Alphabetics & Fluency

Question 1

Voiced vs. unvoiced consonant

Answer 1

Voice = b, d, g (vibrate your vocal chords)

Unvoiced =p, t, k, h (do not move/vibrate your vocal chords)

Question 2

Phoneme

Answer 2

Smallest element of spoken language (Heard, said, the sound)

Question 3

Grapheme

Answer 3

Symbols that represent phonemees (Heard, said, seen)

English = letters, Chinese = characters

Question 4

Letters

Answer 4

Seen only

Question 5

Digraph

Answer 5

Two letters that combine to represent ONE phoneme

example: ph, said fuh NOT puh huh

Question 6

Onset vs rime

Answer 6

Onset = way the word starts, first consonant at beginning of syllable
Rime = ending of word, vowels and consonants that end the syllable

Question 7

Onset

Answer 7

First consonant (or group) at beginning of word

Question 8

Rime

Answer 8

Vowels and consonants that follow the onset

Question 9

Morpheme

Answer 9

Smallest unit of language that creates MEANING

example: -ist = one who practices, -s = signifies more than one, -er = someone is doing the first part of the word

Question 10

Synthetic phonics

TEACHING PHONICS TECHNIQUE

Answer 10

*most research backed
Teaches basics of grapheme and phoneme relationships and students learn to blend these patterns into words

• systematic & explicit

Question 11

Systematic & explicit

Answer 11

Systematic = deliberate & measured
Explicit = clear & to the point

Question 12

Blending

TEACHING PHONICS TECHNIQUE

Answer 12

Uses previously known phonemes (sounds) to form words

example: b - at , c - at, c -ab

Question 13

Segmenting

TEACHING PHONICS TECHNIQUE

Answer 13

Taking a word and breaking it up to read the word.

example: covering up each letter of the word to sound it out to get the full word

Question 14

Decoding

TEACHING PHONICS TECHNIQUE

Answer 14

Using phonemic knowledge and prior experience with spelling conventions to read a word (associated with reading). Student can divide a word from a group of letters.

Question 15

Analogy Phonics

TEACHING PHONICS TECHNIQUE

Answer 15

Remind students that 2 words end in the same phoneme, rhyme them, introduce new word beginning with same letter
(example: phoneme /ank/, students know the word bank, so have them learn /pr/ then combine /pr/ and /ank/ to make PRANK)

Question 16

Analytic Phonics

TEACHING PHONICS TECHNIQUE

Answer 16

Take two words and combine the choice phonemes.
(example: pretty + bank and make new word /pr/ + /ank? to get PRANK)

*not discussing the actual sounds but pulling from actual words

Question 17

Embedded Phonics

TEACHING PHONICS TECHNIQUE

Answer 17

Teach words or phoneme as child stumbles upon it in reading

Question 18

Spelling Phonics

TEACHING PHONICS TECHNIQUE

Answer 18

Starts with spoken word and ends with written word (whether spelled right or wrong). Breaking words into phonemes then reconstructing the words using spelling techniques.
(example: think of the funny mispelled words that Palynn tries to write by sounding them out)

Question 19

Consonant blends

Answer 19

2 or 3 letters come together to form a phonemic blend (clusters.) Can appear in beginning, middle or end of word but you hear EACH letter.
(example: /fl/ /gr/ /nt/)

Question 20

Consonant blends vs. digraphs

Answer 20

Consonant blends = /gr/ /fl/ /nt/ /pr/

Digraphs = /sh/ /ch/ /oo/ /ph/

Question 21

2 biggest competencies for reading

Answer 21

1) Decoding

2) COmprehension

Question 22

Etymology

Answer 22

Study of word origins and usage over time

Question 23

Morphology

Answer 23

Study of form/structure of a word and how the quality affects the word’s meaning.

Breaking the word apart into meaning based on prefix, suffix, and root words.

Question 24

Orthography

Answer 24

Study of spelling patterns and conventions

Question 25

Sight words

Answer 25

Teaching students to quickly recognize frequently used words (examples: if, not, the, to, is, and *knowing these words give them better idea as to what's going on in the sentence and worth the time to teach kids

Question 26

Monosyllabic vs polysyllabic

Answer 26

``` Mono = one syllable words Poly = multiple syllable words ```

Question 27

Vowel

Answer 27

A, E, I, O, U, Y

Question 28

Consonant

Answer 28

Every other letter besides A, E, I, O, U, Y

Question 29

VCC

Answer 29

Vowel consonant combination (example: sap -> sappy, tack -> tacky) You add another consonant because always 3 needed when adding on a y)

Question 30

Phoneme vs. Grapheme

Answer 30

Phoneme is how you SAY IT. | Grapheme is how you WRITE IT.

Question 31

How to assess/measure reading growth?

Answer 31

- Sight words assessment - Check-ins for reading - Address frustrations

Question 32

Effective strategies for addressing errors

Answer 32

1) Re-reading (helpful for decoding) | 2) Asking questions (does that make sense? The house grew bark? *child meant to say dark.)

Question 33

Kinesthetic Learning

Answer 33

Relates to bodily movement | example: Clapping out the syllables in a name/word

Question 34

Phonemic Awareness

Answer 34

Can segment words into discrete phonemes (sounds)

Question 35

WCPM

Answer 35

Words Correct Per Minute Words read in one minute - # of mistakes = WCPM

Question 36

Syllable

Answer 36

Segment of a word naturally pronounced, distinctly vocalized in a singular fashion

Question 37

Phonics

Answer 37

Study of relationships between sounds and their written form

Question 38

Fluency

Answer 38

Second nature becoming first nature. Automatic + accurate = fluent.

Question 39

Fluency equation. (F = R+A)

Answer 39

Rate + Accuracy = Fluency

Question 40

F = C = Prosody

Answer 40

Fluency = Comprehension = Prosody

Question 41

Prosody

Answer 41

Appropriate reading, using inflection or expression correctly

Question 42

Why does fluency fluctuate?

Answer 42

There is no plateau and it always fluctuates becasue you are always (as a child) reading more and more difficult texts.

Question 43

Fluency Score

Answer 43

WCPM - Mistakes = Fluency Score

Question 44

If a student misses X% of words the text is too hard.

Answer 44

5%.

Question 45

How to promote fluency?

Answer 45

Lap reading (parents/person reads with kid in their lap) Shared reading from big books in classroom Recorded reading models Read with a mentor Partner Reading Dramatic reading (mini plays, reader's theatre) Independent reading

Question 46

Fluency X when Difficulty X

Answer 46

Fluency DECREASES when Difficulty INCREASES