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RICA > Domain 2: Word Analysis > Flashcards

Domain 2: Word Analysis Flashcards

1
Q

The Alphabetic Principle

A

Principle that says sounds are represented by letters.

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2
Q

Phonological Awareness

A

Knowing that oral English is made up of different levels (smaller parts such as sounds, words, etc.)

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3
Q

Phonemic Awareness

A

Being able to separate the different sounds (phonemes) in words.

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4
Q

Phoneme

A

A single sound in speech.

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5
Q

The Phonetic Alphabet

A

Alphabet created so that every sound in speech (phoneme) is represented with the same symbol.

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6
Q

Graphemes

A

Letter(s) that are used to represent a sound in speech (phoneme). Graphemes can represent phonemes in several different ways.

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7
Q

Vowels

A

When there is a clear passage from the lungs to the mouth when sounds are made. Vowels are represented by the letters a, e, i, o, u (sometimes y and w).

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8
Q

Consonants

A

When something in one’s mouth obstructs the air coming from the lungs when a sound is made.

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9
Q

Onsets and Rimes

A

Onsets are the beginning consonant sounds of the word whereas the rimes are the vowel sounds and the consonants that follow. The onset and rime occur within one syllable (i.e. b-ase, b-all for baseball). If there is no consonant sound at the beginning of a syllable, there is no onset (i.e. ant).

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10
Q

Phonograms

A

Rimes that are spelled the same way. Words that have the same phonograms are considered word families.

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11
Q

Competency 3: Direct Instruction - Phonemic Awareness

A
  1. Sound Isolation - students are given a word and are asked to either identify the beginning, middle, or end sound.
  2. Sound Identity - A teacher will need a set of words that have all the same of either the beginning, middle, or end sounds. After sharing the words with the students, they will then need to identify what sound they all have in common.
  3. Sound Blending - A teacher will give the separate sounds of a word (/c/-/a/-/t/) and then the students will have to identify the word that the blended sounds make.
  4. Sound Segmentation - Students are asked to break up words by their sounds. This activity may be difficult for students, so it should be modeled first (bee is /b/-/e/).
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12
Q

Competency 3: Direct Instruction - Phonological Awareness

A
  1. Word Awareness - Teachers can teach word awareness by giving students two-to-three-word sentences using word cards and then asking the students how many words are in each sentence.
  2. Syllable Awareness - Teachers can ask students to clap their hands each time a syllable is said.
  3. Word Blending - One can hold up two single syllable words on cards and tell the students to combine the words together (i.e. cow and boy make cowboy).
  4. Syllable Blending - This is when students are to practice blending two syllables together (i.e. fa and ther make father).
  5. Onset and Rime Blending - Students are to put an onset (i.e. /c/) and rime (i.e. at) together to make a word (i.e. cat).
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13
Q

Competency 3: Differentiation -Struggling Readers or Students with Disabilities

A
  1. Focus on key skills of blending and segmenting.
  2. Use a variety of examples to explain a concept or task.
  3. Provide additional practice.
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14
Q

Competency 3: Differentiation - English Learners

A

Teachers should explicitly teach EL’s the phonemes that don’t exist in their first language.

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15
Q

Competency 3: Differentiation - Advanced Learners

A
  1. Spend less time on a less (i.e. less modeling and/or practice of a lesson).
  2. Devote fewer lessons to phonemic awareness skills.
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16
Q

Competency 3: Assessment - Yopp-Singer Test of Segmentation

A

The teacher says 22 words aloud and the student has to reply with the different sounds of each word in separate parts. This assessment should be given first and if failed, other components should be tested. If a student does well on this assessment, it can be assumed that they will do well in other phonemic awareness areas.

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17
Q

Competency 3: Assessment - After Yopp-Singer Test, Next to be Assessed are:

A
  1. Word Awareness
  2. Syllable Awareness
  3. Word Blends
  4. Syllable Blending
  5. Onset-Rime Blending
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18
Q

Competency 3: Last to be Assessed:

A
  1. Sound Identity
  2. Sound Isolation.
  3. Sound Blending.
  4. Sound Deletion.
  5. Sound Substitution.
  6. Sound Segmentation.
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19
Q

4 Concepts about Print

A
  1. The relationship between spoken and written English that print carries meaning.
  2. Recognizing letters, words, and sentences.
  3. Directionality and tracking of print.
  4. Book-handling skills.
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20
Q

Language Experience Approach (LEA)

A

When teachers have students go through the same experience (i.e. a field trip), then they have them talk and write about it.

