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YouRICA Your Brain > Deck 2 > Flashcards

Deck 2 Flashcards

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0
Q

What is Etymology?

A

The study of the origin of words and the way in which their meanings changed throughout history

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1
Q

What is a phoneme?

A

The smallest unit of speech that makes a difference in the meaning of a word

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2
Q

What are semantics?

A

The meaning conveyed by words phrases and sentences.

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3
Q

What is a grapheme?

A

An English letter or letters that represent a phoneme.

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4
Q

What is the Alphabetic Principle?

A

The principle that speech sounds are represented by letters.

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5
Q

List five ways to teach phonological/phonemic awareness of larger units of language:

A

1) word awareness
2) syllable awareness
3) word blending
4) syllable blending
5) onset and rime blending

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6
Q

What is a morpheme? (Bound and free.)

A

A morpheme is the smallest unit of meaning in a word. While a bound morpheme cannot stand on its own, a free morpheme can. e.g. Unhappy. (Un=bound; happy=free.)

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7
Q

What is the phonetic alphabet?

A

An alphabet of symbols with a one-to-one correspondence with a phoneme.

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8
Q

What is a vowel?

A

A sound made when the air leaving your lungs is vibrated in the voice box, and there is a clear passage from the voice box to the mouth. (A,e,i, o, u, and some times y and w.)

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9
Q

What is a consonant?

A

A speech sound that occurs when the airflow is obstructed in some way by your mouth, teeth, or lips.

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10
Q

What are onsets and rimes?

A

In a syllable, the onset is the initial consonant sound or consonant blend; the rime is the vowel sound and any consonants that follow. THINK SYLLABLE!

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11
Q

What is syntax or grammar?

A

The rules that govern how sentences are put together. (e.g. The English language relies on word order to convey meaning: Manuel throws the ball to Bertha vs. Bertha throws the ball to Manuel.)

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12
Q

List six ways to teach phonemic awareness.

A
  1. Sound isolation
  2. Sound identity
  3. Sound blending
  4. Sound substitution
  5. Sound deletion
  6. Sound segmentation
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13
Q

What is phonics?

A

The set of relationships between phonology (the sounds in speech) and orthography (the spelling patterns of written language.)

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14
Q

What is a vowel digraph?

A 
Two  vowels that are adjacent to one another. The first is long and the second is silent. There is only one vowel sound:
oa-boat
ee-beet
ea-beat
ai-bait
ay-bay
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15
Q

What are vowel diphthongs?

A 
Sounds that consist of a blend of two separate vowel sounds:
oi-oil
oy-toy
au-taught
aw-saw
ou-out
ow-how
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16
Q

Give examples of Consonant Influenced (controlled) Vowels.

A

r: car,Bert,fir, for, fur
l: call, cold

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17
Q

What is a vowel digraph?

A 
Two  vowels that are adjacent to one another. The first is long and the second is silent. There is only one vowel sound:
oa-boat
ee-beet
ea-beat
ai-bait
ay-bay
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18
Q

What are vowel diphthongs?

A 
Sounds that consist of a blend of two separate vowel sounds:
oi-oil
oy-toy
au-taught
aw-saw
ou-out
ow-how
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19
Q

Give examples of Consonant Influenced (controlled) Vowels.

A

r: car,Bert,fir, for, fur
l: call, cold

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20
Q

What are Consonant Blends?

A

Two or three consonants grouped together, but each consonant retains its own sound; bl,br,sc, spr

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21
Q

What are Consonant Digraphs?

A

Two or more consonants are combined to produce a new sound: ch-chin,sh-shell,th-think,wh-whistle

22
Q

What is a Schwa?

A

A short vowel sound; an unaccented, unstressed syllable, “uh” sound
Eg; focus, woman, condition, victim, celebrate

23
Q

What are Silent Consonants?

A

Consonants that are not heard in a word: h-ghost,t-whistle

24
Q

What is an Affix?

A

A grammatical element that is combined with a word, stem, or phrase to produce derived and inflected forms:
refers to either a prefix or a suffix

25
Q

What is an Affix?

A

A grammatical element that is combined with a word, stem, or phrase to produce derived and inflected forms:
refers to either a prefix or a suffix

26
Q

What is a Prefix?

A

A word part that is found in the beginning of the word and has meaning when attached to a root word:
inter-interstate
sub-subcontract

27
Q

What is a Suffix?

A

A word part that is found at the end of the word and has meaning when attached to a root word:
ness-happiness
ly-happily

28
Q

What is phonology?

A

The sound system of language, such as noticing that hat, cat, and mat differ by only a single initial sound. The rule system within a language by which phonemes are sequenced and uttered to make words. The study of this rule system.

29
Q

What is Phonemic Awareness?

A

The ability to notice, think about, and work with the individual sounds in words. Ability to distinguish the separate phonemes in a spoken word.

30
Q

What is a Root Word?

A

A word that can stand alone with meaning:

happy

31
Q

What is a Compound Word?

