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RICA > Domain 2: WORD ANALYSIS > Flashcards

Domain 2: WORD ANALYSIS Flashcards

1
Q

Phonological Awareness

A

-is the big picture while phonemic awareness is the subset
-students are able to identify, manipulate and isolate sounds that are in spoken words.
-understand syllabication
-understand rhyming words
understand word length

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2
Q

Phonemic Awareness

A

-a subset of phonological awareness
-students are able to segment and blend sounds
segment: /d/o/g
oral blending: dog

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3
Q

When instruction is given it is always done orally. (Sometimes manipulatives and/or written on the board for visual & kinesthetic learners)

A

Phonological Awareness

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4
Q

The oral blending of isolated sounds to make up a word is called?

A

Phonemic Awareness

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5
Q

What is the relationship of phonemic awareness and phonics?

A

Phonemic awareness is the identification of words orally while phonics is the identification of written words.

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6
Q

What is the connection of phonemic awareness and sounds?

A

Identify individual sounds/blend sounds to say a word.

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7
Q

What is the stepping stone/foundation for beginning phonics and reading?

A

Oral blending and segmenting (Phonological Awareness)

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8
Q

When a student is unable to substitute and delete sounds accurately and/or identify sounds and/or rhyme that student is said to not be?

A

Phonologically Aware

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9
Q

What is the relationship between spoken & written language?

A

Understanding that oral language can be written, then read.

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10
Q

What is the order of print awareness?

A

Recognize the letter, than the word then the sentence.

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11
Q

Newspapers, magazines, toy ads and cereal boxes are all common examples of?

A

Environmental Print

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12
Q

When a students can identify the…..of books, it can be said that they have book handling skills.

A
  1. front cover
  2. back cover
  3. spine
  4. title
  5. pages
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13
Q

The ability to identify capital & lower case letters in isolation and within context of reading material.

A

Letter Identification

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14
Q

The ability to form written capital & lower case letters using various formats (paper, pencil, clay, sand etc).

A

Letter formation

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15
Q

Letter recognition must be taught in this order?

A
  1. sing alphabet song
  2. introduce letters in isolation
  3. identify letters within context
  4. hands-on activities with letter identification, matching upper and lower case, sequencing activities.
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16
Q

A teacher shows cards with parts of the alphabet on them and blank spaces. i.e. G_I and J_L. The student must then fill in the blank. This activity is called?

A

Sequencing

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17
Q

What must be done when introducing visually and auditory similar letters? (p/q: d/b: w/m: m/n)

A

Be sure to distinguish the letters by introducing them on different days and then show them side by side. Also use mouth and tongue placement to show that the letters sound different.

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18
Q

Writing practices of letters and words

A
  • practice writing cap & lower case
  • kinesthetic (air letters)
  • tactile (sand, yarn, clay)
  • writing center (where they can practice writing letters on paper)
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19
Q

A written representation of a sound is a?

A

grapheme

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20
Q

A sound for a written letter is a?

A

phoneme

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21
Q

Letter-sound correspondence, adding/deleting sounds and substituting sounds are all the basis of?

A

Phonemic Awareness

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22
Q

Understanding simple spelling patterns, 2 and 3 letter words, blending letter sounds and short vowels are al the basis of?

A

Beginning Decoding

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23
Q

When providing instruction on the alphabetic principle, it should be done in this order…

A
  • introduce sound spelling
  • conduct sound-by-sound decoding for vc or cvc words
  • blend sounds to determine the word
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24
Q

Writing scribbles and lines, focusing on initial and final sounds are what stage of writing in the alphabetic principle?

A

Pre-phonetic writing

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25
Q

Focusing on final and medial sounds are what stages of writing in the alphabetic principle?

A

Semi-phonetic writing

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26
Q

The ability to identify all sounds is what stage of writing in the alphabetic principle?

A

Phonetic writing

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27
Q

Automacity in word recognition

A

supports development of fluency & comprehension.

28
Q

In order to increase automacity in word recognition..

A
  • use more environmental print to reinforce concepts

- have a label rich room

29
Q

Sequence of Phonics Instruction

A
  1. Intro a few short vowel sounds (cvc words)
  2. Intro letter sounds that relate to letter names. (t begins with /t/ sound)
  3. Intro letter sounds that do not relate to letter names (h with /h/ sound)
  4. Separate letter sounds that look or sound similar
  5. Introduce sound spelling that are frequently found in texts so students have many opportunities to practice during reading.
30
Q

Sound by Sound decoding

sound by sound blending

A 
b /b/ -- a /a/ -- t /t/ blend it = bat
stop at the vowel 
ba = /ba/
/b/a/t/ bat
stop at the middle vowel sound because students always have a problem distinguishing middle vowel sound
31
Q

whole word decoding

A

write the whole word on the board
“bat”
b > ba > bat = bat

32
Q

syllable decoding

A

shipwreck
ship___
___wreck
shipwreck

33
Q

whole word reading

A

point at the word student says the word

34
Q

sight word instruction

A
  1. introduce the words that frequently come up in texts that students should be able to read.
    (the, I, a, he, she)
  2. introduce words in isolation
  3. practice identifying and reading words within the context of reading simple texts.
  4. provide multiple exposures in order for memorization of the word(s)
35
Q

What are consonant digraphs?

