Rica sub test 1

Question 1

What are phonics?

Answer 1

are letter sounds that correspond. Taught from basic to more complex

Question 1

What are phonemes

Answer 1

They are the letter sounds

Question 2

Phonemic awareness is?

Answer 2

being aware of the individual sounds

Question 3

What does it mean to Adding phonemes

Answer 3

When you add /s/ to cat (cats). When you add /c/ to at for cat

Question 4

Morphology is

Answer 4

The study of word formation

Question 5

Morphemes

Answer 5

is the smallest meaninful units in a word
*Prefixes come in the beginning (un, re, de, com)
* suffixes - come in the end (est, meant, ed, er, ing, s
* In +come + ing = incoming

Question 6

Free Morpheme

Answer 6

Can stand alone and have meaning.
examples: eat, date, weak

Question 7

Bound morphemes

Answer 7

can’t occur alone; must be attached by a root word.
roots include: -s, -ed, pre-, -en

Question 8

Graphemes

Answer 8

Letters and groups of letters and how its written

Question 9

consonant digraphs

Answer 9

two letters that come together to make one sound. Example is /ch/ in beach and /sh/ sheep

Question 10

Vowel digraph

Answer 10

two vowels that come together to make one letter sound.
/ee/ in green
/oa/ in boat

Question 11

Diphthongs -

Answer 11

a sound formed by the combination of two vowels in a single syllable. The sound begins as aone vowel sounds then moves toward another.
example /oi/ in oil. /oy/ in boy

Question 12

Alphabetic Principle

Answer 12

the knowledge that letters and combinations of letters represents the sounds that make up words

Question 13

letter identification -

Answer 13

the ability to identify the 26 letters of the English alphabet

Question 14

word Awareness -

Answer 14

being aware that sentences are made with words

Question 15

Structural Analysis

Answer 15

identifying prefixes, suffixes, and root words that make up a word.

Question 16

content are words

Answer 16

words for a unit of study (Social studies, science, etc)

Question 17

Accuracy

Answer 17

the rate at which a reader reads the words CORRECTLY in a passage

Question 18

Rate -

Answer 18

how quickly or slowly a student reads a text

Question 19

fluency

Answer 19

the ability to read text rapidly, smoothly, effortlessly, and automatically

Question 20

Prosody

Answer 20

how the oral reading sounds

Question 21

Sound identifying

Answer 21

/k/ in cat

Question 22

sound isolation

Answer 22

First sound, Last sound, middle sound /c/ /a/ /t/

Question 23

Sound substitution

Answer 23

change beginning/ ending sounds

Question 24

sound deletion

Answer 24

when you take away /c/ from cat to make at

Question 25

sound segmentation

Answer 25

segmenting onset and rime /c/ at

Question 26

segmenting individual phonemes

Answer 26

/c/ /a/ /t/

Question 27

Continuous sounds

Answer 27

the possibility to hold the sound and stretch the sound out * /f/, l, m , n, r, s , v , z

Question 28

Stop Sounds

Answer 28

The sound is quick and cannot be stretched out */b/, c , d , g , j , k, p

Question 29

Sound blending - blending onset and rime

Answer 29

blending indvidual phonemes for /c/ /a/ /t/

Question 30

word blending

Answer 30

two single words that make a compund word /cow/ /boy/ is cowboy

Question 31

syllable blending-

Answer 31

blending the syllables to create the word /sis/ /ter/ together is sister

Question 32

Syllable

Answer 32

Pronounced with a single uninterrupted sound

Question 33

Open Syllable

Answer 33

ends with a vowel * re/sign * fre/quent

Question 34

closed syllable

Answer 34

ends with a consonant example kick/ball. muf/fin

Question 35

syllable awareness

Answer 35

can be done by clapping your hands or arm tap for the number of syllables

Question 36

Syllable analysis

Answer 36

the process of recognizing words by analyzing the syllables in the word

Question 37

word and syllables

Answer 37

sounds in larger units of language

Question 38

common need words

Answer 38

difficult, common words/groups of words

Question 39

Sight Words

Answer 39

Words that should be taught as a whole, because they cannot be phonemically broken down are more frequent words that need priority

Question 40

Onset and Rhime Blending

Answer 40

/b/ the beginning cosonant to word or bundle of consonants ONSET /bl/ank the vowel in any sounds

Question 41

Affix

Answer 41

prefix appears before the word -non - un-, pre- suffix is the ending of a word, -ment, -er, ly Single syllable prefix /un/kind

Question 42

L- controlled vowel-

Answer 42

Ch/al/k - chalk h/el/p - help m/il/k - milk c/ol/d - cold b/ul/l - bull

Question 43

R- controlled vowels

Answer 43

ch/ar - char h/er/- her f/ir - fir f/or - for f/ur - furp

Question 44

Vc pattern

Answer 44

IT i(v) t (c)

Question 45

CVC

Answer 45

CUP, PET, lip, bum, man

Question 46

CVCE

Answer 46

MADE, LIKE, CONE, HUGE,

Question 47

CCVC pattern

Answer 47

brat, clap, skip

Question 48

CCVC pattern

Answer 48

bait, team, goal,

Question 49

CVCC pattern

Answer 49

balk, cost, film

Question 50

STAGES OF DEVELOPMENT - Precommunicative

Answer 50

show no understanding that laetters represent sound, random kars, letters numbers, squiggles, etc

Question 51

STAGE OF DEVELOPMENT- semiphonetic -

Answer 51

attempts to use letters to represent sounds. USes mostaly consonants initial sounds etc. example: i lk piz

Question 52

STAGES OF DEVELOPMENT PHONETIC

Answer 52

students know that letters represent sounds, many words are spelledd almost correctly, moving away from sound out words - example: i lik pizza

Question 53

STAGES OF DEVELOPMENT- TRANSITIONAL

Answer 53

student doesn't know recognize patterns in english - i lice to eet pizza

Question 54

Conventional -

Answer 54

almost all or all words are spelled correect; child realizes a word doesn't look correct. I like to eat pizza