465 exam 2 Flashcards
1
Q
phonemic awareness
A
o Conscious understanding that spoken word are made up of individual sounds
o The ability to manipulate the unit of sound
o No visible print; can do it with your eyes closed
**part of phonological awareness
2
Q
phonological awareness components/skills
A
Simple to complex: o Words o Rhyming o Syllables o Onset and rimes o Phonemes (phonemic awareness)
3
Q
concept of words
A
- Understanding the concept of a word is one of the earliest components of phonological awareness
- Snap, clap, stomp to oral reading
4
Q
rhyming
A
- Using literature is teach how to identify rhymes
* Nonsense words are acceptable when generating them
5
Q
syllables
A
- A word part that contains a vowel or, in spoken language, a vowel sound
- Use theme-related vocabulary words; practice in short spurts through the day
6
Q
onset/rime
A
- Parts of spoken language
- Smaller than syllables but larger than phonemes
- Onset—initial consonant(s) sound of syllable; i.e. /b/ in bag; /sw/ in swim
- rime—parts of syllable that contains the vowel and all that follows; /ag/ in bag; /im/ in swim
7
Q
blends
A
- two or more consonants together, each maintain own phoneme
- i.e. bl, str
- each sound is heard
8
Q
digraphs
A
- two consonants for one sound
- three types
o those that take on new sound that is different from each solo consonant; ch for /ch/
o two letters but one letter is silent; /k/ in now
o two silent letters and sound of neighboring consonant; gh in right
9
Q
vowel digraphs
A
- two vowels produce one phoneme
- ai in ‘nail’; ea in ‘peach’; ea in ‘break’ ie in ‘piece’
10
Q
dipthongs
A
- two vowels produce different phoneme
o consistent: oi in ‘foil’ and ‘soil’; oy in ‘boy’ and ‘toy’
o inconsistent: ou in ‘house’ but not in ‘through’; ow in ‘now’ but not in ‘snow’
11
Q
types of concept of print
A
- permanence of print
- directionality of print
- concept of word
- language to talk about print
12
Q
permanence of print
A
- Re-reading yields of the same story
* Print is predictable
13
Q
directionality of print
A
- Book and print directionality
* Left to right syntax
14
Q
concept of word
A
- Letters make words
* What we say can be written
15
Q
language to talk about print
A
- Phrases like front, back
* Capital letters, sentences
16
Q
print is…(definition of concept of print)
A
o is used to communicate and make meaning
o is dictated by certain rules
o is always the same letter shapes and appear in diff places in diff words
o Letters in particular order stand for particular object and is called a word
o Words are read, not pictures
o Sentences are made up of words and words are made from letters
o What we say is divided into words
17
Q
when vowels make long sounds vs. short sounds
A
- short vowels turn into long vowels when vowel-silent-e is involved
18
Q
interpretation of DIEBLS assessment and result
A
- Benchmark goal for Nonsense Word Fluency is 50 correct letter sounds per minute by first grade
- Scoring below 30 may need intensive instructional support
- At end of kindergarten, 20 or more sounds per minute
19
Q
regular/decodable word vs. irregular word
A
- when students encounter multisyllabic words that contain irregular parts (usually b/c vowels are not behaving regularly) teach them to be flexible with a vowel sound
- sight words—cannot sound out; must teach explicitly
20
Q
numbers of syllables and phonemes in word (?)
