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FORT TERMS Flashcards

1
Q

Phoneme

A

The smallest unit of spoken language that makes a difference in a word’s meaning.

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2
Q

Consonant Phonemes

A

25 consonant phonemes. Some are represented by a single letter/spelling (/b/=b, /p/=p). Some are represented by more than one letter (/j/=j or g). Some are represented by 2 consonant letters that stand together for one sound (/ch/=ch, /sh/=sh)

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3
Q

Alphabetic Principle

A

The understanding is that written letters represent spoken sounds and that these sounds go together to make words.

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4
Q

Phonemic Awareness

A

Conscious awareness of the individual speech sounds in spoken syllables and the ability to consciously manipulate those sounds.

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5
Q

Functions of Print

A

Print carries meaning, can be used for different purposes, and corresponds to speech word for word.

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6
Q

Conventions of Print

A

Print is print, printed words are made up of letters, etc.

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7
Q

Book Conventions

A

Contents of a book inside and out.

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8
Q

Phonological Awareness

A

The awareness of the larger parts of spoken language, like words, syllables, and onsets and rimes.

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9
Q

Phonics

A

A method of instruction that teaches students the systematic relationship between the letters and letter combination written and the individual sounds spoken and how to use the relationships to read and spell words.

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10
Q

Continuous Sounds

A

Sounds (phonemes) that can be produced for several seconds without distortion.

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11
Q

Stop Sounds

A

Sounds (phonemes) that can be produced only for an instant.

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12
Q

Schwa

A

Indistinct vowel sound- an empty vowel with no identity.

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13
Q

Vowel

A

Can be classified according to place of articulation: tongue position and lip position.

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14
Q

R-Controlled

A

A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is “controlled” by the r.

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15
Q

Diphthong

A

A syllable containing two vowels in which a new vowel sound is formed by the combination of both vowel sounds.

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16
Q

Grapheme

A

Written representation of sounds (phonemes).

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17
Q

Digraph

A

Two letters that represent one sound.

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18
Q

Iconic

A

the letter’s name is included in the sound that the letter represents.

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19
Q

Irregular Word

A

cannot be decoded by sounding out.

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20
Q

Regular Word

A

can be decoded by sounding out.

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21
Q

High-Frequency Words

A

Regular and irregular words appear often in the printed text.

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22
Q

Permanently Irregular

A

One or more sounds/spellings in the word are unique to that word or a few words and therefore are never introduced.

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23
Q

Temporarily Irregular

A

One or more sounds/spellings in the word have not yet been introduced.

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24
Q

Syllable

A

a word or part of a word is pronounced as a unit. Each syllable contains only one vowel sound.

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25
Q

Onset-Rime

A

Onset is the part of the syllable that comes before the vowel; it may be a consonant, consonant blend, or digraph. The rime is the vowel and everything after it.

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26
Q

Phonogram

A

Nonlinguistic terms are sometimes substituted for rime.

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27
Q

Morpheme

A

The meaningful part of words is the smallest unit of meaning.

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28
Q

Anglo-Saxon Root Words

A

free morphemes.

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29
Q

Suffix

A

-ed makes three different sounds.

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30
Q

Cognate

A

words in two languages that share a similar spelling, pronunciation, and meaning.

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31
Q

False Cognate

A

Pairs of words spelled the same or nearly the same in two languages but do not share the same meaning.

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32
Q

Context Processor

A

concepts and information, sentence context; text structure.

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33
Q

Meaning Processor

A

vocabulary.

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34
Q

Meaning Processor

A

vocabulary

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35
Q

Orthographic Processor

A

memory for letters

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36
Q

Phonological Processor

A

speech sound system

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37
Q

Syllabication

A

division of a multisyllabic word into separate syllabi with each syllable containing one vowel sound.

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38
Q

Affixes

A

prefixes and suffixes

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39
Q

Prefixes

A

Affixes that come before the root word.

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40
Q

Root Word

A

Base word; a single word that cannot be broken into smaller meaningful words or parts.

