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EDU233 > Ch3 > Flashcards

Ch3 Flashcards

1
Q

when students do this they engage in the active process of searching, comparing, contrasting, and analyzing

A

sort words

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2
Q

the sorting approach is different than other phonics because it sorts this way and not synthetically

A

analytically

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3
Q

students are taught the letter-sound correspondences and then expected to sound out words phoneme by phoneme

A

synthetic phonics

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4
Q

approach uses known words; students are asked to examine their parts listening for sounds, looking for patterns, or thinking about meaning

A

analytic phonics

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5
Q

how do students sort words

A

rhyme, initial sounds, consonant blends or digraphs, rhyming word families, or vowel sounds

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6
Q

phonemes

A

smallest unit of sound

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7
Q

key pictures

A

images associated with the initial sound

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8
Q

what stage spellers sort words into word families

A

letter-name alphabetic

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9
Q

what stage do spellers sort words into groups by vowel patterns

A

within word pattern

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10
Q

what stage spellers sort by the pattern of consonants and vowels at the syllable juncture or by patterns of constancy and change across derivationally related words

A

advanced

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11
Q

these often follow a sound sort

A

pattern sorts

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12
Q

contain the pattern under study may be underlined or bolded to label each category

A

key words

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13
Q

used to highlight the reoccurring pattern

A

headers

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14
Q

two major types of meaning sorts

A

concept and meaning sorts related to spelling

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15
Q

words that are spelled the same but pronounced differently, depending on part of speech

A

homographs

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16
Q

these define the categories in advance using key words and/or headers and make it clear how to conduct the sort; this is the highest level of support and explicit instruction is offered in teacher-directed…

A

closed sorts

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17
Q

how to demonstrate and sort words (steps=4)

A

1) Review the words 2) Establish the categories (use open-ended questions) 3) Model several words into each category and explain why you are sorting 4) Turn the task over to students to finish the sort

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18
Q

this form of sorting is useful in small groups for exploring content-specific vocab while also stimulating creative thinking

A

guess my category

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19
Q

this sort is student-centered; and demands the highest level of independent efforts and thought because students are not given any clues to the categories or features - only a set of words to sort; make students explain why they sorted the words how they did

A

open sort

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20
Q

this is important for any type of sorting so students can help and understand what they are needing to do

A

modeling

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21
Q

one of the best ways to achieve automaticity in word recognition and spelling is…

A

to repeat a picture or word sort over several days

22
Q

in these sorts headers or key words are used to establish categories, but then the teacher or a partner shuffles the word cards and calls each word aloud without showing it

A

blind sort

23
Q

these are started by writing headers or key words for each category at the top of a paper

A

writing sort

24
Q

these sorts require students to write each word in the correct category before seeing the word; makes students rely on the sounds they hear in the word as well as their memory for the letters associated with them, cued by the key word at the top of the column

A

blind writing sort

25
Q

students are highly motivated to practice their sorts to prepare for these

A

speed sorts

26
Q

students hunt through their reading and writing for words that are additional examples of the sound, pattern, or meaning unit they are studying and can develop an understanding of how many other words have the same feature

A

word hunts

27
Q

simple books organized specific phonics features that repeat in the text

A

decodable readers

28
Q

this can be considered a word hunt through one’s own memory

A

brainstorming

29
Q

doing this of additional words that start with a particular sound is a good activity for emergent and letter name-alphabet spellers

A

drawing pictures; helps to illustrate the meaning of words

30
Q

this is like a word hunt using pictures instead of written words, making it appropriate for emergent and letter name-alphabetic spellers

A

cut and paste activity

31
Q

what is a major important part of word sort

A

to teach students how to think more flexibly about word features, including sound, pattern, and meaning, and to allow ample time to discuss their insights

32
Q

t/f you should use fewer words with ELLs if they do not know the vocab and should limit the words you use when introducing a new sort

A

t

33
Q

t/f the more contrasts that a sort provides, the more challenging it will be, fewer categories for new units of study is important

A

t

34
Q

t/f the more unfamiliar words in a given sore, the easier it will be

A

f

35
Q

t/f the difficulty of the sort also depends on the contrasts you choose

A

t

36
Q

these words are sometimes high-frequency words and are memorable from repeated usage and because they are odd

A

oddballs

37
Q

this category is where students put words that are different from other categories or they just aren’t sure where they belong

A

oddballs

38
Q

create these by choosing several words from the weekly word sort to have students create them

A

silly sentences

39
Q

give students the root word to work off of; helps with meaning and spelling patterns

A

relations among related relatives

40
Q

with this method you write a word on the board and cover parts of it to help find meanings for each part for the students

A

cover and connect

41
Q

these are useful resources for learning a relatively small set of words and can supplement systematic developmental word study; students are encouraged to add to it and each week the previous weeks words are still used to keep learning them

A

word walls

42
Q

these help students learn the different words as well as shows parents and visitors what word the students are working on

A

word displays

43
Q

t/f worksheets and rewriting the words help the students the best with learning different words

A

f

44
Q

this is known as spelling as best you can which frees students to write even before they can read during the emergent stage, and they should be free to make spelling approximations when writing rough drafts at all levels

A

invented spelling/developmental spelling

45
Q

this involves identifying misspelled words, so it is not an easy task for younger students who are still spelling many words incorrectly

A

proofreading

46
Q

t/f it is important to begin word study activities where students will experience success

A

t

47
Q

principles of word study instruction

A

1) Look for what students use but confuse (ZPD) 2) A step backwards is a step forward 3) use words students can read 4) compare words that “do” with words that “don’t” 5) begin with obvious contrasts 6) sort by sound and pattern 7) don’t hide exceptions 8) avoid rules 9) work for automaticity 10) return to meaningful texts

48
Q

what something is is also defined by what it is not; contrasts are essential to students’ building of categories

A

compare words that “do” with words that “don’t”

49
Q

when students start studying a new feature, choose key words or pictures that are distinctive

A

begin with obvious contrasts

50
Q

these arise when students make generalizations; do not hide them

A

exceptions

51
Q

these with many exceptions are disheartening and teach students nothing; memorizing these is not the way students make sense of how words work

A

rules

52
Q

_____ and ______ are the ultimate indicators of mastery; goes with automaticity

A

accuracy and ease

EDU233 (9 decks)

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