FORT Vocabulary Words

Question 1

Alphabetic Principle

Answer 1

The concept that letters and letter combinations represent individual phonemes in written words

Question 2

Automaticity

Answer 2

Reading words without conscious effort or attention to decoding

Question 3

Bloom’s Taxonomy

Answer 3

A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: Knowledge, comprehension, application, analysis, synthesis, and evaluation

Question 4

clunking

Answer 4

A decoding strategy for breaking words into manageable parts.

Question 5

Consonant blend

Answer 5

Two or more consecutive consonants which retain their individual sounds. (bl in block, str in string.)

Question 6

consonant digraph (combination)

Answer 6

two consecutive consonants that represent one phoneme or sound (ch, sh)

Question 7

digraphs

Answer 7

a group of two consecutive letters whose phonetic value is a single sound (ea in bread, ch in chart, ng in sing)

Question 8

diphthong

Answer 8

a vowel produced by the tongue shifting position during articulation, a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi

Question 9

etymology

Answer 9

the origin and history of a word

Question 10

explicit teaching

Answer 10

models and explains, providing guided practice supported application, independent practice. Very direct.

Question 11

expository text

Answer 11

text that reports factual information and the relationship among ideas

Question 12

frustrational reading level

Answer 12

the level at which a reader reads in which the text is difficult for the reader

Question 13

grapheme

Answer 13

a letter or letter combination that spells a phoneme. can be one, two, three, or four letters in the English language (e, ei, igh, eigh)

Question 14

graphophonics

Answer 14

referring to the relationship between the letters and the letter sounds of a language

Question 15

homograph

Answer 15

words that are spelled the same but have different origins and meanings. (can and can)

Question 16

implicit instruction

Answer 16

opposite of explicit instruction, students discover skills and concepts instead of being explicitly taught.

For example: Writing the letter “m” on the board and asking students to come up with words that start with m. They are not being explicitly told or taught this, but understand the “implied” meaning of the activity.

Question 17

Inference

Answer 17

drawing meaning from a combination of clues in the text without explicif reference to the text.

Question 18

letter combination

Answer 18

also referred to as digraphs. A group of consecutive letters that represent a particular sound. (ai in maid, ch in chair, ar in car).

Question 19

miscue

Answer 19

any substitution of a word in a text that a reader makes

Question 20

metacognition

Answer 20

an awareness of one’s own thinking processes and how they work. The process of consciously thinking about one’s learning or reading while actually being engaged in learning or reading.

Question 21

morpheme

Answer 21

the smallest meaningful unit of language

Question 22

morphemic analysis

Answer 22

an analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word

Question 23

onset and rime

Answer 23

the onset is the initial consonant or consonants,

and the rime is the vowel and any consonants that follow it

Question 24

phoneme

Answer 24

the smallest unit of sound within our language system

Question 25

phoneme isolation

Answer 25

recognizing individual sounds in a word

Question 26

phonogram

Answer 26

a succession of letters that represent the same phonological unit in different words. (igh in flight, might, tight, sigh, and high._

Question 27

pragmatics

Answer 27

using language in social contexts and the ways in which people produce and comprehend meanings through language

Question 28

schema

Answer 28

refers to prior knowledge, the knowledge and experience that readers bring to the text

Question 29

schwa

Answer 29

the vowel sound sometimes heard in an unstressed syllable. (u sounds like uh)

Question 30

semantics

Answer 30

the study of the meaning in language, the analysis of the meanings of words, phrases, and sentences.

Question 31

semantic maps

Answer 31

portray the schematic relations that compose a concept, a strategy for graphically representing concepts

Question 32

structural analysis

Answer 32

a procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.

Question 33

closed syllable

Answer 33

vowel in middle of word, it is closed in.

Question 34

open syllable

Answer 34

vowel at end of word or syllable, “open”

Question 35

syntax

Answer 35

the pattern or structure of word order in sentences, clauses and phrases; the grammatical rules that govern language.

Question 36

trade book

Answer 36

a book intended for general reading that is not a text book

Question 37

vowel digraph

Answer 37

two vowels together that represent one phoneme or sound (ae, ai, oa)

Question 38

Affix

Answer 38

General term that refers to prefixes and suffixes