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Teaching Certificate > Alphabetics & Fluency > Flashcards

Alphabetics & Fluency Flashcards

1
Q

Voiced vs. unvoiced consonant

A

Voice = b, d, g (vibrate your vocal chords)

Unvoiced =p, t, k, h (do not move/vibrate your vocal chords)

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2
Q

Phoneme

A

Smallest element of spoken language (Heard, said, the sound)

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3
Q

Grapheme

A

Symbols that represent phonemees (Heard, said, seen)

English = letters, Chinese = characters

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4
Q

Letters

A

Seen only

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5
Q

Digraph

A

Two letters that combine to represent ONE phoneme

example: ph, said fuh NOT puh huh

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6
Q

Onset vs rime

A 
Onset = way the word starts, first consonant at beginning of syllable
Rime = ending of word, vowels and consonants that end the syllable
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7
Q

Onset

A

First consonant (or group) at beginning of word

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8
Q

Rime

A

Vowels and consonants that follow the onset

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9
Q

Morpheme

A

Smallest unit of language that creates MEANING

example: -ist = one who practices, -s = signifies more than one, -er = someone is doing the first part of the word

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10
Q

Synthetic phonics

TEACHING PHONICS TECHNIQUE

A

*most research backed
Teaches basics of grapheme and phoneme relationships and students learn to blend these patterns into words

  • systematic & explicit
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11
Q

Systematic & explicit

A 
Systematic = deliberate & measured
Explicit = clear & to the point
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12
Q

Blending

TEACHING PHONICS TECHNIQUE

A

Uses previously known phonemes (sounds) to form words

example: b - at , c - at, c -ab

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13
Q

Segmenting

TEACHING PHONICS TECHNIQUE

A

Taking a word and breaking it up to read the word.

example: covering up each letter of the word to sound it out to get the full word

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14
Q

Decoding

TEACHING PHONICS TECHNIQUE

A

Using phonemic knowledge and prior experience with spelling conventions to read a word (associated with reading). Student can divide a word from a group of letters.

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15
Q

Analogy Phonics

TEACHING PHONICS TECHNIQUE

A

Remind students that 2 words end in the same phoneme, rhyme them, introduce new word beginning with same letter
(example: phoneme /ank/, students know the word bank, so have them learn /pr/ then combine /pr/ and /ank/ to make PRANK)

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16
Q

Analytic Phonics

TEACHING PHONICS TECHNIQUE

A

Take two words and combine the choice phonemes.
(example: pretty + bank and make new word /pr/ + /ank? to get PRANK)

*not discussing the actual sounds but pulling from actual words

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17
Q

Embedded Phonics

TEACHING PHONICS TECHNIQUE

A

Teach words or phoneme as child stumbles upon it in reading

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18
Q

Spelling Phonics

TEACHING PHONICS TECHNIQUE

A

Starts with spoken word and ends with written word (whether spelled right or wrong). Breaking words into phonemes then reconstructing the words using spelling techniques.
(example: think of the funny mispelled words that Palynn tries to write by sounding them out)

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19
Q

Consonant blends

A

2 or 3 letters come together to form a phonemic blend (clusters.) Can appear in beginning, middle or end of word but you hear EACH letter.
(example: /fl/ /gr/ /nt/)

20
Q

Consonant blends vs. digraphs

A

Consonant blends = /gr/ /fl/ /nt/ /pr/

Digraphs = /sh/ /ch/ /oo/ /ph/

21
Q

2 biggest competencies for reading

A

1) Decoding

2) COmprehension

22
Q

Etymology

A

Study of word origins and usage over time

23
Q

Morphology

A

Study of form/structure of a word and how the quality affects the word’s meaning.

Breaking the word apart into meaning based on prefix, suffix, and root words.

24
Q

Orthography

A

Study of spelling patterns and conventions

25
Q

Sight words

A

Teaching students to quickly recognize frequently used words
(examples: if, not, the, to, is, and

*knowing these words give them better idea as to what’s going on in the sentence and worth the time to teach kids

26
Q

Monosyllabic vs polysyllabic

A 
Mono = one syllable words
Poly = multiple syllable words
27
Q

Vowel

A

A, E, I, O, U, Y

28
Q

Consonant

A

Every other letter besides A, E, I, O, U, Y

29
Q

VCC

A

Vowel consonant combination
(example: sap -> sappy, tack -> tacky)
You add another consonant because always 3 needed when adding on a y)

30
Q

Phoneme vs. Grapheme

A

Phoneme is how you SAY IT.

Grapheme is how you WRITE IT.

31
Q

How to assess/measure reading growth?

A
  • Sight words assessment
  • Check-ins for reading
  • Address frustrations
32
Q

Effective strategies for addressing errors

A

1) Re-reading (helpful for decoding)

2) Asking questions (does that make sense? The house grew bark? *child meant to say dark.)

33
Q

Kinesthetic Learning

A

Relates to bodily movement

example: Clapping out the syllables in a name/word

34
Q

Phonemic Awareness

A

Can segment words into discrete phonemes (sounds)

35
Q

WCPM

A

Words Correct Per Minute

Words read in one minute - # of mistakes = WCPM

36
Q

Syllable

A

Segment of a word naturally pronounced, distinctly vocalized in a singular fashion

37
Q

Phonics

A

Study of relationships between sounds and their written form

38
Q

Fluency

A

Second nature becoming first nature. Automatic + accurate = fluent.

39
Q

Fluency equation. (F = R+A)

A

Rate + Accuracy = Fluency

40
Q

F = C = Prosody

A

Fluency = Comprehension = Prosody

41
Q

Prosody

A

Appropriate reading, using inflection or expression correctly

42
Q

Why does fluency fluctuate?

A

There is no plateau and it always fluctuates becasue you are always (as a child) reading more and more difficult texts.

43
Q

Fluency Score

A

WCPM - Mistakes = Fluency Score

44
Q

If a student misses X% of words the text is too hard.

A

5%.

45
Q

How to promote fluency?

A

Lap reading (parents/person reads with kid in their lap)

Shared reading from big books in classroom

Recorded reading models

Read with a mentor

Partner Reading

Dramatic reading (mini plays, reader’s theatre)

Independent reading

46
Q

Fluency X when Difficulty X

A

Fluency DECREASES
when
Difficulty INCREASES

Teaching Certificate (2 decks)

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