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ED Lit > Ed Lit Midterm > Flashcards

Ed Lit Midterm Flashcards

(44 cards)

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1
Q

How many phonemes in English?

A

44

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2
Q

What are the syllable types? (7)

A

Closed (cvc): vowel is usually short
Open (cv): vowel is usually long
Magic e (vce): the silent e makes the vowel long
R-Controlled (vr): any vowel followd by a “r” is controleld by it
Vowel Team: two vowels together that make one sound
Diphthong: two vowles that make a new vowel sound
Consonant LE (cle): example bub/ble

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3
Q

What is a closed syllable

A

CVC- vowel is usually short

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4
Q

What is an open syllable

A

CV- vowel is usually long

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5
Q

What is the magic ‘e’?

A

the silent e makes the vowel long

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6
Q

What is the R-controlled syllable?

A

any vowel followed by an r is controlled by it ex car

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7
Q

What is a vowel team:?

A

two vowels make one sound

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8
Q

Systematic and Explicit phonics instruction

A

Direct teaching of letter sound relationships in defined sequence
SYSTEMATIC: Useful sound/spelling relationships taught in a clearly defined, carefully selected, logical instructional sequence. (scope and sequence)
EXPLICIT: Concepts are clearly explained and skills are clearly modeled without vagueness or ambiguity

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9
Q

What is embedded phonics?

A

Children are taught letter-sound relationships during the reading of connected text
Introduced skills informally as needed
NOT THE BEST WAY

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10
Q

Describe the rational for decodable texts?

A

VS LEVELLED BOOKS, decodable texts:
1) They’re phonetically decodable
2) Words are used within phonics level
3) Can use strategies for sounding out words
4) Irregular/more advanced phonics words are introduced gradually
5) Illustrations are supportive of text

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11
Q

Regular words

A

Can be decoded by sounding out letter sounds

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12
Q

Irregular Words (2 Types)

A

cannot be easily decoded: some parts must be learned “by heart”
1) Temporarily irregular: become decodable once students learn new spelling patterns (or, all, ou as in cloud, cve as in hope, oo as in foot)
2) Permanently irregular: once (wuns), of (uv), one (wun), two (too), could (cood)

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13
Q

Scarborough’s Reading Rope (Two ropes)

A

Language Comprehension and Word Recognition

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14
Q

The 5 strands of Language Comprehension from Scarborough’s Rope

A

Background Knowledge
Vocabulary
Language Structure
Verbal Reasoning
Literacy Knowledge

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15
Q

3 strands of Word Recognition of Scarborough’s Rope

A

Phonological Awareness
Decoding
Sight Recognition

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16
Q

What are Elkonin Boxes?

A

Used to build phonological awareness skills by having children segment spoken words into their individual sounds
Used during phonological awareness and encoding instruction (one box for each sound)

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17
Q

Phonological awareness

A

Ability to recognize and manipulate the spoken parts of words, including syllables, onset-rime, and phonemes
THINK UMBRELLA GRAPHIC: word awareness, syllable awareness, rhyme awareness, phonemic awareness

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18
Q

Phonemic Awareness

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A

The Ability to identify and manipulate individual sounds (phonemes) in spoken words

19
Q

Phonics Instruction

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A

Teaches the relationships between letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.

Phonics instruction also helps students to understand the alphabetic principle— written letters represent spoken sounds. In other words, letters and sounds work together in systematic ways to allow spoken language to be written down and written language to be read

20
Q

What is morpheme and 2 types?

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A

Morphemes are defined as the smallest meaningful units of meaning, including base words, prefixes and suffixes

FREE and BOUND

21
Q

What is a free morpheme

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A

A stand-alone word like dog that cannot be broken into smaller morphemes without losing the word’s meaning- a base word with meaning all by itself

22
Q

What is a bound morpheme

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A

Cannot stand by themselves as words, prefixes and suffixes, such as “s” in pens. They have meaning only when attached to a free morpheme

23
Q

What is a diphthong

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A

a combination of two adjacent vowel sounds within the same syllable. The sound beings as one vowel sound and moves towards another
ex, oy, oi, ow, ou

24
Q

What is a phoneme

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A

the smalled parts of spoken language that combine to form words- sounds.

25
What is a grapheme
a letter or letter combination that represent a sound in a syllable or word, a grapheme may be 1-4 letters (e, ei, igh or eigh)
26
What is the difference between voiced and unvoiced phonemes
Voiced: uses vocal cords Unvoiced: do not use vocal cords
27
What is onset and rime
The natural divison of a syllable into two parts. Onset- the initial consonant sound, blend or digraph Rime- the following vowel and all subsequent sounds in the syllable
28
What is a schwa
A "lazy" vowel sound heard in an unstressed syllable in multisyllable words. Usually an /uh/ sound
29
Consonant Blend
two or more consecutive consonants which retain their individual sounds like "bl" in black
30
Consonant digraph
two consecutive consonants that represent one phoneme or sound like /ch/ /sh/ /th/
31
Vowel digraph
Two vowels together that represent one phoneme like /ea/ /ai/ /oa/. Also called a vowel team
32
What is a Affix
A general term that refers to prefixes and suffixes- a morpheme added to either the beginning or end of a word to form a different word with a different meaning
33
What is a suffix
An affix attached to the end of a base, root or stem that changes the meaning or grammatical function of the word
34
What is a prefix
A morpheme that precedes a root and that contributes to or modifies the meanin of a word
35
Background Knowledge of Scarborough's Rope
Background knowledge helps us make sense of new ideas and experiences by relying on background knowledge- having background knowledge makes it more likely that readers will be able to make sense of what they're reading and add it to their body of knowledge- academic and rich language and the pleasure of reading
36
Vocabulary in Scarborough's Rope
an extensive and rich vocab enables readers to make sense of what they're reading. Listening and reading builds vocab. Readers will be able to read words they have not seen in print before. SOME unfamiliar words are helpful to increase vocabulary- too many can leave students frustrated
37
Language structure of Scarborough's Rope (2)
semantics: how word choice develops meaning and syntax: the grammatical rules of a language understanding how words and phrases go together creates greater comprehension
38
What is verbal reasoning in Scarborough's rope? (2)
Understanding language beyond spoken language- understanding figuaritve language Understanding implied meaning and metaphor. Inference- a conclusion one can draw from known facts or evidence Metaphor- a word or phrase used to say something that is another thing in order to suggest they are similar
39
What is Literacy Knowledge in Scaborough's rope?
Print awareness and genres (Print Concepts - letters vs. words, 1:1 correspondence, reading left-to-right and top-to-bottom, spaces between written words, letter order matters, etc. How books work (front and back, pictures, page numbers etc) Print is everywhere! Genres of Literature – different types of books or stories defined by special characteristics)
40
What is Phonological Awareness in Scarborough's Reading Rope?
Hear, identify and manipulate sounds in words.
41
What is Decoding in Scarborough's Reading Rope?
Ability to use sound-letter relationships to sound out and blend words. Need to be systematically and explicitly taught sounds.
42
What is Sight Recognition in Scarborough's Reading Rope?
Seeing a word and immediately knowing the word and meaning.
43
Explain the skills learned through 2Fun4Words card games
These activities will help your student to develop and practice phonemic awareness skills, especially in K-1.
44
Most critical phonological awareness skills
1) Word awareness 2) Responsiveness to rhyme and alliteration during word play 3) Syllable awareness 4) Onset and rime manipulation 5) Phoneme awareness

ED Lit (2 decks)

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