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21
Q

Environmental Print

A

Letters, words, sentences, and symbols seen everyday (i.e. billboards, tv, stores).

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22
Q

Letter Recognition

A

Being able to recognize letters of the alphabet. Visual techniques such as using ABC books allow students to see the letters while learning to recognize them.

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23
Q

Letter Naming

A

Being able to name a letter. Auditory techniques such as singing the alphabet song works to teach letter naming.

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24
Q

Letter Formation

A

Being able to form letters. Tactile and kinesthetic methods such as creating 3D letters out of material and using arms and hands to create the letters in the air, help students to practice letter formation.

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25
Q

Competency 4: Direction Instruction -Shared Book Experience

A

Teachers use big books for shared book experiences. First, one should begin with the title on the front and continue to the title page, and onto the rest of the text. Each line should be read, and the teacher should use his or her finger to point where they are reading. Each thing that the teacher points to when reading will need to be explicitly explained and taught to the students. This is a good way for students to learn concepts about print.

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26
Q

Competency 4: Direction Instruction -Practice Writing Letters and Teach ABCs

A

Having the students recite and learn the ABCs and practice writing letters helps students with their letter recognition.

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27
Q

Competency 4: Differentiation - Struggling Readers

A
  1. Focus on key concepts and skills.
  2. Reteach concepts, letters, and skills that are lacking.
  3. Use a variety of concrete examples to explain concepts or tasks.
  4. Provide extra practice.
  5. Use visual, auditory, kinesthetic, and tactile techniques.
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28
Q

Competency 4: Differentiation - EL

A

Take advantage of transfer between first language and English (i.e. same directionality and similarities in letters in Spanish and English).

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29
Q

Competency 4: Assessment

A

Informal Assessment - Picture book, crayon, paper.
Letter Recognition - the teacher names a letter and the child points to it.
Letter Naming - the teacher points and the child names the letter.
Letter Formation - the teacher names a letter, and the child writes the letter.

30
Q

Phonics

A

The ability to make the correct association between sounds and the symbols of a language.

31
Q

Sight Words

A

Words that should be taught as a whole without breaking the word down by phonics or morphology. Four types of words that should be taught as sight words are:
1. High Frequency Words - words that appear most frequently in children’s text (as, of, the).
2. Words with irregular spellings (dove, great).
3. Words children want to know and use in their writing (dinosaur, Burger King).
4. Words from content-area lessons in social studies and science (insect, butterfly).

32
Q

Decodable Text

A

Text that is able to be broken up into parts in order to understand its meaning.

33
Q

Morphology

A

The study of word foundation.

34
Q

Structural Analysis (C5,C7)

A

The process of recognizing words by analyzing prefixes, suffixes, and base words.

35
Q

Syllabic Analysis (C5,C7)

A

The process of recognizing words by analyzing the syllables in a word.

36
Q

Context Clues

A

The clues (other known meanings of words) around an unknown word that help to figure out what is unknown.

37
Q

Automaticity

A

When a student’s word identification is swift and accurate.

38
Q

Consonant Digraphs

A

Two-letter combinations that make one sound (i.e. sh, ph).

39
Q

Consonants Blends

A

Two- or three-letter combinations, said rapidly, and each letter in a blend makes a sound (i.e. bl, pl, spr).

40
Q

Vowels

A

Sounds made when the air leaving your lungs is vibrated in the voice box to your mouth (a, e, i, o, u and sometimes y and w).

41
Q

Vowel Digraphs

A

Two-vowel combinations that make a single sound (oa, ea).

42
Q

Diphthongs

A

Glided sounds made by certain vowel combinations so that the tongue starts in one position and moves rapidly to another (i.e. oi in oil and oy in boy).

43
Q

R-Controlled Vowels

A

Vowels that are neither long nor short when followed by an R.

44
Q

I-Controlled Vowels

A

Vowels that are neither long nor short when folled by a T.

45
Q

Inflected Morphological Units and Suffixes

A

Suffixes that do not change the part of speech of the root word (i.e. walk and walked).

46
Q

Orthography

A

The spelling system of a language.

47
Q

Five Stages of Spelling Development

A
  1. Pre-communicative - Shows no understanding that letters represent sounds.
  2. Semi-phonetic - When there is an attempt to use letters to represent sounds.
  3. Phonetic - When students know that letters represent sounds and at least one letter represents each sound in a word.
  4. Transitional - When students know most of the orthographic patterns of English.
  5. Conventional - When almost all words are spelled correctly.
48
Q

Whole-to-Part

A

Instruction that starts with sentences, then looks at words, and ends up with the sound-symbol relationship that is being focused on.

