State Exam Flashcards
(100 cards)
1
Q
accuracy
A
This is the ability to recognize or decode words correctly
2
Q
affix
A
Most commonly a suffix or prefix attached to a base word, stem, or root
3
Q
aliteracy
A
Students who can read fairly well but choose not to
4
Q
alliteration
A
The occurrence in a phrase or line of speech of two or more words having
the same beginning sound. Example: big burly bears bashed berry baskets
5
Q
alphabetic
principle
A
- The principle that letters are used to represent individual phonemes in the
spoken word - Representing the sounds of speech with a set of distinct symbols (letters),
each denoting a single soun
6
Q
analogy
phonic
A
In this approach, students learn how to use a phonogram, or rime, in a
familiar word to identify an unfamiliar word having the same rime
*Formerly described as Decoding by Analogy. To be used in conjunction with
synthetic phonics.
7
Q
analytic
phonics
A
Word study that divides words into their elemental parts through phonemic,
orthographic, and morphological analysis
*To be used in conjunction with synthetic phonics.
8
Q
automaticity
A
Refers to the speed and accuracy of word recognition and spelling.
Automaticity is the goal of word study instruction and frees cognitive
resources for comprehension
9
Q
base word
A
A word to which prefixes and/or suffixes are added. For example, the base
word of unwholesome is whole (Bear et al., 2016).
*See also root word.
*See also free morphemes.
10
Q
blends
A
A phonics term for an orthographic unit of two or three letters at the
beginning or end of words that are blended together. There are l-blends
such as bl, cl, and fl; r-blends such as gr, tr, and pr; s-blends such as pc, scr,
and squ; and final blends such as ft, rd, and st. Every sound represented in a
blend is pronounced, if only briefly
11
Q
bound
morpheme
A
Meaning units of the language (morphemes) that cannot stand alone as a
word. Respected has three bound morphemes: re+spect+ed (Bear et al.,
2016).
*See also free morpheme.
12
Q
choral reading
A
Oral reading done in unison with another person or persons
13
Q
closed sort
A
Word or picture sort based on predetermined categories (Bear et al., 2016).
*See also open sort.
14
Q
closed syllable
A
- A syllable that ends with or is “closed” by a consonant sound
- A syllable ending in one or more consonants and having a short-vowel
sound spelled with one vowel letter. VC, CVC, CCVC, CVCC
15
Q
cognates
A
Words in different languages derived from the same root
16
Q
compound
word
A
Words made up of two or more smaller words. A compound word may or
may not be hyphenated, depending on its part of speech
17
Q
Concepts
About Print
(CAP)
A
Understandings about how books are organized (front-to-back page turning,
titles, illustrations), how print is oriented on the page (top to bottom, left to
right), and features of print such as punctuation and capitalizations
18
Q
consonant
A
Letters that are not vowels (a, e, i, o, u). Whereas vowel sounds are thought
of as musical, consonant sounds are known for their noise and the way in
which air is constricted as it is stopped and released or forced through the
vocal tract, mouth, teeth, and lips
19
Q
consonant
blend
A
- Two or more consonants in which you can hear both sounds blended. The
word blend begins and ends with a consonant blend (Cunningham, 2017). - Every sound represented in a blend is pronounced, if only briefly
20
Q
consonant
digraph
A
Two consonant letters with a single sound different from that of either of
the letters: sh, ch, wh, th, ph
21
Q
consonant -le
(syllable
pattern)
A
A final, separate syllable containing a consonant followed by the letters –le,
pronounced /əl/
22
Q
decoding
A
Ability to translate a word from print to speech, usually by employing
knowledge of sound-symbol correspondences; also the act of deciphering a
new word by sounding it out
23
Q
derivational
affix
A
Affixes added to base words that affect the meaning (e.g., sign, resign; break,
breakable) and/or the part of speech
24
Q
developmental
spelling (aka
invented
spelling)
A
Spelling that reflects the current word knowledge of students who “spell” as
best they can based on what they know about the graphophonic structure of
language
25
dialogic
reading
An approach to reading aloud that is designed to stimulate oral reading and
dialogue while enhancing students’ ability to retell stories
26
Digraph
Two letters that represent one sound. There are consonant digraphs and
vowel digraphs, though the term most commonly refers to consonant
digraphs. Common consonant digraphs include sh, ch, th, wh, and ph.
Consonant digraphs at the beginning of words are onsets
27
Diphthong
A complex speech sound combining two vowel sounds into one vowel sound.
