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RICA > Comp 5: Phonics and Sight Words: Terminology and Concepts > Flashcards

Comp 5: Phonics and Sight Words: Terminology and Concepts Flashcards

1
Q

Phonics is the ability to make the correct association between the ____ and the _____ of a language

A

the sounds and the symbols of a language

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2
Q

Sight words:

1.
2.
3.
4.

A

Words that students can easily identify without breaking the word down by phonics or morphology
1) High-frequency words (as, of, the)
2) Words w/irregular spellings (dove, great)
3) Words that students want to know to include them in writing (Burger king, dinosaur)
4) Words introduced in content areas (butterfly, insect)

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3
Q

Morphology

A

The study of word formation. Students use morphological clues to identify words when they rely on root words, prefixes and suffixes

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4
Q

Context Clues

A

Use of the words around the unknown word to find out the meaning

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5
Q

Alphabetic Stage

A

students use the names of the letters to figure out the sounds they represent

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6
Q

Continuants are ____ sounds that …

A

are consonant sounds that are articulated with a continuous stream of breath

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7
Q

Consonant Blends

A

2 or 3 consonant letters to make 2 sounds

ex: (pl)ay
ex: (spr)ing
ex: (bl)end **

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8
Q

Cluster

A

3 consonant letters to make 3 sounds

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9
Q

Digraph

A

2 consonant letters to make 1 sound
ex: (ph)one
ex: digra(ph) **

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10
Q

schwa

A

unstressed vowel sound

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11
Q

diphthong

A

glided sounds made by such vowel combinations as oi in oil and oy in boy

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12
Q

vowel digraph

A

two vowel combinations that make a single sound

ex: b(oa)t
ex: t(ea)ch

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13
Q

r controlled vowels

A

are neither short nor long vowels

ex: c(ar)
ex: h(er)
ex: g(ir)l
ex: h(ur)t
ex: f(or)

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14
Q

L-controlled vowels

A

are neither short nor long

ex: ch(al)k
ex: h(el)p
ex: m(il)k
ex: c(ol)d
ex: b(ul)l

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15
Q

Pre-alphabetic stage

A

is the stage in which students use letters but don’t realize that the letters represent sounds

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16
Q

Stops

A

are consonant sounds that are articulated by partially obstructing the flow of breath

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17
Q

Continuous sounds

A

are sounds that are articulated with a continued breath (examples: l, m, r, z)

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18
Q

Variability principle

A

is the concept that the same letter or letter combination can represent diverse sounds

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19
Q

Derivational suffixes

A

produce a new word by changing a word’s part of speech or meaning: happy, happiness

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20
Q

Inflectional suffixes-

A

change the inflected ending of a word by adding an ending such as -s or -ed that shows numbers or tense: girls, helped

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21
Q

Alliteration

A

is repetition of the same beginning sounds: buzzing bumblebee.

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22
Q

Onomatopoeia

A

is the use of words whose sound suggests their meaning:

ex: slush, screech, boing, zap

23
Q

Automaticity

A

Refers to tasks that can be performed without attention or conscious effort.

24
Q

Segmentation

A

is the division of sentences into words, compound words into component words, words into syllables, syllables into onset and rime, and finally words into phonemes.

25
Q

What is the Role of Phonics and Sight Words in Word Identification

A

o Knowledge of phonics and sights words facilitate swift and accurate word identification

26
Q

How Word Identification Contributes to Word Recognition

A

o When children learn to identify in print words that exist in their oral vocab, they increase the # of words that they “recognize”

27
Q

How Automaticity in Word Recognition Leads to Fluency and Comprehension

A

o Being able to quickly recognize words can lead to an increase in fluency, which can make it easier for children to focus on comprehension

28
Q

Inflected morphological units

A

suffixes that do not change the part of speech of the root word (i.e. walk and walked are both verbs, big and bigger are both adjectives)
o Frequently used: -ed, -er, -est, -ing, -s

29
Q

1) VC:

A

V is for vowel, C is for consonant

ex: am, it, up

30
Q

2) CVC:

A

The medial vowel is short

ex: man, pet, lip, tot, bum

31
Q

3) CVCC:

A

o Short vowel (walk, cost, film)
o Don’t include words ending with consonant digraph since the final two consonants only make 1 sound (bath, fish)

32
Q

4) CCVC:

A

o Start with consonant blend, the vowel is short (brat, clap, skip)

33
Q

5) CVVC:

A

o Many, but not all, include vowel digraphs (bait, team, goat)

34
Q

6) CVCE:

A

o The vowel makes a long sound (made, like, cone, huge), but include some irregularities such as love and live

35
Q

6 rules for dividing words into syllables

FYI* b/t means between

A

o Compound words, divide b/t the words: in-side, foot-ball

o Single Syllable Prefix, divide b/t the prefix and root: un-kind, pre-test

o Never divide a consonant digraph: bush-el, teach-er

o 2 consonants in the middle of a word that is NOT a digraph, divide b/t consonants: sis-ter, but-ter

o Single consonant b/t 2 vowels in the middle of a word, with the vowel preceding consonant being short, divide AFTER the consonant: cab-in, lev-el

o Single consonant b/t 2 vowels in the middle of a word, with the vowel preceding consonant being long, divide BEFORE the consonant: be-long, fe-ver

36
Q

How and When Irregular Words Fit into the Continuum of Phonics Instruction

A

o Many high-frequency irregular words are sight words (taught K-3)
o Many of them are neither nouns, verbs, not adjectives but function words, with no clear meaning

37
Q

Stages of Spelling Development: Pre-communicative

A

Student shows no understanding that letters make sounds, no understanding of alphabetic principle

38
Q

Stages of Spelling Development: Semi-phonetic:

A

Student’s knowledge of sound-symbol relationship is poorly developed, may use less than 1 letter to represent 1 sound (banana is spelled baa)

39
Q

Stages of Spelling Development: Phonetic

A

Students use at least 1 letter to show 1 sound, but do not fully understand spelling patterns

o These students should still be encouraged to spell, even if they are incorrect

40
Q

Stages of Spelling Development: Transitional

A

Student knows most of the orthographic patterns of English, but may use inappropriate spelling for several patterns (nayborhood)

o Much easier to read, make more sense

41
Q

Stages of Spelling Development: Conventional

A

o Student spells almost all words correctly and recognize the words that they have spelled “doesn’t look right”

42
Q

What is the Relationship Between Spelling Instruction and Vocabulary Development?

A

o Spelling instruction focuses on both how to spell a word and what the word means
Writing Activities Provide Opportunities for Applying Phonics Knowledge
o Writing gives students an opportunity to apply what they learn about English sound-symbol relationship

43
Q

What is the Relationship Among Phonics Knowledge, Spelling Development and Decoding Skills

A

o Phonics instruction helps children learn spelling, or orthographic patterns and can help make it easier for students to decode words by using phonetic patterns

44
Q

instructional strategies: Integrated approach to phonics instruction:

A

Integrated approach to phonics instruction: “To be most effective, phonics instruction should be presented in context and practiced and applied through extensive reading, which enables students to connect phonics functionally to the total language system”

45
Q

instructional strategies: Differentiation in phonics instruction

A

assess students to find out where they are developmentally in their phonics skills, and begin instruction there, making adjustments as you go. Whole-class phonics instruction is not best practice due to the range of phonics knowledge.

46
Q

instructional strategies: Analytic approach to phonics instruction:

A

consonants are not taught in isolation, but in the context of a whole word to prevent sound distortion.

47
Q

instructional strategies: Synthetic approach to phonics instruction

A

words are decoded sound-by-sound, and consonants and vowels are produced in isolation. Suggestion is using a blend of analytic and synthetic approaches.

48
Q

instructional strategies: Whole/ whole-to-part approach to phonics instruction

A

whole to part- teacher has students read a selection and then highlights a phonics element from that selection. Part to whole- teacher introduces a phonics element and then has students read a selection containing that element.

49
Q

instructional strategies: Systematic phonics instruction

A

students are taught all elements of phonics in a planned order.

50
Q

instructional strategies: Embedded phonics instruction

A

students are taught elements of phonics as the need arises in the context of reading a selection in which the target element occurs.

51
Q

instructional strategies: Variability strategy

A

for students learning different sounds made by the same letter, have them decode a word first by trying the major sound of that letter, then the minor sound.

52
Q

instructional strategies: Pronounceable word part strategy

A

for a student having difficulty decoding a word, prompt them to find just a pronounceable word part (may require covering other letters). Once they read the pronounceable word part, they can add the additional letter sounds.

53
Q

instructional strategies: Analogy strategy

A

for a student unable to find a pronounceable word in an unknown word, prompt them to compare it to a word they know (yet, bet). Then, they can replace the onset sound.

RICA (12 decks)

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