49
Q

Part-to-Whole

A

The opposite of Whole-to-Part instruction. It begins with the sound and then children blend sounds to build words.

50
Q

Cognates

A

Having the same root word as words in other languages.

51
Q

Competency 6: Direct Instruction - Whole-to-Part

A

Have a clear list of the sound-symbol relationships students should know in their grade level.
Use Whole-to-Part, by starting instruction with sentences, then look at the words, and then end up with the sound-symbol relationship that is being focused on. (To teach phonics and sight words)

52
Q

Competency 6: Differentiation - Struggling Readers and Disabilities

A
  1. Focus on key phonics skills and high-frequency sight words.
  2. Use a variety of concrete examples.
  3. Reteach phonics skills and sight words that are lacking.
  4. Provide additional practice with high-frequency words.
53
Q

Competency 6: Differentiation - ELs

A
  1. Highlight language differences and teach letters that represent sounds that don’t exist in student’s first language.
  2. Explicitly teach meanings of sight words.
54
Q

Competency 6: Assessment - Decode in Isolation

A

Students read from a list of words and the teacher analyzes which sounds each student is having trouble with. This can work to assess both phonics and sight words.

55
Q

Competency 6: Assessment - Decode in Context

A

Students read a part of a story or article aloud and the teacher keeps a record of students’ miscues and misidentified words. The teacher then can analyze the results of the reading.

56
Q

Orthographic Knowledge

A

What a person knows about how to spell words.

57
Q

Morpheme

A

The most elemental unit of meaning in a language. In English there are only two types of morphemes:
- Some words
- Affixes (Prefixes and Suffixes)
[i.e. elephant is one morpheme & chairs has two (chair+s)].

58
Q

Affix

A

Prefixes or suffixes

59
Q

Prefix

A

A morpheme that appears before a root word.

60
Q

Suffix

A

A morpheme that appears after a root word.

61
Q

Bound Morpheme

A

Prefixes and suffixes that cannot occur alone and must be attached to a root word (i.e. un,est).

62
Q

Free Morpheme

A

A morpheme that can stand alone with meaning (elephant).

63
Q

Syllable

A

A pronounced single, uninterrupted sounding of the voice.

64
Q

Open Syllable

A

A syllable that ends with a vowel.

65
Q

Closed Syllable

A

A syllable that ends in a consonant.

66
Q

Competency 7: Direct Instruction - Structural Analysis (teaching prefixes, suffixes, and roots)

A
  1. Whole-to-part lesson - start with whole sentences each containing an underlined word with the focus prefix, suffix, or root. Then read the underlined word and see if the students can identify what they have in common. The teacher would then work with the student to figure out what the prefix, suffix, or root means.
67
Q

Competency 7: Direct Instruction - Syllabic Analysis (teaching common syllable patterns)

A
  1. Teach students to count syllables by clapping every time they hear syllables in a word.
  2. Teach students different syllable patterns.
68
Q

Competency 7: Direct Instruction - Spelling

A
  1. Use multi-sensory techniques - visual, auditory, kinesthetic, tactile, mental imagery (i.e. closing their eyes to visualize letters, moving their fingers in the air to spell letters, or even using their fingers to trace them on their desk).
69
Q

Competency 7: Differentiation - Struggling Readers

A
  1. Focus on key skills and knowledge like how to spell and pronounce common prefixes, suffixes, and root words.
  2. Use tactile and auditory activities like tracing the letters with their fingers on their desks and using 3D letters.
70
Q

Competency 7: Differentiation - ELs

A
  1. Focus on key skills and knowledge like how to spell and pronounce common prefixes, suffixes, and root words.
  2. Teach common roots and affixes between students’ first language and English.
71
Q

Competency 7: Assessment - Structural Analysis

A
  1. Isolation - The student would read a list of words including affixes, and nonsense words. The teacher would record any mistakes made.
  2. Context - The student would read a specially written paragraph with many words with prefixes, suffixes, and roots. The teacher records any mistakes made from the reading.
72
Q

Competency 7: Assessment - Syllabic Analysis

A
  1. Isolation - a traditional spelling test would work as an assessment or one like that of the structural analysis isolation assessment. The difference would be that the student would have to read from a list of words containing syllable patterns that is currently being worked on. The teacher would take notes and record any mistakes made from the word list.
  2. Context - Give students several grade-level texts to reveal whether or not they are aware of syllable patterns.

RICA (5 decks)

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