Comp 5: Phonics and Sight Words: Terminology and Concepts Flashcards
Phonics is the ability to make the correct association between the ____ and the _____ of a language
the sounds and the symbols of a language
Sight words:
1.
2.
3.
4.
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)
Morphology
The study of word formation. Students use morphological clues to identify words when they rely on root words, prefixes and suffixes
Context Clues
Use of the words around the unknown word to find out the meaning
Alphabetic Stage
students use the names of the letters to figure out the sounds they represent
Continuants are ____ sounds that …
are consonant sounds that are articulated with a continuous stream of breath
Consonant Blends
2 or 3 consonant letters to make 2 sounds
ex: (pl)ay
ex: (spr)ing
ex: (bl)end **
Cluster
3 consonant letters to make 3 sounds
Digraph
2 consonant letters to make 1 sound
ex: (ph)one
ex: digra(ph) **
schwa
unstressed vowel sound
diphthong
glided sounds made by such vowel combinations as oi in oil and oy in boy
vowel digraph
two vowel combinations that make a single sound
ex: b(oa)t
ex: t(ea)ch
r controlled vowels
are neither short nor long vowels
ex: c(ar)
ex: h(er)
ex: g(ir)l
ex: h(ur)t
ex: f(or)
L-controlled vowels
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
Pre-alphabetic stage
is the stage in which students use letters but don’t realize that the letters represent sounds
Stops
are consonant sounds that are articulated by partially obstructing the flow of breath
Continuous sounds
are sounds that are articulated with a continued breath (examples: l, m, r, z)
Variability principle
is the concept that the same letter or letter combination can represent diverse sounds
Derivational suffixes
produce a new word by changing a word’s part of speech or meaning: happy, happiness
Inflectional suffixes-
change the inflected ending of a word by adding an ending such as -s or -ed that shows numbers or tense: girls, helped
Alliteration
is repetition of the same beginning sounds: buzzing bumblebee.
Onomatopoeia
is the use of words whose sound suggests their meaning:
ex: slush, screech, boing, zap
Automaticity
Refers to tasks that can be performed without attention or conscious effort.
Segmentation
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.
What is the Role of Phonics and Sight Words in Word Identification
o Knowledge of phonics and sights words facilitate swift and accurate word identification
How Word Identification Contributes to Word Recognition
o When children learn to identify in print words that exist in their oral vocab, they increase the # of words that they “recognize”
How Automaticity in Word Recognition Leads to Fluency and Comprehension
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
Inflected morphological units
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
1) VC:
V is for vowel, C is for consonant
ex: am, it, up
2) CVC:
The medial vowel is short
ex: man, pet, lip, tot, bum
3) CVCC:
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)
4) CCVC:
o Start with consonant blend, the vowel is short (brat, clap, skip)
5) CVVC:
o Many, but not all, include vowel digraphs (bait, team, goat)
6) CVCE:
o The vowel makes a long sound (made, like, cone, huge), but include some irregularities such as love and live
6 rules for dividing words into syllables
FYI* b/t means between
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
How and When Irregular Words Fit into the Continuum of Phonics Instruction
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
Stages of Spelling Development: Pre-communicative
Student shows no understanding that letters make sounds, no understanding of alphabetic principle
Stages of Spelling Development: Semi-phonetic:
Student’s knowledge of sound-symbol relationship is poorly developed, may use less than 1 letter to represent 1 sound (banana is spelled baa)
Stages of Spelling Development: Phonetic
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
Stages of Spelling Development: Transitional
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
Stages of Spelling Development: Conventional
o Student spells almost all words correctly and recognize the words that they have spelled “doesn’t look right”
What is the Relationship Between Spelling Instruction and Vocabulary Development?
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
What is the Relationship Among Phonics Knowledge, Spelling Development and Decoding Skills
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
instructional strategies: Integrated approach to phonics instruction:
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”
instructional strategies: Differentiation in phonics instruction
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.
instructional strategies: Analytic approach to phonics instruction:
consonants are not taught in isolation, but in the context of a whole word to prevent sound distortion.
instructional strategies: Synthetic approach to phonics instruction
words are decoded sound-by-sound, and consonants and vowels are produced in isolation. Suggestion is using a blend of analytic and synthetic approaches.
instructional strategies: Whole/ whole-to-part approach to phonics instruction
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.
instructional strategies: Systematic phonics instruction
students are taught all elements of phonics in a planned order.
instructional strategies: Embedded phonics instruction
students are taught elements of phonics as the need arises in the context of reading a selection in which the target element occurs.
instructional strategies: Variability strategy
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.
instructional strategies: Pronounceable word part strategy
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.
instructional strategies: Analogy strategy
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.