A
- 44 phonemes in total
- Every syllable has a vowel; all vowels are voiced
21
Q
phonemic awareness skills
A
Simple to complex:
- Discriminating and identifying
- Blending
- Segmenting
- Deleting and adding
- Substituting
22
Q
discriminating and identifying
A
• Identifying and matching both initial sound and final sounds
23
Q
blending
A
- Ability to say spoken word when individual phonemes are said slowly
- One of two most important skills
- /c/ /a/ /t/ is cat
24
Q
sementing
A
- Ability to break apart words in their individual phonemes
- One of two most important skills
- Cat is /c/ /a/ /t/
25
deleting and adding
• Removing vs. adding part of a word (syllable, onset/rime, or phoneme)
26
substituting
* Taking out a phoneme and replacing it with another
| * Cat without /c/ and say with /m/ sound
27
six syllable types
```
vowel team
vowel-silent-e
stable final consonant
open syllable
closed syllable
r-controlled syllable
```
28
vowel team
o a syllable containing two letters that together make one vowel sound
o vowel can be long, short, or dipthong
o i.e. plain, show, heavy, boy, cow, cloudy, bean
29
vowel-silent-e
o a syllable with a long vowel-consonant-silent e pattern
| o i.e. shape, cube, slide, behave, bake, pie, bone, pine
30
stable final consonant
o an unaccented final syllable containing a consonant plus -le, -tion, -ture
o i.e. apple, capture, station, picture, stable, vacation
31
open syllable
o a syllable ending with a single vowel where the vowel sound is usually long
o i.e. me, veto, tray, baby, tiger, paper
32
closed syllable
closed syllable - o a syllable in which a single vowel is followed by a consonant and he vowel sound is usually short
o i.e. cat, rabbit, picnic, bit, nap
33
r-controlled syllable
o a syllable in which the vowel(s) is followed by the single letter r and the vowel sound is neither long or short
o i.e. chart, fern, pour, target, whisper, barn, burn, paper, tiger, torn
34
affixes
- letter combinations that have a meaning
| - types: base words, root words, prefixes, suffixes
35
prefixes
- morphemes that precede the base or root
| - i.e. re in "resend" or ex in "expand"
36
suffixes
- morphemes added to the end of the base or root
| - i.e. ing in 'sending' or able in 'expandable'
37
morpheme
a meaningful morphological unit of a language that cannot be further divided (e.g., in, come, -ing, forming incoming ).
a morphological element considered with respect to its functional relations in a linguistic system.
38
sound of suffix "ed" at the end of words
- has three sounds depending on the morpheme that precedes it
/t/ as in walked
o if verb ends in an unvoiced sound
/d/ as in grabbed
o if verb ends in a voiced sound
/ed/ as in handed
o if verb ends in /t/ or /d/ sound
39
good spelling instruction
o only teach high utility rules that have few expectations
| o when teaching the rules, use systematic and explicit instruction and instructional enhancements
40
bad spelling instruction
o Too many words assessed only at the end of the week on a test
o Mindless word copying
o Random selection of words
o Too many spelling rules at one time
o Presenting words with multiple spellings in the same lesson (sail vs. sale)
o Same words for all students
o Spelling not tied to decoding
o Infrequent instruction
o Words forgotten after the end-of-the-week test
o No careful monitoring of students' spelling (practice spelling the wrong way)
41
why is decoding multsyllablic words important?
- Fluent reading depends on the ability to quickly analyze and recognize multi-syllable words
- Many big words occur infrequently, but when do occur, they carry a lot of meaning and content of what is begin read
- Starting around 4th grade, curriculum materials are written at increasingly advanced levels because the idea is that students are "reading to learn" as opposed to "learning to read"
42
example of phonemic awareness activity
- cards with pictures and boxes for number of phonemes in that word underneath
- use pennies to mark each box after explicitly say phoneme of word
- say word with all phonemes at end
43
example of phonics activity (?)
- recognizing letter sounds
44
phonemic awareness assessments
```
o DIBELS
o ISF
o PSF
o Yopp-Singer
o Kirwan
o Blending individual phonemes assessment
o PALS
o CTOPP
o Aimsweb
```
45
phonics assessment
- CORE phonics assessment
| - nonsense words pronounced
46
open sounds
- long vowels say their name
| - tap vs. tape
47
2 consonants that sometimes sound like vowels
- w in 'cow'
| - y in 'try'