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41
Q

Adept Diction

A

The skillful use of words in speech and writing.

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42
Q

Synonyms

A

words that are very close in meaning

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43
Q

Antonyms

A

words that are opposite or nearly opposite in meaning.

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44
Q

Homographs

A

Words that are spelled the same but have different meanings and different origins.

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45
Q

Denotation

A

The literal meaning of a word

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46
Q

Connotation

A

the feeling associated with a word.

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47
Q

Simile

A

comparison of two things that are not the same by use of the word like or as.

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48
Q

Metaphor

A

Comparison of two things that are not the same without using the word like or as.

49
Q

Idiom

A

An expression that cannot be understood by the meanings of the individual words within it.

50
Q

Syntactic

A

the system of rules governing permissible word order in sentences.

51
Q

Semantics

A

the study of word and phrase meanings and relationships.

52
Q

Pragmatics

A

the system of rules and conventions for using language and related gestures in a social context.

53
Q

Reading Fluency

A

Accurate reading of connected text at a conversational rate with appropriate prosody.

54
Q

Prosody

A

The rhythmic and tonal aspects of speech: the “music” of spoken language.

55
Q

Accuracy

A

the ability to recognize or decode words correctly

56
Q

Rate

A

how quickly and accurately a reader reads connected text.

57
Q

(ORF) Oral Reading Fluency

A

The combination of reading rate and accuracy.

58
Q

WCPM

A

Acronym: Words Correct Per Minute

59
Q

The Three-Tier System of Vocabulary-

A

Tier 1- basic words whose meanings students are likely to know. Tier 2- general purpose words that occur across a wide variety of domains. Tier 3- specialized words that are specific to a particular content area or subject matter.

60
Q

Concrete Words

A

Words that can be pictured, felt, or heard, such as cottage, scalding, or shrill.

61
Q

Effective Vocabulary Instruction

A

Creates rich knowledge of the meaning and uses of words.

62
Q

Robust Instruction

A

Involves not just a direct explanation of the meanings of words, but also thought-provoking, playful, and interactive follow-up.

63
Q

Morphemic Analysis

A

The process of breaking down words into their units of meaning, called morphemes, to understand the word’ meaning.

64
Q

Contextual Analysis

A

The process of breaking down a complex topic into smaller parts to better understand it.

65
Q

Context Clues

A

Words or phrases that give readers hints or suggestions to the meaning of unfamiliar words.

66
Q

Receptive Vocabulary

A

The words whose meanings one can recognize when reading or listening to others speak.

67
Q

Expressive Vocabulary

A

The words one uses in speaking and writing.

68
Q

Etymology

A

origin of words.

69
Q

Structural Analysis

A

A strategy that is used to facilitate decoding as students become more proficient readers. Students are taught to read prefixes and suffixes through direct and explicit instruction. Structural analysis of the number, order, and type of morphemes used to make up a particular word is called its structure.

70
Q

Phonological Lexicon

A

The brain’s storehouse of words previously heard, but not necessarily understood.

71
Q

Semantic Lexicon

A

The brain’s “mental dictionary” of word meanings, including synonyms and related mental concepts.

72
Q

Comprehension

A

The process of simultaneously extracting and constructing meaning through interaction and involvement with written language.

73
Q

Schema

A

A mental network of knowledge structures.

74
Q

Predicting

A

Making an informed guess about what will come next in a reading, based on world knowledge and clues from a text.

75
Q

Scaffolding

A

Gradually releasing to students the responsibility for strategy use.

76
Q

Graphic Organizer

A

A visual representation of knowledge that structures information to demonstrate relationships.

77
Q

Reader Response

A

meaning-making through personal response and reflection.

78
Q

Factual Knowledge Dimension

A

The basic elements students must know to be acquainted with a discipline or solve problems in it.

79
Q

Conceptual Knowledge Dimension

A

The interrelationships among the basic elements within a larger structure enable them to function together.

80
Q

Procedural Knowledge Dimension

A

How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

81
Q

Metacognitive Knowledge Dimension

A

knowledge of cognition in general as well as awareness and knowledge of one’s cognition.

