general ed Flashcards
Phonemic Awareness / Sound Awareness
the ability to hear, identify, and re-create individual sounds in spoken words
A student can hear that /b/ makes first sound in the word “blue”
Onset and Rime Production
the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime
In the word cat, the onset is /c/ and the rime is /at/
Phoneme Substitution
the ability to substitute one phoneme for a different one
replace the first sound in ‘bug’ with ‘r’ . Rug
Phoneme Isolation
the ability to can hear and recognize the individual sound in words
What is the first sound you hear in dog? /d/
Open-Ended Question
questions that require more than a simple “yes” or “no” response and promote whole class and small group discussion
A question posed as a statement, such as “Tell me about the relationship between the main characters in the novel” is an open-ended question.
Rhyme Awareness / Rhyming
the ability first to hear words that rhyme and then to be able to produce a rhyme(s)
“Blue” and “Flew” rhyme
Phoneme Manipulation
the ability to perform phoneme deletion, addition, and substitution.
Phoneme Blending
the ability to blend two sounds to make a word
Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.
Phonological Awareness
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
Phoneme
the smallest individual sounds in a word
The word “bit” has three phonemes – b – i – t.
Word Awareness
knowing that individual words make up a sentence
“A brown cat jumped over the car.” has 7 words
Modeling
an instructional strategy in which the teacher demonstrates a concept or skill and students learn by observing
When a teacher encounters a difficult word in a text, she thinks aloud to model how she can use the context clues to discover the meaning.
Phoneme Segmentation
the ability to break down a word into separate sounds, as they say and count each sound
How many sounds are there in the word bug? /b/ /u/ /g/? There are three.
Oral Language
The system that relates sounds to meanings through communicating by word of mouth.
Syllable Awareness / Syllabication / Syllable Segmentation
the ability to hear individual parts/syllables of words
“Education” has four syllables “ed-u-ca-tion”
Phoneme Deletion
the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.
“What is bat without the /b/?” “at”
Sentence Stems
Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.
“According to the author…” “We see in Chapter 2 that…” or “While X does this, Y…”
Phoneme Addition
the ability to make a new word(s) by adding a phoneme to an existing word
What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.
Letter Recognition
the ability to name the letters in the alphabet and identify the characteristics of each letter
Letter recognition requires direct instruction that connects the letter shape to the letter name
Alphabetic Knowledge
The ability to recognize, name, and write letters.
Alphabetic Principle
The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English.
Directionality
the direction in which a language is read
The directionality of written English is from left to right.
Word Analysis
breaking down words into morphemes, or the smallest units of meaning
Word analysis can be useful as a decoding tool and can help to determine word meaning.
Grapheme
A symbol, letter, or the combination of letters that represents a single sound.
“ph” makes a “f” sound
Print Concepts
The general rules governing text
text is read from left to right and top to bottom
R-Controlled Vowel
a vowel followed by the letter r where the “r” that doesn’t make its normal short or long sound
In the word, “tiger,” the letter e is an r-controlled vowel, as its pronunciation changes because it is followed by an r.
Vowel Digraph
two vowels that make a single vowel sound when together in a word, also known as “vowel teams”
the “ai” in paint; the “ee” in need; the “oa” in boat
Consonant Digraph
two consonants that make a single consonant sound when together in a word
In the word “wish,” the letters s and h form the consonant digraph, sh.
Consonant Digraph
two consonants that make a single consonant sound when together in a word
In the word “wish,” the letters s and h form the consonant digraph, sh.
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
Morpheme
A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.
write, cat, laugh, box
Fry Word List
the 100 most frequently occurring words in the English language; often used for sight word instruction
Continuous Consonant Sound
letters with sounds that can be lengthened or stretched
/s/ is an example of a continuous sound, as it can be held out indefinitely!
Spelling-Based Phonics Approach
an approach to phonics instruction that involves spelling rules and phonemes
In a spelling-based phonics approach, students learn the sounds of each letter and put the sounds together to create a word.
Synthetic Phonics Approach
an accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words.
