Phonics and Decoding

Question 1

phoneme-grapheme correspondence is also known as

Answer 1

letter-sound correspondence

Question 2

phonemic awareness is associated with the individual ___ in words while phonics is associated with understanding how ____ represent sounds.

Answer 2

sounds; letters

Question 3

when teaching phoneme-grapheme correspondences, it is important to model the _____ of each sound that can be used when blending sounds to make words

Answer 3

pronunciation

Question 4

In what sequence should phoneme-grapheme correspondence be taught?

Answer 4

Alphabet knowledge
Consonant Digraphs
Consonant Blends
Other Graphemes (like tch, wr)
R-Controlled Vowels
Vowel Teams

Question 5

a combination of two consonant letters that form a single consonant speech sound

Answer 5

consonant digraph

Question 6

clusters of two or three consonants that each retain their own sounds

Answer 6

consonant blends

Question 7

a vowel immediately followed by the letter ‘r’, and because of that ‘r’ can no longer be pronounced as a long or short vowel.
examples: /ar/ , /or/, and /er/

Answer 7

r-controlled vowel

Question 8

In what order should systematic consonant and vowel instruction be taught?

Answer 8

consonants and short vowel sounds, then blends, and finally combined vowel sounds (vowel teams, r-controlled, and silent letters like in ‘kn’)

Question 9

a method of teaching students how to connect the graphemes (letters) with phonemes (sounds) and how to use this letter-sound relationship to read and spell words

Answer 9

Explicit phonics instruction

Question 10

using a logical and specific scope and sequence that is developmentally appropriate to teach students in the major letters and sounds. This includes short & long vowels, blends, and consonant digraphs (oi, ea, sh, th, etc.). This plan is carefully designed before activities and lessons are developed

Answer 10

Systematic phonics instruction

Question 11

involves lessons built on those previously taught and students will have to draw and recall from previous lessons. Lessons move from simple to complex, and include clear, concise student objectives. Students have to use their prior knowledge to learn complex skills

Answer 11

Recursive phonics instruction

Question 12

decoding, encoding, fluency, and reading comprehension are _____.

Answer 12

interrelated

Question 13

sounding out words while reading

Answer 13

decoding

Question 14

the process of hearing a word and spelling it based on sounds and phonics

Answer 14

encoding

Question 15

moving through the text accurately without having to stop to decode

Answer 15

fluency

Question 16

reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions

Answer 16

comprehension

Question 17

uses two of the same letters to spell a consonant phoneme

Answer 17

doublets

Question 18

two-letter (di-) combinations that create one phoneme

Answer 18

digraphs

Question 19

three-letter (tri-) combinations that create one phoneme

Answer 19

trigraphs

Question 20

sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another.

Answer 20

diphthong (ai-, oi-, ou-)

Question 21

include two or three graphemes, and the consonant sounds are separate and identifiable

Answer 21

consonant blends (like c-l in clean or l-k in milk)

Question 22

letter combinations that use two letters: one represents the phoneme and the other is silent

Answer 22

silent letter combinations (like kn in knihgt or wr in wrestle)

Question 23

these two letters always go together and make a /kw/ sound

Answer 23

combination qu (q and u)

Question 24

a single vowel letter that stands for a vowel sound

Answer 24

single letters
(short vowels: cat , hit, gem)
(long vowels: me, no, mute)

Question 25

a single consonant letter can be represented by a phoneme

Answer 25

single letters (b,d,f,g,h, etc.)

Question 26

combinations of two, three, or four letters that stand for a vowel sound

Answer 26

vowel teams (ea-, oa-, ou-, oo-, -eigh)

Question 27

a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It is often called the "lazy" sound in a word. (Like 'a' in 'balloon' (sounds like 'uh')).

Answer 27

Schwa sound

Question 28

consonant-vowel-consonant (bat, cat, tap)

Answer 28

CVC

Question 29

consonant-vowel-consonant-silent e (make, take, bake)

Answer 29

CVCe

Question 30

consonant-consonant-vowel-consonant (trap, chop, grit)

Answer 30

CCVC

Question 31

consonant-vowel-consonant-consonant (tack, hunt, fast)

Answer 31

CVCC

Question 32

the study of word parts and their meanings

Answer 32

morphology

Question 33

the smallest units of meaning in a word

Answer 33

morphemes

Question 34

two words put together

Answer 34

compound word

Question 35

the basic part of a word- stands alone in meaning and in English often comes from Latin.

