Objective 2 Vocab Cards

Question 1

Fluency

Answer 1

Being able to read running text accurately, quickly, and with prosody (along with good intonation and expression). Necessary but not sufficient for comprehension.

Question 2

Automaticity

Answer 2

Reading words with accuracy and speed. Contributes to fluency.

Question 3

Phoneme

Answer 3

The smallest unit of sound in a language, it is usually noted within // marks to denote the sound vs. the name of the letter.

Question 4

Continuant Sound and Stop Sound

Answer 4

Some sounds can be continued as you say them (/s/ /l/ /r/ /m/ /n/ and /sh/) and some sounds cannot be continued (stops) (/b/ /d/ /p/ and /k/). Vowel sounds are typically constitutes.

Question 5

Grapheme

Answer 5

The written symbols (letters) that denote phonemes
Ex. b is the grapheme that denotes /b/
ea is the grapheme that denotes long e in bead and short e in head.
There is a one to one correspondence between graphemes and phonemes.

Question 6

Consonant Digraph

Answer 6

Two consonants usually including an h that produce one sound, it does NOT blend.
Ex. th, sh, ch, ph and gh as in the word rough
Some experts include ck and wh

Question 7

Trigraph

Answer 7

Is a series of three letters that make one sound
Ex. dge as in bridge
tch as in match
ght as in sight

Question 8

Consonant Blend

Answer 8

2 or 3 consonants that blend together; all sounds are still heard; may appear in the beginnings or ends of single syllables
Ex. bl or nd as in blend or hand
st as in start or as in fast
spr in spring

Question 9

Decoding

Answer 9

The process of recognizing a written word (reading it) by applying letter sound correspondences (phonics) or using word analysis skills by breaking the word into pronounceable units.

Question 10

Encoding

Answer 10

The process of writing a word using word analysis skills, also known as spelling.

Question 11

Decoding Vs. Encoding

Answer 11

They are reciprocal processes. Learning one helps the other and vice versa.

Question 12

Phonetic Spelling

Answer 12

Sometimes known as invented spelling, young writers slowly pronounce the word they want to write and listen for each sound (phoneme). They then write down letters for each sound they hear
Ex. kids might write wuz instead of was

Question 13

Semantic Clues

Answer 13

Meaning clues found within phrases or sentences. A student who substitutes rat for ran in a sentence is probably not using semantic clues because rat will not make sense. Children us these to predict what word would make sense in a sentence.

Question 14

Syntactic Clues

Answer 14

Grammatical clues found within phrases or sentences. Children use these to predict what word would sound right in a sentence.
Ex. The big gray ______ ran down the road
Syntactically any noun would fill the blank
Semantically dog or horse would fill the blank

Question 15

Context Clues

Answer 15

Listeners and readers use surrounding words to confirm the pronunciation of an unfamiliar word OR to define a new word. Should be used AFTER students apply phonics/decoding strategies to confirm if the pronunciation of a word is reasonable.

Question 16

Visual information in text

Answer 16

The print; the letters and sounds they represent (phonics); it is what you see on the page. Readers use this to decode words in print.
It is not charts, graphs, or illustrations

Question 17

Explicit phonics instruction

Answer 17

planned and direct way of teaching phonics; teachers plan this systematically. The state favors this method of teaching phonics.

Question 18

Implicit phonics instruction

Answer 18

teaching phonics incidentally or embedded in other teaching; it is not systematic and not planned.

Question 19

Explicit and Implicit phonics instruction

Answer 19

all teachers use these methods to teach phonics; they are the basic and overall terms for phonics instruction

Question 20

Synthetic phonics instruction

Answer 20

Teachers model word recognition with separate isolated sounds that are then blended together. Often linked to explicit phonics instruction.

Question 21

Analytic phonics instruction

Answer 21

Teachers base instruction on known words and word parts, sounds are never isolated. Often linked to Implicit phonics instruction.

Question 22

Syllable

Answer 22

Part of a word or a whole word that has one and only now vowel sound.

Question 23

One-syllable consonant vowel patterns (CLOVER)

Answer 23

C= closed syllable, short vowel CVC (mat), VC (at), CVCC (fast), CCVCC (blast)
L= Cle words (lit/tle)
O= open syllable CV long vowel (go or pa in paper)
V= VV patterns, digraphs and diphthongs (boat or bound)
E= silent e (such as CVCe long vowel sound and silent e) (make, time)
R= VR- r-controlled sound, vowel not long or short (her, sister, car)

Question 24

Vowel Team (vowel pair)

Answer 24

These are VV patterns that are either vowel digraphs (where one vowel is voiced and the other silent) or diphthongs (where the vowels seem to blend together and make a new sound)

Question 25

r-controlled vowel

Answer 25

when a vowel is followed by r, the r changes the typical sound of the vowel (car, her, fur, first)

Question 26

l-controlled vowel

Answer 26

when the vowel ‘a’ is followed by ‘l’ or ‘ll’ the ‘a’ does not make its typical sound (all, although)

Question 27

Common phonograms (word patterns)

Answer 27

also known as rimes, spelling patterns, or word families
these are one-syllable patterns that begin with a vowel and extend to the end of the syllable. Many words can be built on phonograms and they stabilize the vowel sound
Ex. ame, at, ight, ing, ell, ill, old, et, op, ite, ate

Question 28

High Frequency Words (sight words)

Answer 28

The most frequently used words in the language. These words often defy decoding/phonics generalizations so readers must recognize the whole word automatically. The 200 most frequent words represent about 50% if running text in early readers’ books.
Ex. the, and, he, she, have, was

Question 29

Homophone

Answer 29

Words that sound alike but are not spelled the same
Ex. to, too, and two

Question 30

Homograph

Answer 30

Words that look alike but may not sound alike and don’t mean the same thing.
Ex. tear (to cry) and tear (to rip)

Question 31

Whisper reading

Answer 31

when young readers read to themselves but actually vocalize each word very softly by whispering to themselves. This helps them read each word in the text closely and to hear the words so they can construct meaning as they read.

Question 32

Interactive Writing

Answer 32

When the teacher shares the pen with the children on a chart or Smart board for all to see. They share the process of encoding the print that represents the ideas that the children want to express. Sometimes the teacher writes and sometimes s/he calls on a child to come up and write.

Question 33

Decode-ability

Answer 33

Quality of text; all or most of the words should be easy for readers to analyze and pronounce based on regular phonics patterns.

Question 34

Predictability

Answer 34

Quality of text; pertains to writing that is written in a repeated pattern so that the readers can guess what comes next.

Question 35

Decodable Text vs. Easily Accessible Text

Answer 35

The MA DESE recommends that young children read practice with decodable texts (where they had been taught and have practiced decoding the words and word patterns in the books.) Easily accessible texts that feature predictable language patterns and lots of picture supports are not as recommended.

Question 36

Recommended Guidelines for Phonics Instruction

Answer 36

The MA DESE recommends direct instruction in teaching letter sounds, beginning with the most frequently used consonants and short vowel sounds and simple one syllable patterns. After students can decode a number of words, they should read short decodable texts.