FRAY Terms

Question 1

Morphology

Answer 1

Identifying and manipulating morphemes, the smallest units of meaning in language
Ex: un-happy
(un changes the meaning)

Question 2

Phonics

Answer 2

Relationships between the letters of written language and the sounds of spoken language
Matching sounds with letters

Question 3

Graphemes

Answer 3

Written representation of a sound, including individual letters and combinations of letters that spell phonemes
aka letter used to represent a sound (phoneme)

Question 4

Phonological Awareness

Answer 4

Big Umbrella
Identifying and manipulating units of sound in oral language

Question 5

Phonemic Awareness

Answer 5

Subset of phonological awareness- identifying and manipulating phonemes, the smallest unit of sound in oral language
Includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words

Question 6

High Frequency Words

Answer 6

Most commonly used words in printed text (a, and, he, I, in, is, it, the, to)

Question 7

Deep orthography

Answer 7

Relationship between letters and sounds is not direct

Question 8

Shallow orthography

Answer 8

Consistent spelling for words and one-to-one letter sound correspondence

Question 9

The Simple View of Reading

Answer 9

decoding x language comprehension = reading comprehension

strong reading comprehension cannot occur without both of those abilities

Question 10

Decoding Strategies (2)

Answer 10

Sound-by-sound decoding- /b/ /a/ /l/
Chunking words into parts using syllables or morphemes- /play/ /ing/

Question 11

Orthographic Map

Answer 11

Allows readers to commit words to long-term memory, recognizing words automatically

Question 12

Phonology

Answer 12

The sounds in a language

Question 13

Syntax

Answer 13

Word order, grammar, and rules of a language

Question 14

Semantics

Answer 14

The meanings of words, phrases, and sentences (sometimes called vocabulary knowledge)

Question 15

Pragmatics

Answer 15

Social rules of language

Question 16

4 Categories of Early Print Concepts

Answer 16

Print meaning, text organization, sentence organization, letter and word knowledge

Question 17

Shared Reading

Answer 17

An interactive read aloud where the students join in or share the reading of a book while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression

Question 18

Encoding

Answer 18

Spelling / Converting phonemes (the smallest units of sound in spoken language) into graphemes (the written symbols or letters representing those sounds).

Question 19

Schwa

Answer 19

vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It usually sounds like the short /u/ sound, but is softer and weaker
‘a’ in balloon
‘e’ in problem
‘i’ in family
‘o’ in bottom
‘u’ in support
‘y’ in analysis

Question 20

Decontextualized instruction

Answer 20

Isolated instruction- flashing letters- outside of text- drill and skill

Question 21

Contextualized instruction

Answer 21

Reading a book and saying “What does spider start with? ‘S’“ - using the text

Question 22

4 Letter names with NO association to their sound

Answer 22

h, q, w, y

Question 23

Articulation Instruction

Answer 23

Describing the movement of the mouth and tongue position when segmenting, spelling, and word reading

Question 24

Continuous sounds

Answer 24

Can be stretched out- does not stop air stream (sat)

Question 25

Stop sounds

Answer 25

Stop airflow and cannot be stretched (pat)

Question 26

Consonant Digraphs

Answer 26

Two letters spelling one sound “sh” “ch” “th” “ph”

Question 27

r-controlled vowel patterns

Answer 27

Vowels affected by “r” sound
Ex words: car, trip, burn
-ar, -er, -ir, -or, -ur

Question 27

Consonant Blends

Answer 27

Two letters or more blended together but can still be heard individually “br” “cl” “fl” “gr” “st”

Question 27

Dipthongs

Answer 27

Two vowel sounds combined to make one vowel sound
Ex words: coy, flaw, cow
oi, oy, aw, au, ow, ou

Question 27

Vowel Teams

Answer 27

Ex words: play, coat, clue, book, tool, light
Long a (ai, ay)
Long e (ee, ea)
Long o (oa, ow)
Long u (ue, ew)
oo (both sounds)
Long i (-y, igh)

Question 28

Decoding Inventory

Answer 28

Way to monitor children’s decoding abilities in context (can do with any book, observe and note errors, record how the child attempted to read words)

Question 29

Running Record

Answer 29

Way to record a child’s reading level and skills as he or she reads from a book

Question 30

Decodable Texts

Answer 30

Best for developing decoders
Contain a high number of words with sound-spelling correspondences that a child has already learned

Question 31

Predictable Texts

Answer 31

For beginning readers
Students use context clues to figure out words- repeated sentences or phrases on each page with some words changing

Question 32

Chunking

Answer 32

Dividing a word into parts that can be decoded

Question 33

Syllabication

Answer 33

Compound words and two-syllable words

Question 34

Morphology

Answer 34

the study of words and their parts, called morphemes, and how they combine to create meaning

Question 35

Bound Morphemes

Answer 35

Cannot stand on their own (un, ness, s)

Question 36

Free Morphemes

Answer 36

Can stand on their own (cat, happy)

Question 37

Inflectional Morphemes

Answer 37

Changes the grammatical property of the word
-s, -es, -ing, -ed

Question 38

Derivational Morphemes

Answer 38

Affixes added to root words to change the meaning and or form of a word
(affixes are prefixes- appears at start of a word- and suffixes- appears at end of the word)

Question 39

Fluency

Answer 39

Accurate word reading, automatic word reading, and prosody

Question 40

Prosody

Answer 40

The reader’s expression