Sheet # 1 Flashcards

Question

phonological processing

Answer 1

is the process of sounds *** a child must recognize these sounds in order to later form a sound/print match.

Answer 2

smallest unit of sound. ex. /f/ /g/ /t/ /l/ /oi/ /eigh/ /d/ - slash marks mean they are representative of the sound

Answer 3

all the letters/sounds before a vowel ex. b/ ack. (b is the onset)

Answer 4

the vowel to the end of the word ex. st/ op (op is the rime)

Answer 5

we teach onset and rime to help themselves read words and expand their reading vocabularies.

Answer 6

the one you chose to onset and rime is the one you can make the most words from (there one that is the most useful to teach) answer: rat

Answer 7

are just graphic organizers for kids. Helps kids organize their thinking. * can be used w/ phonemes or oral complete sentences.

Answer 8

tāble (You can hear the letter name ----- a -> /ā/

Answer 9

bǔb-ble (you hear the sound of the letter)

Answer 10

We teach through taping b/c taping sends a message to our brain that your teeth and tongue connect to your fingers moving ex. /m/ /a/ /sh/

Answer 11

Rime is a synonym for word families which is a synonym for phonograms. /w/ /in/ What is the phonogram in win? *in*

Answer 12

is a combination of 2 consonants that work together to represent one single sound in a word. ex. ch, sh, the, ph, ck,wh

Answer 13

tri means 3 - considered a diagraph * 3 letters but 1 sound ex. scra/tch/ - this all counts as 1 sound

Answer 14

the repetition of the same letter or sound @ the beginning of two or more words in close or immediate succession. ex. five funny frogs or luscious lemon lollipops. *also, tongue twisters are a part of phonemic awareness ex. Peter Piper picked a pepper

Answer 15

individual speech sounds * the ability to distinguish the separate phonemes (sounds) in a spoken word or words.

Answer 16

1. Recognize initial and final sounds in words ex. what is the 1st sound in "man"? /m/ 2. blend onsets and times: what is the onset in the word /bill/ -> /b/ 3. Blend phonemes: What is this word /c/ /o/ /t/? -> /cot/ 4. Segment phonemes: what are the sounds in the word /cut/? -> /c/ /u/ /t/

Answer 17

blending sounds of letters to make a word ex. students listen to each sound in a word. What is the word /c/ /a/ /t/? blends into /cat.

Answer 18

the schwa sound is the sound vowels make when they are unstressed. They make a lazy /uh/ sound. schwa symbol is an upside down e ex. balloon - a is saying /uh/

Answer 19

taking something apart/choping up. the word into pieces. /hat/ -> /h/ /a/ /t/

Answer 20

putting a sound or sounds by themselves *isolating can be done to the 1st letter, medial letter or last letter in a word.

Answer 21

Lower level skills; for phonemic Awareness - sounds only (blending, segmenting, and isolating are all lower level skills) very easy for kids to pick up on if kids have the background knowledge!

Answer 22

if they can easily blend & segment.

Answer 23

when we add a sound to a word ex. add /s/ @ the end of /hat/; it turns into /hats/

Answer 24

replacing a sound in a word ex. replace the /m/ sound in /mat/ with an /s/ sound; /mat/ becomes /sat/

Answer 25

completely removing a sound from a word ex. in the word /sat/ remove the /s/ sound; it changes to /at/

Answer 26

occurs when a vowel is followed by the letter 'r' AND the sound /r/ impacts the vowel ex. er, ar, ur, or, ir (wart, further, mirror, worth, etc.)

Answer 27

in words containing a vowel combined with an l, the vowel is neither long nor short, and its sound is controlled by the /l/ sound * is typically found in double "l' words ex. ball - again takes over where you can't hear the vowel sound

Answer 28

is a combination of two or three consonants that appear together in a word, with each consonant retaining its individual sound. * can occur @ the beginning or end of a word and are not separated by a vowel. ex. sl, tr, cl

Answer 29

is a gliding vowel, or vowel team. where the sounds begin as one vowel sound and moves to another vowel sound. *can come in the beginning, middle, and end of words. common vowel pairs/teams/dipthongs: ow - ou aw - au oi - oy ew - oo

Answer 30

Basic letter ID and letter shapes is the ability to recognize and name uppercase and lowercase letter (this is the first time we are coming into contact with letters, it is the understanding of basic letter ID and letter shapes * no sound*)

Answer 31

Attaching sounds to letter names letter and letter patterns represent the sounds of spoken language

Answer 32

No! There are no letters, no looking @ a letter, no reading a letter, not attaching a name to a letter, it is just singing.

