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Praxis Teaching Reading (5205) > Phonics and Decoding > Flashcards

Phonics and Decoding Flashcards

1
Q

phoneme-grapheme correspondence is also known as

A

letter-sound correspondence

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2
Q

phonemic awareness is associated with the individual ___ in words while phonics is associated with understanding how ____ represent sounds.

A

sounds; letters

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3
Q

when teaching phoneme-grapheme correspondences, it is important to model the _____ of each sound that can be used when blending sounds to make words

A

pronunciation

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4
Q

In what sequence should phoneme-grapheme correspondence be taught?

A

Alphabet knowledge
Consonant Digraphs
Consonant Blends
Other Graphemes (like tch, wr)
R-Controlled Vowels
Vowel Teams

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5
Q

a combination of two consonant letters that form a single consonant speech sound

A

consonant digraph

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6
Q

clusters of two or three consonants that each retain their own sounds

A

consonant blends

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7
Q

a vowel immediately followed by the letter ‘r’, and because of that ‘r’ can no longer be pronounced as a long or short vowel.
examples: /ar/ , /or/, and /er/

A

r-controlled vowel

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8
Q

In what order should systematic consonant and vowel instruction be taught?

A

consonants and short vowel sounds, then blends, and finally combined vowel sounds (vowel teams, r-controlled, and silent letters like in ‘kn’)

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9
Q

a method of teaching students how to connect the graphemes (letters) with phonemes (sounds) and how to use this letter-sound relationship to read and spell words

A

Explicit phonics instruction

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10
Q

using a logical and specific scope and sequence that is developmentally appropriate to teach students in the major letters and sounds. This includes short & long vowels, blends, and consonant digraphs (oi, ea, sh, th, etc.). This plan is carefully designed before activities and lessons are developed

A

Systematic phonics instruction

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11
Q

involves lessons built on those previously taught and students will have to draw and recall from previous lessons. Lessons move from simple to complex, and include clear, concise student objectives. Students have to use their prior knowledge to learn complex skills

A

Recursive phonics instruction

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12
Q

decoding, encoding, fluency, and reading comprehension are _____.

A

interrelated

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13
Q

sounding out words while reading

A

decoding

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14
Q

the process of hearing a word and spelling it based on sounds and phonics

A

encoding

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15
Q

moving through the text accurately without having to stop to decode

A

fluency

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16
Q

reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions

A

comprehension

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17
Q

uses two of the same letters to spell a consonant phoneme

A

doublets

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18
Q

two-letter (di-) combinations that create one phoneme

A

digraphs

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19
Q

three-letter (tri-) combinations that create one phoneme

A

trigraphs

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20
Q

sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another.

A

diphthong (ai-, oi-, ou-)

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21
Q

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

A

consonant blends (like c-l in clean or l-k in milk)

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22
Q

letter combinations that use two letters: one represents the phoneme and the other is silent

A

silent letter combinations (like kn in knihgt or wr in wrestle)

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23
Q

these two letters always go together and make a /kw/ sound

A

combination qu (q and u)

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24
Q

a single vowel letter that stands for a vowel sound

A

single letters
(short vowels: cat , hit, gem)
(long vowels: me, no, mute)

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25
Q

a single consonant letter can be represented by a phoneme

A

single letters (b,d,f,g,h, etc.)

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26
Q

combinations of two, three, or four letters that stand for a vowel sound

A

vowel teams (ea-, oa-, ou-, oo-, -eigh)

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27
Q

a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It is often called the “lazy” sound in a word. (Like ‘a’ in ‘balloon’ (sounds like ‘uh’)).

A

Schwa sound

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28
Q

consonant-vowel-consonant (bat, cat, tap)

A

CVC

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29
Q

consonant-vowel-consonant-silent e (make, take, bake)

A

CVCe

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30
Q

consonant-consonant-vowel-consonant (trap, chop, grit)

A

CCVC

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31
Q

consonant-vowel-consonant-consonant (tack, hunt, fast)

A

CVCC

32
Q

the study of word parts and their meanings

A

morphology

33
Q

the smallest units of meaning in a word

A

morphemes

34
Q

two words put together

A

compound word

35
Q

the basic part of a word- stands alone in meaning and in English often comes from Latin.

