phonics quiz Flashcards
grapheme
a letter or group of letters representing a sound (ph for f sound)
phoneme
sound, smallest unit, one letter
phonics
word identification
blends
fl pl sl, tr dr br cr, st, sl ect, 2 letters coming together and you hear both sounds
consonant digraph
(2 letters, 1 sound) will see at the beginning and end, they make a whole new sound, SH CH TH WH PH GH
vowel digraph
2 vowels that represent one of their sounds CROW, BOAT< SHEET, PAID, IS, AY, WE, AY, OW, AI AY EE OA OW
Most important skill for beginner readers to master?
consonants, when decoding words consonants are the most reliable
Short vowel sounds
apple, elephant, insect, ostrich, umbrella
long vowel sounds
ate, eat, ice, over, use
SCHWA
the name of the short “u” vowel sound represented by the symbol “ upside down e” About, takEn, pencIl, Oven
other vowels
Y-cry, happy, my, myth
W-grow, cwm, saw, sew
diphthong
two vowel sounds together that represent one sound OY OW toy coin, found cow
open syllabe generalization
when the syllable ends with a vowel letter, the long sound is usually heard, BE SO ME HI SEE, O ver, MU sic, I die, tA ble
Closed syllable generalization
when a syllable ends with a consonant letter, the short sound is ussually heard end, cat, fast, un der, in sect
r controlled vowel sound
when a single vowel is followed by the letter “r” the vowel sound is influenced far, fern, fir, for, fur
special sounds G and C
G; when followed by e or I, makes soft sound, gem, gym, giant
C: center, city, cycle
special sounds QU and S and OO
queen, opaque
sure, as, sun, conclusion
book, moon
special sounds Y
at the end of a word usually makes long e sound, family, happy, only
at the end of a cv word, usually makes long vowel sound, by, try, pry
int he middle of a word it makes a short I sound, crypt, hymn, cyst
at the beginning of the word it makes the y sound
phonics:
must be acquired but not required to teach and not all who are taught learn it
Goal of phonics
acquaint children with letter sound associations(crakc the code)
provide children with abilities to decode visually unfamiliar words if they follow generalizations
phonics must be learned as a functional skill
ability to apply in real life reading ability to state generalization or pass tests
limitations of phonics
only helps proninciation not with meaning (hermeneutics)
visually unfamiliar words must already be known (volcano)
phonics is of little value when words that are not regularly spelled (shoe not shoo)