A teacher first teaches the sounds of each letter and then focuses on how to blend the sounds together to pronounce whole words
Decodable Word
words that follow common letter/sound correspondence rules and can be “sounded out”
For a third grader, words like “family” and “afternoon” are decodable.
Bound Morpheme
type of morpheme that can appear only as part of a larger word
Prefixes such as pre-, dis-, in-, un-, and suffixes such as -ful, -ment, -ly, -ise are bound morphemes.
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
Vowel-Consonant-E Syllable
The vowel-consonant-e syllable has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word
name, mice, cake, compete
Schwa
the vowel sound in an unstressed syllable, sounds like “uh”
the first a in again
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
The word “bicycles” is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.
Analogy-Based Phonics Approach
an approach to phonics instruction in which students use knowledge of word patterns to decode new words
In an analogy-based phonics approach, to decode the unknown word “zap,” students would think of the word “map.”
Embedded Phonics Approach
an approach to phonics instruction that involves implicitly teaching through reading or in context
A student learns to decode the word “snake” when reading a short story about a boy who goes hiking.
Inflectional Affix
an affix that changes the form of the root or base word
The inflectional affix, “ed” changes a verb to the past tense.
Derivational Affix
an affix that changes the root or base word into a new word
When the derivational affix, “ful” is added to the noun, beauty, the word “beautiful” forms, meaning full of beauty.
Diphthong
one vowel sound made by the combination of two vowel sounds
the “ou” in south; the “au” in taught; the “oy” in oyster
R-Controlled Syllable
Syllable that contains a vowel followed by the letter r; the r controls the vowel and changes the way the vowel is pronounced
car, guitar, mother, and manor
Root
Base words to which prefixes, suffixes, and syllables can be added
Open Syllable
Syllable that ends in a vowel; the vowel has its long sound
vacant, brutal, agent
Dolch Word List
the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English
Some words on the list include: am, are, at, be, but, came, did, have, he, into, like, now, on, our, out, please
Free Morpheme / Unbound Morpheme
type of morpheme that can stand alone or can appear with other morphemes in a lexeme
Simple words (i.e. words made up of one free morpheme, such as the, run, on, etc.) and compound words (i.e. words made up of two free morphemes, such as keyboard, greenhouse, etc.) are free morphemes.
Stop Consonant Sound
letters with sounds that cannot be stretched without changing the sound
/t/ is an example of a stop sound, as it cannot be stretched out.
Spelling-Based Phonics Approach
an approach to phonics instruction that involves spelling rules and phonemes
In a spelling-based phonics approach, students learn the sounds of each letter and put the sounds together to create a word.
Final Stable Syllable
A consonant + -le syllable occurs at the end of a word. If the consonant + -le syllable is found next to an open syllable, then the vowel in the open syllable stays long. If the consonant + -le is next to a closed syllable, the vowel in the closed syllable stays short.
bugle, candle, bubble, circle, and trample
Vowel-Consonant-E Syllable
The vowel-consonant-e syllable has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word
name, mice, cake, compete
Consonant Digraph
two consonants that make a single consonant sound when together in a word
In the word “wish,” the letters s and h form the consonant digraph, sh.
Consonant Blend
two or more consonants that blend together when decoded, but each retains its own sound
In the word “blue,” the letters b and l form the consonant blend, bl.
Tense
words that indicate if a statement is referring to past time, present time, or future time
Past- She spoke. Present- She speaks. Future- She will speak.
Inflectional Affix
an affix that changes the form of the root or base word
The inflectional affix, “ed” changes a verb to the past tense.
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
Analogy-Based Phonics Approach
an approach to phonics instruction in which students use knowledge of word patterns to decode new words
In an analogy-based phonics approach, to decode the unknown word “zap,” students would think of the word “map.”
Synthetic Phonics Approach
an accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words.
A teacher first teaches the sounds of each letter and then focuses on how to blend the sounds together to pronounce whole words
Long Vowel
When a vowel sounds like its name, this is called a long vowel sound.
Long A sound is AY as in cake. Long E sound is EE an in sheet … etc.
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
The word “bicycles” is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.