The mouth moves while pronouncing the dual-vowel sound
28
echo reading
Oral reading in which the student echoes or imitates the reading of the
teacher or partner. The purpose of echo reading is to offer support for
beginning readers and to model fluency
29
Elkonin Boxes /
sound boxes
A card with a picture and boxes that represent the number of phonemes in
the picture name
30
emergent
literacy
A period of literacy development ranging from birth to beginning reading
31
encode
To write or spell a word (Cunningham, 2017).
Ability to translate a word from speech to print.
32
explicit
instruction
Concepts are clearly explained and skills are [directly] modeled, without
vagueness or ambiguity
33
environmental
print
Print in the environment all around us, like advertising and street signs.
34
etymology
The study of the origin and historical development of words
35
final sound
The last sound in a word.
36
fluency
Fluency is defined as the ability to read with appropriate speed, accuracy,
and prosody/proper expression. In order to understand what they read,
children must be able to read fluently whether they are reading aloud or
silently. When reading, fluent readers read in phrases and add intonation
appropriately. Their reading is smooth and has expression
37
free
morpheme
Meaning units of language (morphemes) that stand alone as words.
Workshop has two free morphemes: work and shop
38
frustration
level
1. Dysfunctional level of instruction where there is a mismatch between
instruction and what an individual is able to grasp. This mismatch precludes
learning and often results in frustration (Bear et al., 2016).
2. The reading is difficult for the reader
39
grapheme
A letter or letter combination that spells a phoneme; can be one, two, three,
or four letters in English
40
guided reading
An explicit instructional approach that involves working with small groups of
students who all read at similar levels, using instructional-level text and
teaching strategies and skills.
41
high-frequency
words
Words that make up roughly 50% of any text; those words that occur most
often
42
illiteracy
Totally unable to read a simple sentence in any language
43
independent
level
1. That level of academic engagement in which an individual works
independently, without need of instructional support. Independent-level
behaviors demonstrate a high degree of accuracy, speed, ease, and fluency
(Bear et al., 2016).
2. Relatively easy for the reader
44
instructional
level
1. A level of academic engagement in which instruction is comfortably
matched to what an individual is able to grasp.
*See Zone of Proximal Development (Bear et al., 2016).
2. Challenging but manageable for the reader
45
initial sound
The first sound in a word.
46
inflected/
inflectional
endings
Suffixes that change the verb tense (walks, walked, walking) or number
(dogs, boxes) of a word
47
implicit
instruction
Teaching without directly explaining what is to be taught.
48
irregular word
A word that does not follow common phonic patterns; one that is not a
member of a word family, such as were, was, laugh, been
49
literacy
The ability to read, write, speak, and listen, to communicate and receive
ideas.
50
long vowels
Every vowel (a, e, i, o, and u) has two sounds, commonly referred to as
“long” and “short”. The long-vowel sound “says its letter name” and
frequently are paired with other vowels, as in bake, break, and bay (Bear et
al., 2016). When symbolizing phonetically, long vowels are marked with a
macron (e.g., /ā/, /ē/, /ī/, /ō/, /ū/).
51
medial sound
The middle sound in a word.
52
morpheme
The smallest meaningful unit of language
53
morphemic
analysis
The process of analyzing or breaking down a word in terms of its meaning
units or morphemes (e.g., in-struct-or) (Bear et al., 2016).
*Also referred to as structural analysis.
54
morphology
The study of word parts related to syntax and meaning
55
murmur
diphthong
R-controlled vowels
56
onset
1. All the beginning letters up to the vowel: spend; know; string; band.
(Cunningham, 2017)
2. The initial consonant(s) sound of a single-syllable word. The onset of the
word sun is /s/. The onset of the word slide is /sl/. See rimes
57
open sort
A type of picture or word sort in which the categories are left open. Students
sort pictures or words into groups according to the students’ own judgement
(Bear et al., 2016).
58
open syllable
Syllables that end with a long-vowel sound (e.g. la-bor, sea-son, may-be ).
*Compare to closed syllable
59
orthography
The writing system of a language—specifically, the correct sequence of
letters, characters, or symbols
60
oral vocabulary
The set of words for which students know the meanings when others speak
or read aloud to them, or when they speak to others
61
phoneme
• initial
• medial
• final
1. The smallest unit of sound in a word (e.g. step has four phonemes: /s/ /t/
/ĕ/ /p/; church has three phonemes: /ch/ /ur/ /ch/)
2. The unit of sound used to distinguish one word from another (e.g.
p ad/b ad, mad /mat ) (Bear et al., 2016).
