Phonics Glossary and Such Flashcards
1
Q
the relationships between the sounds of a language and the letters or letter combinations used to represent those sounds
A
phonics
2
Q
the spelling system of a language
A
orthography
3
Q
basic sound unit of speech
A
phoneme
4
Q
letters - written symbols that represent phonemes
A
graphemes
5
Q
awareness of units of speech, such as words, syllables, and phonemes
A
phonological awareness
6
Q
the understanding that words are made up of individual sounds (phonemes)
A
phonemic awareness
7
Q
splitting a spoken word into its constituent phonemes in the order in which they are heard in the word; this skill is required for a child to invent full phonetic spellings
A
phoneme segmentation
8
Q
taking given phonemes and combining them to make a word, the opposite of segmentation, this is employed when decoding new words
A
phoneme blending
9
Q
to take written letters/words and translate them in to sounds (phonemes) that make up the words; we use phonics for this
A
decoding
10
Q
to translate spoken language into written symbols; we use orthography for this
A
encoding
11
Q
phonemes where the flow of air is cut off partially or completely
A
consonants
12
Q
the vocal cords vibrate in creating the sound
A
voiced
13
Q
the vocal cords do not vibrate in creating the sound
A
unvoiced
14
Q
phonemes where air flows through the mouth unobstructed; always voiced
A
vowels
15
Q
think of cvc pattern for these types of vowels
A
short
16
Q
say the name of the letter
A
long vowels
17
Q
vowel followed by an “r” is always distorted
A
r-controlled vowel
18
Q
phoneme where the mouth glides from one vowel sound directly into another
A
diphthong
19
Q
the vowel sound of any unaccented syllable in English
A
schwa
20
Q
a consonant that can be “stretched out” with a continuous sound
A
continuant consonant
21
Q
two consonants together that represent one phoneme
A
consonant digraph
22
Q
a sequence of two or three consonants each of which is heard
A
consonant blend
23
Q
two letters together that represent one vowel sounds
A
vowel digraph
24
Q
the beginning consonant sound(s) before the vowel sound in a syllable; not all words have these
A
onset
25
the vowel sound and any others that follow the first part of a syllable
rime
26
words that share an ending (or rime)
word families
27
another word for word families
phonograms
28
phoneme(s) that constitute a larger sound unit within a word, beyond the phoneme level, must contain a vowel sound
syllable
29
English syllables can be grouped into basic patterns according to their use of consonant and vowel sounds
syllable patterns
30
a syllable that ends in a vowel sound
open
31
a syllable that ends in a consonant sound
closed
32
a syllable with two long vowel graphemes together like digraphs and diphthongs the vowel sound is often long
vowel pair
33
ends in a vowel consonant e pattern, often with a long vowel sound
VCe
34
meaning units within a word, including prefixes, suffixes, and base words
morphemes
35
the principle, or rule, that there is a 1:1 correspondence between graphemes and phonemes
alphabetic prinicple
36
to analyze a word by breaking it into its individual morphemes
morphemic analysis
37
The process of studying words. This is an instructional approach for teaching learners how to read
and spell. It is learner-centered and it is based on the learner’s developmental stage. The learner must
categorize and sort words by using what s/he knows about phonics, orthography, vocabulary, and word identification skills
word study
38
An assessment which asks the student to spell a carefully-selected set of words that grow
increasingly difficult. The set of words contains a range of orthographic features, and the student is being
tested on his/her knowledge of those features. It is used to determine a student’s developmental
stage in orthographic (and reading) skills, based on what the student uses and confuses. Students are placed
into instructional groups, based on this.
spelling inventory
39
A representation of literacy as a woven set of skills, including reading, writing, orthography,
vocabulary, oral literacy, and familiarity with authentic stories and informational texts
braid of literacy
40
Any word part that is attached to a root; may be a prefix, suffix, or inflectional ending
affix
41
these change the meaning of the root
prefixes
42
these change the meaning or parts of speech of a word
suffixes
43
change the tense or number of a word
inflectional ending
44
This is where you read aloud, using authentic, meaningful stories and informational texts.
You expose children to the joy of reading, and you provide them with lots of good introduction of
vocabulary and modeling of strategies
Read to
45
This can occur in a number of ways. Students can read familiar texts in reading buddy
pairs, or work together in small groups with decodable texts, or leveled texts. Or it can be the teacher
conducting a shared reading minilesson with a small group, or with the whole class. It can also be a
literature circle.