A

A word comprised of two words that can stand independently:

toothpaste,schoolhouse

32
Q

What is a Contraction?

A

One word comprised of two words, using an apostrophe to take the place of the missing letter(s):
I’ll, She’s, Don’t

33
Q

What is a Contraction?

A

One word comprised of two words, using an apostrophe to take the place of the missing letter(s):
I’ll, She’s, Don’t

34
Q

What is a Possessive Form?

A

A word showing ownership, uses an apostrophe to indicate possession:
Mary’s

35
Q

What is Orthography?

A

A method of representing the sounds of a language by written or printed symbols.

36
Q

A widely used test for phonemic awareness.

A

Yopp-Singer Test of Phonemic Segmentation

Teacher: For example, if I say “old,” you should say “oooo-llll-d”

37
Q

Ways to support development of phonemic awareness

A
  • Sing with students. Especially songs that manipulate sounds like ‘Down by the Bay’
  • Read aloud books that play with language
  • Play word and sound games that are based on phonemic recognition (for example sorting words into words that begin with /p/ and words that begin with /r/)
  • Use objects to represent sounds. (For example student manipulates a chip for each sound heard in a word. Or places a chip in a certain spot, beg-mid-end, depending on where in a word he hears a target sound)
38
Q

What is the difference between:

  1. Phonological awareness
  2. Phonemic awareness
  3. Phonics
A
  1. Phonological awareness - A broad term that includes phonemic awareness. Activities include, working with phonemes, rhymes, words, syllables, onsets and rimes.
  2. Phonemic awareness - The understanding that sounds make words.
  3. Phonics - Understanding the letter-sound correspondence.
39
Q

Phonograms

A

Letter clusters that help to form word families or rhyming words:
ad,at,ack,ag,an

40
Q

What is decoding?

A

Using knowledge of letter-sound relationships to accurately read a word.

41
Q

What is the difference between word identification and word recognition?

A

Word identification - knowing how to pronounce a word.

Word recognition - making a connection between the word being pronounced and its meaning.

42
Q

Edward Fry’s “The New Instant Word List”

A

A list of 300 of the most common words in English print. This is a good source for sight words.

43
Q

What are Cognates?

A

Words that are descended from the same language or form. They look alike and mean the same thing in different languages. For example:
English: Hospital, Perfect Spanish: Hospital, Perfecto

44
Q

What are Affricates?

A

Sounds that are formed by forcing air through a small closure at the roof of the mouth to create a feeling of friction. Examples: j, g, ch, dr, tr

45
Q

What are Voiced and Unvoiced Phonemes?

A

When phonemes are voiced, the vocal cords vibrate. To avoid confusion students should sound words out loud. Examples of voiced and unvoiced letter pairs:
v/f, g/k/, b/p, d/t, j/ch, z/s

46
Q

Five Stages of Spelling Development

A
  1. Precommunicative - no understanding that letters represent sounds
  2. Semiphonetic - attempt to use letters to represent sounds
  3. Phonetic - aware that letters represent sounds, though, often the right letter or combination of letters are not chosen
  4. Transitional - knows most of the orthographic patterns of English. All sounds have letters and for the most part, the child chooses the correct letter or combination of letters to represent sounds. Mistakes frequently occur with sounds that have several spellings such as the long a.
  5. Conventional - spells almost all words correctly. Only mistake is when trying to spell new words with irregular spellings.
47
Q

Syllables

A

Unit of organization for a sequence of speech sounds:
go-CV
got-CVC
gave-CVCe

48
Q

Four components of Shared Book Experience

A
  1. Introduction/pre-reading (cover, author, illustrator, title)
  2. Read story (can point while reading, read dramatically, encourage comments, predictions)
  3. Discuss (before, during or after text is read)
  4. Reread on subsequent days (whole group, small group, pairs, act out etc.)
49
Q

Four components of Shared Book Experience

A
  1. Introduction/pre-reading (cover, author, illustrator, title)
  2. Read story (can point while reading, read dramatically, encourage comments, predictions)
  3. Discuss (before, during or after text is read)
  4. Reread on subsequent days (whole group, small group, pairs, act out etc.)
50
Q

Concept of Word (COW)

A

refers to the ability of a reader to match spoken words to written words while reading. Students with a concept of word understand that each word is separate, and that words are separated by a space within each sentence.

51
Q

Six ways to teach Concepts About Print (CAP)

A
  1. Read aloud
  2. Shared book experience (big books/predictable)
  3. LEA (Language Experience approach)
  4. Environmental print (cereal boxes, milk cartons ..)
  5. Print-rich env. (labels, morning message, mailboxes …)
  6. Explicit teaching
52
Q

What are the Concepts About Print? (CAP)

A
  1. Awareness that printed words are “talk written down”. Print carries meaning.
  2. Knowledge of the differences between letters, words and sentences.
  3. Directionality/tracking of print
  4. Book handling skills (how to hold a book, front cover, title, where a story starts etc.)

YouRICA Your Brain (5 decks)

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