3. Phonemes are described by their position in a word: initial (first), medial
(middle), final (last).
62
phonemic
awareness
1. Refers to the ability to consciously manipulate individual phonemes in a
spoken language.
2. Phonemic awareness is often assessed by the ability to tap or count every
sound heard in a word like cat: /c/ /ă/ /t/ (Bear et al., 2016), to verbally blend
individual sounds into a word, to manipulate sounds (e.g. exchange the /c/ in
cat for a /b/ to make bat), to manipulate syllables, and to produce rhymes.
63
phonics
The systematic relationship between letters and sounds in a written
alphabetic system
64
phonetically
regular words
Phonetically regular words adhere to a regular written letter/sound
correspondence structure and can be decoded by “sounding ou
65
phonetically
irregular words
1. Phonetically irregular words do not adhere to a regular written
letter/sound correspondence structure and cannot be easily decoded by
“sounding out” (Honig et al., 2018).
• Permanently irregular words: One or more sound/spellings in the
word are unique to that word or a few words and therefore are never
introduced/taught as a phonetic pattern (Honig et al., 2018.)
• Temporarily irregular words: One or more sound/spellings in the
word have not yet been introduced/taught to the student, but the
word will become “regular” to the student after learning the more
advanced rule[s] (
66
phonograms
Often called word families, phonograms end in high frequency rimes that
vary only in the beginning consonant sound to make a word (Bear et al.,
2016). (
67
phonological
awareness
1. The awareness that spoken language is composed of separate words that
make up sentences and that words are made up of syllables (Cunningham,
2017).
2. Includes various speech sounds such as syllables, rhyme, and individual
phonemes (Bear et al., 2016).
3. A more encompassing term than phonemic awareness, as it includes
manipulations of words, syllables, onsets, and rimes
68
pragmatics
The system of rules and conventions for using language and related gestures
in a social contex
69
prefix
An affix attached at the beginning of a base word or word root that changes
the meaning of the wor
70
print
awareness
71
prosody
1. The musical qualities of language, including intonation, expression, stress,
and rhythm that contribute to fluency. (Bear et al., 2016)
2. The features that convey information beyond that provided by the actual
words themselves: pitch (intonation, inflection), stress patterns, and
phrasing
72
rate
This is the speed or ability to read words automatically, which frees cognitive
resources for comprehension
73
r-controlled
vowels
resources for comprehension (Honig et al., 2018).
r-controlled
vowels
1. A vowel followed by an r, in which the r impacts the sound/pronunciation
of the vowel.
2. In English, r affects the way the preceding vowel is pronounced. For
example, compare the pronunciation of the vowels in bar and bad. The
vowel in bar is influenced by the r (Bear et al., 2016).
3. When identifying phonemes, the r-controlled vowel + r equals one sound.
(e.g. “ar” is one phoneme pronounced /ar/ in the word bar and /or/ in the
word war; “or” is one phoneme pronounced /or/ in the word forge and /er/
in the word word).
4. When syllabicating words, the “r” is not separated from the vowel. *See
also “R-controlled syllable.”
74
r-controlled
syllable
A syllable containing a letter combination made up of a vowel followed by
the letter r, such as ar, er, ir, or, and ur. The vowel-r combination is one
welded sound that cannot be segmented
75
rime
unit composed of the vowel and any following consonants within a syllable.
For example, the rime unit in the word tag is ag; the rime unit in the word ice
is ice.
*See also onset.
*See also phonogram
76
root word
Word of word parts, often of Latin or Greek origin, that are often combined
with other roots to form words such as telephone (tele and phone) (Bear et
al., 2016).
*See also base word.
*See also stem.
77
schwa
/ə/
1. A vowel sound in English that often occurs in an unstressed syllable, such
as the /uh/ sound in the first syllable of the word above (Bear et al., 2016).
2. Any vowel can make the schwa sound in an unstressed syllable (e.g. the
“a” in “amazing,” the “e” in “the”, the “i” in “pencil,” the “o” in “occur”).
3. Schwa is phonetically symbolized with an upside down “e” -- /ə/.
78
shared reading
1. An activity in which the teacher pre-reads a text and then invites students
join in on subsequent readings (Bear et al., 2016).
