needs the support of a teacher, parent, or tutor. This is the level where students are introduced to new vocabulary and is where the greatest progress in reading occurs.

59
Q

independent reading level

A

the level at which a child can read a text on his/her own with ease. The child makes hardly any errors when reading the text and has excellent comprehension of the story. The child can read the story alone with confidence.

60
Q

Oral reading fluency (ORF)

A

is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension.

61
Q

Vocabulary

A

Meaning

62
Q

Academic Vocabulary

A

words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or frequently encountered in informal conversation.

63
Q

Content Language

A

used to describe the language(s) intended for the audience, so users can differentiate it according to their own preferred language.

64
Q

Academic Text

A

type of text or writing that is written by professionals in a given field and is also intended for a scholarly audience.

65
Q

Tier 1 Words

A

Tier I words are used in everyday speech. These words are learned in conversation. They rarely require direct instruction. These words are often referred to as sight words.
Examples: see, happy, what

66
Q

Tier 2

A

Tier II words are high-frequency words that occur across contexts. More common in writing and everyday speech, these words enhance comprehension of a text. These words are best used for targeted explicit vocabulary instruction.
Examples: arrange, despise

67
Q

Tier 3

A

Tier III words are low frequency words. They are limited to a specific domain. They often pertain to a specific content area. They are best learned within the content of the lesson or subject matter.
Examples: molecule, mitochondria

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