A

two letters that make one sound.

sh, ph, ch

36
Q

What are consonant blends?

A

sl, str

37
Q

What are vowel diagraphs?

A

Two vowels letters…ee ai etc

38
Q

What is a dipthong?

A

a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another…soil, coin

39
Q

What does it mean to be a R controlled vowel?

A

When a vowel is followed by an r, the r changes the sound that the vowel makes. The vowel is called an r-controlled vowel. Sometimes teachers refer to the “r” as the “bossy r” because the r “bosses” the vowel to make a new sound.

40
Q

What does it mean to be a L controlled vowel?

A

Neither long or short vowels. The proximity of “l” affects the pronunciation of the vowel such as the “a” in “chalk”, “e” in “help”, “i” in “milk”, “o” in “cold” and “u” in “bull”.

41
Q

What is a closed syllable pattern?

A

A vowel is closed between two consonants it is a short vowel sound.
hap-pen

42
Q

What is an open word syllable pattern?

A

The vowel sound is long.

re/view

43
Q

What are phonetically irregular words?

A

Words that cannot be decoded based on the orthographic rules of spelling patterns. ex: said, were, the, friend

44
Q

What are decodable words taught as sight words?

A

Words that frequently occur in texts are rad by students. ex just, we, see, him, h er

45
Q

What is decoding?

A

Looking at words and being able to decode them to read them.

46
Q

What is encoding?

A

Given the word the student is able to write it and spell it.

47
Q

What are the stages of spelling development? (Encoding)

A
  1. pre-communicative spelling
  2. semi-phonetic spelling
  3. phonetic spelling
  4. transitional spelling
  5. conventional spelling
48
Q

What is pre-communicative spelling?

A

The student scribbles.

49
Q

What is semi-phonetic spelling?

A

Student uses initial and final sounds of words.

50
Q

What is phonetic spelling?

A

Students writes all of the sounds heard in the word.

51
Q

What is transitional spelling?

A

Student writes words according to spelling patterns may have a few misspellings.

52
Q

What is conventional spelling?

A

Student spells words according to spelling patterns and orthographic rules.

53
Q

How does phonics support reading and spelling development?

A
  • sound-symbol (letter) correspondence
  • common affixes (re, in, tion/sion)
  • letter combinations (ch, sh)
  • common orthographic patterns
54
Q

How does spelling support development of decoding skills?

A

Spelling patterns help with reading.

55
Q

How does spelling instruction relate to phonics and vocabulary development?

A

Spelling instruction reinforces phonics and vocabulary development.

56
Q

How does phonics, sight words, syllabic & structural analysis and orthography all work to build accurate word analysis which leads to automatic word recognition?

A

PHONICS > SIGHT WORDS > SYLLABIC ANALYSIS > STRUCTURAL ANALYSIS > ORTHOGRAPHY

57
Q

Decode multisyllabic words formed by adding affixes to a base word.

A 
rewrite
Explain that "re" means to do again.
Re\_\_\_
\_\_write
i_e pattern (vcv)
write
rewrite
58
Q

What is word analysis?

A

The ability to read and write from understanding sound/spelling patterns.

59
Q

What is spelling?

A

The ability to apply spelling, syllable and orthographic rules.

60
Q

Vowel team/ vowel diagraph

A

syllable two or more letters that make one vowel sound (clou-dy)

61
Q

vowel silent e

A

a syllable with a long vowel consonant silent e pattern.

be-have

62
Q

consonant -le

A

final syllable containing a consonant plus -le

ta-ble

63
Q

Phonograms

A

complex chunks of letters

  • tch -short vowel
  • dge - short vowel
  • -igh
  • eigh
64
Q

Common homophones

A

to two too

-students understand meaning based on spelling patterns

65
Q

What are some common orthographic rules?

A

-Change y to i: carry to carries
-dropping silent e: take to taking
-double consonant: hop to hopping (in order to keep the vowel short, must have double c; cvccing)
-adding -s -es: box to boxes
boss to bosses
x ss rule shirt shirts

RICA (8 decks)

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