Read with
46
This can take many forms. You might model how to write the letter “B” while children
write on their own papers. You could model how to encode a set of phonograms (e.g., bit, fit, sit, hit,
and mitt—an “oddball”). You could provide a minilesson on how to write a “hook” in a five-paragraph
essay.
Write with
47
Rich, purposeful discussions are essential. Children should talk with each other about their
reading and their writing. they should do this in pairs, in small groups, and in presentations to the
whole class. Teachers should have individual conferences with students, should talk with small groups
about a reading/writing topic, and should conduct grand conversations with the class, to help them
process a concept, or a text
Talk with
48
RRWWT
Read to, Read with, Write with, Word study, Talk with
49
Learners experiment and imitate in this stage. They are exploring concepts of print, including
directionality, features of print, word boundaries, and predictability of text. They are learning letter names. They are
curious about written language. They have phonemic awareness, and they are refining this awareness. They engage in
pretend reading and pretend writing, and also exhibit memory reading. At the end of this stage, they begin to match
phonemes (sounds) to letters.
emergent
50
Learners are beginning to read and write in a conventional way. Their knowledge of letter
names is solidified, and they often invent spellings based on the letter name. (Ex: The word “why” might be spelled “y.”)
They understand the concept of a word in a text, and can finger point and read simple words with some fluency. Their
consonant knowledge gets stronger and stronger, while vowels are still tricky for them, due to their ambiguity. They gain
command over a “beginner’s set” of high-frequency words, and also over a good number of sight words. At the end of this
stage, these learners have a stronger grasp of vowel sounds, and are comfortable with many CVC words, some CVCe
words, as well as other patterns.
letter name alphabetic stage
51
Learners in this stage have a much firmer grasp of the phonemes they hear in words, and can
encode many of them into familiar orthographic patterns. They are transitioning into a more fluent stage of oral reading.
They read most single-syllable words correctly, and can spell many of them correctly, too. To read multi-syllable words,
they need contextual support, and their spellings will be less accurate. Their grasp of patterns in words is getting very
strong at this stage, and they are able to cope with complex patterns such as r-controlled vowels, vowel ambiguities, and
complex consonant patterns (e.g. fetch, ledge, stretch).
within word pattern
52
For some children this can start as early as end-of-first or second grade. For many, though, it
solidifies in end-of-second or third grade. Learners in this stage have been reading and spelling mult-syllable words
already, but now they are solidly grasping the generalizations/rules for how syllables are added on to a root, how the
spellings change (e.g., “double the consonant before adding –ing for some words”), and how prefixes, suffixes, and
inflectional endings are used. Students need to have very strong word consciousness in this stage, and so do their
teachers! Learners begin using morphemic analysis in this stage, and this skill is strengthened in the next stage
syllables and affixes
53
The knowledge that learners have about spelling and vocabulary is now growing through the
process of derivation. Learners ask themselves, “What is the derivation of this word?” as they approach a new work that
they must read and/or spell. They think about the root and its meaning, and they even think about what language the
root came from. This is the etymology of the word—its history of language origins. Learners also have a firm grasp of the
meanings of many prefixes and suffixes, and how those affixes affect the root. We remain in this stage through adulthood,
and we must have a robust word consciousness to keep on acquiring new vocabulary and new learning.
derivational relations
54
a concept which describes the fact that any vowel letter or digraph may represent multiple phonemes
ambiguity of vowels
55
a classroom profile that organizes students into instructional groups by features to be taught within each stage
classroom composite
56
a tool used to classify students' errors within a hierarchy of orthographic features; used to score spelling inventories
feature guide
57
meaning units of language (morphemes) that stand alone as words
free morphemes
58
sound alike, share same spelling, have different meaning
homonym
59
sound alike, have different meanings, have different spelling
homophones
60
spelled the same, have different pronunciations and meanings
homographs
61
a study is known as this because as students explore and learn about the word formation processes of English they are able to generate knowledge of thousands of words
generative
62
2-5 year old
emergent
63
6-9 year old
within word pattern
64
8-12 year old
syllables and affixes
65
4-7 year old
letter name alphabetic
66
4th grade or so to beyond
derivational relations