82
Q

K-W-L Procedure

A

A frequently used technique for tapping into students’ world knowledge. K- Already Know. W- Want to Know. L- Need to Know/Learn.

83
Q

Constructing Mental Images

A

It has proved to be an effective strategy for comprehending complex informational text. Readers can create pictures of the author’s words in their minds as they read, depicting the content of the text.

84
Q

Collaborative Strategic Reading (CSR)

A

A research-validated program in which students learn to use comprehension strategies that support their understanding of informational text.

85
Q

Directed-Oriented Discussion

A

Focuses students’ attention on text content and ideas.

86
Q

Content-Area Instruction

A

Students are often expected to write about what they read. Writing is a particularly important form of response to informational text.

87
Q

Scientific Approach to Reading Instruction

A

The application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties.

88
Q

Comprehensive Assessment Plan

A

A critical element of an effective school-level plan for preventing reading difficulties.

89
Q

Curriculum Based Measurement (CBM)

A

An assessment tool that usually includes a set of passages, scoring rules, standards for judging performance, and record forms or charts.

90
Q

Differentiated Instruction

A

Meets the needs of students with reading difficulties, students with disabilities, advanced learners, and English-language learners (ELLs).

91
Q

English-Language Learners

A

National-origin-minority students who are limited-English proficient.

92
Q

Decoding

A

being able to read words on a page

93
Q

Encoding

A

being able to take the words spoken and write them down

94
Q

Fluency

A

being able to read and write words without having to think about the individual sounds.

95
Q

Vocabulary

A

the knowledge of words and word meanings

96
Q

Systematic

A

a carefully planned sequence for instruction.

97
Q

Explicit

A

direct instruction that the educator gives clear and guided instructions.

98
Q

Blending

A

Given a word separated into phonemes, the student combines the sounds to form a whole word.

99
Q

Segmentation

A

Given a whole word, the student separates the word into individual phonemes and says each sound.

100
Q

Identification

A

given a word, the student selects a word that has a common sound from a set of three or four different words.

100
Q

Isolation

A

given a word, the student recognizes individual sounds in the word.

101
Q

Categorization

A

given a set of three or four words, the student recognizes the word that has the “odd” sound.

102
Q

Deletion

A

given a word, the student recognizes the word that remains when a phoneme is removed from that word.

103
Q

Addition

A

given a word, the student makes a new word by adding a phoneme.

104
Q

Substitution

A

given a word, the student makes a new word by replacing one phoneme or another.

105
Q

Reversals

A

given a word, a student can reverse the phonemes and create a new word.

106
Q

Dyslexia

A

A specific learning disability that is neurobiological in origin; characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

107
Q

Dialect

A

form of language spoken in a particular geographical area or by members of a particular social class or occupational group, distinguished by its vocabulary, grammar, and pronunciation.

108
Q

Phonological Processing

A

multiple functions of speech and language perception and production, such as perceiving, interpreting, staring (remembering), recalling or retrieving, and generating the speech sound system of a language.

109
Q

Phonology

A

Rule system in language by which phonemes can be sequenced, combined, and pronounced to make words.

110
Q

Phonetics

A

study of the sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal tract.

111
Q

Affricate

A

Two or more consonants that when combined create a fricative.

112
Q

Macron

A

Vowel sounds that occur at the end of an open syllable.

113
Q

Magic-e

A

A syllable with the long vowel-consonant-silent e pattern.

114
Q

Vowel Team

A

A syllable containing two letters that together make one vowel sound.

115
Q

Floss Rule

A

Words of one syllable ending f, l, s, or z. Usually in double ff, ll, ss, or zz.

116
Q

CK Rule

A

When they are together, as in black, they are usually at the end of a word. They never appear together at the beginning of a word.

117
Q

HQIM

A

H- High. Q- Quality. I- Instructional. M- Materials. It includes evidence-based strategies, embedded teacher support, and inclusive practices.

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