A

root words

36
Q

additions to root words that help to form a new word- comes at the beginning of a word

A

prefixes

37
Q

additions to root words that help to form a new word- comes at the end of a word

A

suffixes

37
Q

additions to root words that help to form a new word- comes at the end of a word

A

suffixes

38
Q

additions to roots

A

affixes

39
Q

the study of the origins of words and how they have changed over time (example: analyzing root words and their meaning)

A

etymology

40
Q

these morphemes can stand alone because they mean something in and of themselves

A

free morphemes

41
Q

these morphemes only have meaning when they are connected to another morpheme

A

bound morphemes

42
Q

the spelling of a ____ can vary depending on its root word

A

suffix

43
Q

use the -able ending if the ___ ___ is not changed (like in comfort –> comfortable)

A

root word

44
Q

use the -able ending if there is a related word that ends in ____

A

-ation

45
Q

use the -ible ending when you can’t hear a whole ___ ___ like in invisible.

A

root word

46
Q

readers can use ____ to chunk words, separate words, and organize words so readers can develop fluency and comprehension

A

morphology

47
Q

a group of letters that represent meaning and sound

A

a chunk

48
Q

a syllable with a single vowel followed by one or more consonants

A

closed syllable

49
Q

a syllable that ends with a single vowel

A

open syllable

50
Q

a syllable with a single vowel followed by a consonant then the vowel e.

A

VCe (vowel consonant silent e) syllable

51
Q

a syllable that has two consecutive vowels

A

vowel teams (dipthong)

52
Q

two vowels that make one long vowel sound

A

long vowel team (ea-, -ay, -ee)

53
Q

two vowels that makes netiher a long nor a short vowel sound, but rather a variant (like when w and y act as vowels)

A

variant vowel team (-ew, -aw)

54
Q

a syllable with one or two vowels followed by the letter r (the vowel is not long or short and the r influences the vowel sound)

A

r-controlled syllable

55
Q

a syllable that has a consonant followed by the letters le, al, or el. this is the only syllable type without the vowel sound.

A

consonant -le (or -al, or -el )/
final stable syllable

56
Q

what is the only syllable type missing a vowel sound?

A

consonant le/final stable syllable

57
Q

students clap and say the syllable at the same time

A

syllable clapping

58
Q

what are some activities to teach syllables?

A

syllable clapping, syllable lists, multisyllabic word manipulation, and syllable scoop

59
Q

create a list of prefixes, suffixes, roots, ly, le, and others

A

syllable lists

60
Q

write different syllables on note cards. jumble the cards and have students put the cards in the correct order so the word makes sense.

A

multisyllabic word manipulation

61
Q

students scoop under each syllable of multisyllable words

A

syllable scoop

62
Q

breaking up words into different parts/breaking words up by their prefixes, suffixes, and roots

A

structural analysis

63
Q

words that show up in text very frequently- these words should be memorized because it helps students save their cognitive endurance

A

high frequency or sight words

64
Q

one of the only times memorization is a good practice is when increasing students’ ______.

A

automaticity

65
Q

the most important way to provide students with opportunities to build and extend their phonics skills is…

A

to use a variety of literary and informational text (increase the amount of print students are exposed to)

66
Q

texts carefully sequenced to progressively incorporate words that are consistent with the letter-sound relationships that have been taught to the new reader

A

decodable texts

67
Q

an interactive reading experience where the teacher guides students as they read text. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression.

A

authentic and shared reading tasks

68
Q

when students read aloud in class, to a partner, in cooperative groups, or with a teacher

A

oral reading

69
Q

instead of reading out loud or silently, students read in a whisper voice. This allows students to make mistakes without feeling embarassed. It also helps students with decoding and fluency.

A

whisper reading

70
Q

a literacy tool composed of an organized collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom.

A

word walls

71
Q

when students and teacher share the process of writing. The teacher begins by writing a word or a piece of a word, and the student continues.

A

interactive writing

72
Q

as students begin to read, they use these different methods to figure out words

A

cueing systems

73
Q

cues that refer to the meaning in language that assists in comprehending texts (including words, speech, signs, symbols, and other meaning-bearing forms). These cues involve the learners’ prior knowledge of language.

A

semantic cues

74
Q

cues that involve the structure of the word as in the rules and patterns of language (grammar), and punctuation.

A

syntactic cues

75
Q

cues that involve the letter-sound or sound-symbol relationships of language. This process is often called decoding.

A

graphophonic cues

76
Q

vocabulary knowledge supports the ____ cueing system

A

semantic

Praxis Teaching Reading (5205) (7 decks)

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