Word Families
a group of words with a shared ending letter group/sound
back, black, stack, shack, quack, lack, tack
Vowel Digraph
two vowels that make a single vowel sound when together in a word, also known as “vowel teams”
the “ai” in paint; the “ee” in need; the “oa” in boat
Sight Word
word that cannot be decoded because it doesn’t follow standard phonics rules and must be recognized by sight
of, was, the, would
Reading Fluency
The ability to read with appropriate speed, accuracy, and prosody
Phrase-Cued Reading
adding slashes into a text to mark the ends of phrases or natural pauses
When a teacher creates a text for phrase-cue reading, she puts in single slashes (/) to represent a phrase break, and double slashes (//) to represent the end of sentences.
Automaticity
the ability to read words effortlessly
Speed (when reading)
the pace at which the reader reads the text
Speaking Vocabulary
all the words known and used by a person in speech
Students typically have a clear understanding of a word in order to use it in their speaking vocabulary.
Listening Vocabulary
words a listener can recognize when heard
People typically have a larger listening vocabulary than writing vocabulary, as the meaning of words can be determined from the context.
Accuracy (when reading)
the reader’s ability to correctly pronounce words
Rereading Familiar Text
Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.
Timed Reading
A strategy in which a teacher listens to a student read a passage from a grade level novel for a set period of time
Writing Vocabulary
all the words known and used by a person in writing
A students writing vocabulary is typically more formal than their speaking vocabulary.
Teacher-Modeled Reading
A strategy in which a teacher reads aloud to students emphasizing his/her own fluency and prosody.
Literature Circles
A strategy in which a teacher organizes students into small groups to discuss a common text
Independent Reading
reading done by students independent of the teacher. This reading can be either assigned or student selected. Typically silent.
Choral Reading / Echo Reading
A strategy in which students first listens to the teacher read a short passage aloud, and then the class and the teacher all read it aloud at the same time
Prosody
the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud
Supervised Oral Reading
A strategy in which a student reads aloud to a teacher or tutor.
Reading Vocabulary
words a reader can recognize while reading a text
People typically have a larger reading vocabulary than speaking vocabulary, as the meaning of words can be determined from the context.
Partner / Small Group Reading
A strategy in which students read semi-independently in pairs or small groups.
Audio/Video-Assisted Reading
A strategy in which a teacher plays an audio recording of a book or show an animated illustration of a book while students read along
Shared Reading
A reading strategy that allows a teacher to model strong reading skills, such as fluency or decoding, while students have a clear view of the text
Readers’ Theater
A strategy in which a teacher directs students in a dramatic enactment of a play or book
Words per Minute (WPM)
the number of words a student reads correctly in a 60-second time span
Denotative Meaning
a literal, dictionary meaning of a word
Context Clues / Contextual Analysis
using the words before and after an unknown word to determine its meaning
It was a beautiful day that made it idyllic for swimming.
Digital Resources
resources that provide content beyond what is available in print
In an ELA classroom, students may be able to use digital resources to hear a word said aloud, see more examples of words being used, and/or see visual representations of a word.
Root
Base words to which prefixes, suffixes, and syllables can be added
Frayer Model
a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary
Students place the following information on a chart divided into four sections - the definition of a concept, its essential characteristics, examples and non-examples.
Structural / Morphemic Analysis
using meaningful word parts (morphemes) to study a word and determine its meaning
Dictionary (Digital)
an online dictionary
dictionary.com
Tier 2 Words
Academic words that students will encounter frequently and that are used in multiple content areas. Many of these are process words that commonly appear in assessment.
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
Utility (in vocabulary)
the frequency with which a word will be encountered
Vocabulary words with high utlity, are more likely to be remembered by students.
Vocabulary / Vocabulary Development
the ability to effectively know and use words in their listening, speaking, reading, and writing
Thesaurus (Digital)
an online thesaurus
thesarus.com
Word Wall
An on-going bulletin board with common terms used frequently in the classroom. Vocabulary words are added as they are introduced
Connotation
the implied meaning of a word; the feeling a word conveys
Describing a person as “shrewd” may make them feel negatively, even though the definition (sharp-witted, intelligent) is positive.