Answer 35

root words

Question 36

additions to root words that help to form a new word- comes at the beginning of a word

Answer 36

prefixes

Question 37

additions to root words that help to form a new word- comes at the end of a word

Answer 37

suffixes

Question 37

additions to root words that help to form a new word- comes at the end of a word

Answer 37

suffixes

Question 38

additions to roots

Answer 38

affixes

Question 39

the study of the origins of words and how they have changed over time (example: analyzing root words and their meaning)

Answer 39

etymology

Question 40

these morphemes can stand alone because they mean something in and of themselves

Answer 40

free morphemes

Question 41

these morphemes only have meaning when they are connected to another morpheme

Answer 41

bound morphemes

Question 42

the spelling of a ____ can vary depending on its root word

Answer 42

suffix

Question 43

use the -able ending if the ___ ___ is not changed (like in comfort --> comfortable)

Answer 43

root word

Question 44

use the -able ending if there is a related word that ends in ____

Answer 44

-ation

Question 45

use the -ible ending when you can't hear a whole ___ ___ like in invisible.

Answer 45

root word

Question 46

readers can use ____ to chunk words, separate words, and organize words so readers can develop fluency and comprehension

Answer 46

morphology

Question 47

a group of letters that represent meaning and sound

Answer 47

a chunk

Question 48

a syllable with a single vowel followed by one or more consonants

Answer 48

closed syllable

Question 49

a syllable that ends with a single vowel

Answer 49

open syllable

Question 50

a syllable with a single vowel followed by a consonant then the vowel e.

Answer 50

VCe (vowel consonant silent e) syllable

Question 51

a syllable that has two consecutive vowels

Answer 51

vowel teams (dipthong)

Question 52

two vowels that make one long vowel sound

Answer 52

long vowel team (ea-, -ay, -ee)

Question 53

two vowels that makes netiher a long nor a short vowel sound, but rather a variant (like when w and y act as vowels)

Answer 53

variant vowel team (-ew, -aw)

Question 54

a syllable with one or two vowels followed by the letter r (the vowel is not long or short and the r influences the vowel sound)

Answer 54

r-controlled syllable

Question 55

a syllable that has a consonant followed by the letters le, al, or el. this is the only syllable type without the vowel sound.

Answer 55

consonant -le (or -al, or -el )/ final stable syllable

Question 56

what is the only syllable type missing a vowel sound?

Answer 56

consonant le/final stable syllable

Question 57

students clap and say the syllable at the same time

Answer 57

syllable clapping

Question 58

what are some activities to teach syllables?

Answer 58

syllable clapping, syllable lists, multisyllabic word manipulation, and syllable scoop

Question 59

create a list of prefixes, suffixes, roots, ly, le, and others

Answer 59

syllable lists

Question 60

write different syllables on note cards. jumble the cards and have students put the cards in the correct order so the word makes sense.

Answer 60

multisyllabic word manipulation

Question 61

students scoop under each syllable of multisyllable words

Answer 61

syllable scoop

Question 62

breaking up words into different parts/breaking words up by their prefixes, suffixes, and roots

Answer 62

structural analysis

Question 63

words that show up in text very frequently- these words should be memorized because it helps students save their cognitive endurance

Answer 63

high frequency or sight words

Question 64

one of the only times memorization is a good practice is when increasing students' ______.

Answer 64

automaticity

Question 65

the most important way to provide students with opportunities to build and extend their phonics skills is...

Answer 65

to use a variety of literary and informational text (increase the amount of print students are exposed to)

Question 66

texts carefully sequenced to progressively incorporate words that are consistent with the letter-sound relationships that have been taught to the new reader

Answer 66

decodable texts

Question 67

an interactive reading experience where the teacher guides students as they read text. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression.

Answer 67

authentic and shared reading tasks

Question 68

when students read aloud in class, to a partner, in cooperative groups, or with a teacher

Answer 68

oral reading

Question 69

instead of reading out loud or silently, students read in a whisper voice. This allows students to make mistakes without feeling embarassed. It also helps students with decoding and fluency.

Answer 69

whisper reading

Question 70

a literacy tool composed of an organized collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom.

Answer 70

word walls

Question 71

when students and teacher share the process of writing. The teacher begins by writing a word or a piece of a word, and the student continues.

Answer 71

interactive writing

Question 72

as students begin to read, they use these different methods to figure out words

Answer 72

cueing systems

Question 73

cues that refer to the meaning in language that assists in comprehending texts (including words, speech, signs, symbols, and other meaning-bearing forms). These cues involve the learners' prior knowledge of language.

Answer 73

semantic cues

Question 74

cues that involve the structure of the word as in the rules and patterns of language (grammar), and punctuation.

Answer 74

syntactic cues

Question 75

cues that involve the letter-sound or sound-symbol relationships of language. This process is often called decoding.

Answer 75

graphophonic cues

Question 76

vocabulary knowledge supports the ____ cueing system

Answer 76

semantic