Answer 33

when we put letters and sounds together to read words (takes a long time to prepare for this) K; and by end of K, kids should be able to decode basic 2 or 3 phoneme words at the minimum. Kid goal is to become an automatic decoder by 2nd grade. It is very important in regards to the reading process.

Answer 34

the opposite of decoding; it is writing words ex. I am Sam the goal is to write a complete basic sentence, 2 to 3 words.

Answer 35

by end of k, students should be able to read 2 to 3 phoneme words and spell. * just because you can read doesn't mean you can spell. if we can most likely spell a word we can most likely decode it too.

Answer 36

always pick segmenting answers

Answer 37

graph means to write and phonics means letter-sound relationships * writing letters and sounds, and it is associated to spelling - sound it out because it is the letters written in connection to their sounds.

Answer 38

is a written letter based on the sounds being heard. any written representation is a grapheme.

Answer 39

is the correct spelling of words prefix "ortho" means "proper" or "correct", while graph means "writing" ex. the correct orthography of a flower is a rose not rows.

Answer 40

is the process we use to permanently store words into out longterm memory (it is all visuals) e. a student see the letter "red" and links them with the sounds /r/ /e/ /d/ and calls up their knowledge of the color red - that visualization is key/ Activity: map it, tap it, zap it

Answer 41

by the end of k, kids need to write a basic sentence (it's the 3rd major goal- can't accomplish this step if you can't read or spell first.) *writing is also known as encoding

Answer 42

Students have some type of shared activity, parents come in and kids share books they've written children dictate to the teacher and you scribe. They are sitting there watching you write what you are saying.

Answer 43

is the same approach as shared writing except the children write a few words *still you scribe most as they dictate.

Answer 44

it attaches the spoken words to the written word. It takes the mystery out of the print for children and they are able to see words have meaning.

Answer 45

the system - there is a system in phonics and we do it in order. think test - OPPPAADSW

Answer 46

in detail - each phonics stage needs. to be taught explicitly

Answer 47

morpheme = meaning (1 meaning) M for meaning. These are the sounds when you put them together ex. cat - (picture or drawing of a cat)

Answer 48

multi means more than one - morpheme means meaning. * more than one meaning ex. ship - a boat or to ship a package

Answer 49

being an automatic decoder with your word recognition

Answer 50

consonant, vowel, consonant ex. hat

Answer 51

consonant, vowel, consonant, consonant ex. bull

Answer 52

consonant, vowel, consonant, silent e ex. make

Answer 53

Going into reading. Pre-emerging reading by pictures

Answer 54

Emerging into reading - we understand same letter-sound relationships ex. cat may know the /c/ sound and /t/ sound, but might struggle or not know the /a/ sound

Answer 55

a simple reader, early, but a very simple reader; k stage - can decode and read words automatically. (fall into decoder stage.)

Answer 56

are words that do NOT follow phonic patterns * drill kids to remember, their is a sight word list for each grade level.

Answer 57

words that appear most of the time in text. it is impossible to make a sentence w/o them ex. is was, I, am , the

Answer 58

there are nonsense words, not real words. they are used to test letter-sound relationships (phonics) ex. glue -> elga

Answer 59

where a word starts and ends ex. ball; starts at 'b' and ends with 'l'

Answer 60

By blending and segmenting sounds

Answer 61

simplest answer

Answer 62

a print awareness/concepts of print stage

Answer 63

want to pick a sound out answer

Answer 64

they are using phonemic awareness and it also tells us about there phonics ability (letter-sound knowledge)

Answer 65

1. Never want to pick a translating answer 2. have to know the child's background of their language. 3. You want to consider cognates 4. Never want to use slang or idioms, w/ESL students.

Answer 66

two different words that are spelled the same, but used in different ways.

Sheet # 1 Flashcards

Foundations of Reading Development: Phonological Awareness, Phonemic Awareness, & Phonics (93 cards)