Phonological Awareness Flashcards
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
WIDA Level: Developing
Level 3. Topical language advances, but still has room for improvement. Sentences are longer and begin to become more complex. Occasional errors may hinder communication, but the student is understandable most of the time.
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.
Root
Base words to which prefixes, suffixes, and syllables can be added
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.
Affix
A letter or letters that change a root word’s meaning
prefixes or suffixes
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.
Syllable Blending
the ability to put together parts of a word and make them into a new word
“sib” and “ling” are two syllables that blend together to form the word “sibling.”
Automaticity
the ability to read words effortlessly
Irregular High Frequency Sight Words
words that frequently appear in printed English but are not readily decodable in the early stages of reading instruction
you, said, know, there, what, who, two, too, enough, through, their, where, brought, and though.
Prefix
A letter or letters at the beginning of a root word that changes its meaning
re, de, un
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”
Sight Word Instruction
the approach taken when teaching high frequency, often irregular words to early readers
Sight word instruction helps students to memorize words that they will encounter often, by teaching them to read the words by sight, without attempting to decode them.
Alphabetic Knowledge
The ability to recognize, name, and write letters.
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.
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
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
High-Frequency Word
a word that appears often in grade-level text
Words like “and”, “the”, “as” and “it” are high-frequency words.
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/
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
Phoneme Isolation
the ability to can hear and recognize the individual sound in words
What is the first sound you hear in dog? /d/
Syllable Awareness / Syllabication / Syllable Segmentation
the ability to hear individual parts/syllables of words
“Education” has four syllables “ed-u-ca-tion”
WIDA Level: Reaching
Level 6. Language skills are comparable to her peers. She can use a variety of sentences and write or speak for an extended period of time about the same topic. Uses technical language of content areas accurately.
