Phonics

Question 1

Phonics

Answer 1

Connects the sounds in language (phonemes) to their written symbols (graphemes). These phonics skills are used to decode words when reading and to encode words when writing.

Question 2

Consonant blends

Answer 2

Two or more consonants that blend together when decoded, but with each retaining its own sound (bl, cl, fr, gr, sk, sn, etc.)

Question 3

Consonant digraphs

Answer 3

Two consonants that make a single consonant sound when together in a word (sh, ch, th, wh, kn, etc.)

Question 4

Silent e

Answer 4

A vowel is followed by a consonant and then a silent e at the end of the word that makes the vowel have its long sound

Question 5

Vowel digraphs

Answer 5

Two vowels that make a single vowel sound when together in a word, also known as “vowel teams” (ai, ay, au, ee, ea, ou, oy, etc.)

Question 6

Dipthongs

Answer 6

One vowel sound made by the combination of two vowel sounds; words with diphthongs require a glide between the two sounds (au, aw, oi, ou, oo, etc.)

Question 7

R-controlled vowels

Answer 7

A vowel followed by the letter r when the r dictates how the vowel is pronounced; the vowel will not make its normal short or long sound (ar, er, or, ir, ur)

Question 8

Inflectional endings

Answer 8

A suffix added to a word that changes its grammatical function, but does not change its meaning (-ed, -er, -est, -ing, -s)

Question 9

Reading and writing strategies

Answer 9

Provide numerous opportunities for children to read from high-interest texts that include many words that adhere to taught rules of sound-letter relationships.

Encourage students to use newly-acquired phonics skills in their writing.

Question 10

Word building activities

Answer 10

Students make words focusing on a specific phonics pattern using a variety of materials, such as letter cards, tiles or blocks.

Question 11

Decoding

Answer 11

Is the ability to use letter/sound relationships to read words. The process involves seeing a word, making a connection between the letters and sounds, and blending the sounds together

Question 12

Progression of Decoding:

Answer 12

1. Monosyllabic words
2. CVC
3. CCVC
4. CVCC
5. CVCe
6. CVVC, Vowel digraphs, Vowel dipthongs
7. Multisyllabic words

Question 13

Sight word

Answer 13

Words that students are expected to know without decoding. When a word is very common but isn’t decodable

Question 14

High frequency words

Answer 14

Words that may or may not be decodable but appear in text so often that it is best for students to know them by sight instead of decoding them repeatedly.

Question 15

Decodable words

Answer 15

Words that students are expected to need to decode. They follow the regular letter/sound correspondence rules, so students can decode them

Question 16

Automaticity

Answer 16

Ability to read with ease

Question 17

Dolch word lists or Fry word lists

Answer 17

Commonly used to determine which high-frequency words students should know at each grade level

Question 18

Sight word recognition activities

Answer 18

flashcards

word walls

individual student lists, like personal word walls

sight word BINGO or other interactive games

Students could build the word with magnetic letters or play-doh

Using a material like shaving cream, students could trace it

Using letter cards on the floor, they could even hop from one letter to the next

Question 19

Synthetic phonics approach

Answer 19

Phonics instruction is systematic, meaning sound/spelling relationships are taught in a clear, logical instructional sequence, and explicit, meaning instruction is direct.

Students learn to make letters and combinations of letters into sounds and blend those sounds together to form words.

Practice materials, such as decodable text, are provided so students have the opportunity to practice learned phonics rules in context.

Question 20

Analogy-based phonics approach

Answer 20

Students learn to use a rime (also known as a phonogram) in a familiar word to read an unfamiliar word with the same rime. The unfamiliar word is decoded by blending the shared rime with the new onset.

Question 21

Analytic phonics approach

Answer 21

Instruction begins by identifying a familiar word. The teacher then introduces a sound/spelling relationship within the familiar word.

For example, the teacher could begin with the familiar word sit and bring the medial sound /i/ to the students’ attention. The teacher would then show students additional words with the same medial sound such as lip, bib, and fin, and ask them to read the whole words aloud.

Question 22

Embedded phonics approach

Answer 22

Instruction is embedded within authentic literacy experiences. This means rules of phonics are introduced informally as students come across them in their reading and writing.

Instruction is focused on word-solving skills, meaning students are taught to use context, illustrations, and familiar word parts, including the first and last letters of words to identify unfamiliar words.