2. An interactive reading experience that occurs when students join in or
share the reading of a book or other text while guided and supported by a
teacher. The teacher explicitly models the skills of proficient readers,
including reading with fluency and expression. The shared reading model
often uses oversized books (referred to as big books) with enlarged print
and illustrations
79
short vowels
Every vowel (a, e, i, o, and u) has two sounds, commonly referred to as
“long” and “short”. The vocal cords are more relaxed when producing the
short-vowel sound than the long-vowel sound. Because of this, short-vowel
sounds are often referred to as lax. The five short vowels can be heard in
the middle of these words: mat, bed, pig, top, nut. Compare to long vowels
(Bear et al., 2016). When symbolizing phonetically, short vowels are marked
with a breve
80
sight word/
sight
vocals
Printed words stored in memory by the reader that can be read
immediately, “at first sight,” without having to use decoding strategies
81
sound-spellings
A phoneme/grapheme pairing
82
stressed/
accented
syllable
A phoneme/grapheme pairing . The syllable in a word that is given an added emphasis when spoken.
2. The syllable marked with bold letters or accent marks in the dictionary
83
structural
analysis
The process of determining the pronunciation and/or meaning of a word by
analyzing word parts, including syllables, base/root words, and affixe
84
suffix
An affix attached at the end of a base word or word roo
85
syllables
A word or part of a word pronounced as a unit (Honig et al., 2018)
Units of spoken language that consist of a vowel that may be preceded
and/or followed by several consonants. Syllables are units of sound and can
often be detected by paying attention to movements of the mouth
86
syllable
patterns
(six common
types)
● closed
● VCe (long vowel-consonant-final e)
● open
● vowel team / vowel combination
● r-controlled
● consonant +le (final stable syllable)
87
synthetic
phonics
1. Phonics instruction that begins with individual sounds and the blending of
sounds to form words (Bear et al., 2016).
2. A systematic and explicit approach to phonics instruction in which students
learn how to transform letters and letter combinations into sounds and then
blend (synthesize) the sounds together to form recognizable words
88
systematic
phonics
instruction
Teaching a set of useful sound/spelling relationships in a clearly defined,
carefully selected, logical instructional sequence
89
unaccented/
unstressed
syllable
The syllable in a word that gets little emphasis and may have an indistinct
vowel sound, such as the first syllable in about, the second syllable in
definition, or the final syllables in doctor or table (
90
unvoiced (or
voiceless)
A sound that, when produced, does not cause the vocal cords to vibrate. For
example, the t in at is unvoiced. Unvoiced/voiced consonant contrasts include
these pairs: [/p/ /b/], [/t/ /d/], [/k/ /g/], [/ch/ /g/], [/f/ /v/], [/s/ /z/]. In most
languages, vowels are voiced
91
voiced
A sound that, when produced, vibrates the vocal cords. The letter sound of d
in add, for example, vibrates the vocal cords. Compare to unvoiced
92
vowel
combination
(syllable
pattern)
A syllable with a short-vowel, long-vowel, or diphthong sound spelled with a
vowel combination, such ai, ea, ee, oi, or oo. Example patterns include CVVC,
CCVVC, CVVCC
93
vowel-
consonant e
(syllable
pattern)
A syllable with a long-vowel sound spelled with one vowel letter followed by
one consonant and a silent e. Example patterns include VCe, CVCe, CCVCe
94
word sorts
A basic word study routine in which students group words into categories.
Word sorting involves comparing and contrasting within and across
categories. Word sorts are often cued by key words placed at the end of
each category
95
vowel
A speech sound produced by the easy passage of air through a relatively
open vocal tract. Vowels form the most central sound of a syllable. In
English, vowel sounds are represented by the following letters: a, e, i, o, u
and sometimes y and w (i.e. ow and aw)
96
vowel digraph
A phonics term for pairs of vowels that represent a single vowel sound (such
as ai in rain, oa in boat, ue in blue) (Bear et al., 2016).
*See digraph.
*Pronounced di-graph, not di-a-graph.
97
vowel
diphthong
1. A complex speech sound beginning with one vowel sound and moving to
another within the same syllable. The oy in boy is a diphthong, as is the ou in
cloud (Bear et al., 2016).
2. Two vowel letters that produce a “gliding” sound: oi, oy, ou, ow
Note: The ou in soul and ow in tow are vowel digraphs, not diphthongs,
because each has a single sound.
*See diphthong.
*Pronounced dif-thong, not dip-thong
98
vowel teams
99
word
A unit of meaning. A word may be a single syllable or a combination of
syllables. A word may contain smaller units of meaning within it
100
word families
Phonograms or words that share the same rime (e.g. fast, past, last, and
blast all share the ast rime)
