Rica sub test 1 Flashcards
What are phonics?
are letter sounds that correspond. Taught from basic to more complex
What are phonemes
They are the letter sounds
Phonemic awareness is?
being aware of the individual sounds
What does it mean to Adding phonemes
When you add /s/ to cat (cats). When you add /c/ to at for cat
Morphology is
The study of word formation
Morphemes
is the smallest meaninful units in a word
*Prefixes come in the beginning (un, re, de, com)
* suffixes - come in the end (est, meant, ed, er, ing, s
* In +come + ing = incoming
Free Morpheme
Can stand alone and have meaning.
examples: eat, date, weak
Bound morphemes
can’t occur alone; must be attached by a root word.
roots include: -s, -ed, pre-, -en
Graphemes
Letters and groups of letters and how its written
consonant digraphs
two letters that come together to make one sound. Example is /ch/ in beach and /sh/ sheep
Vowel digraph
two vowels that come together to make one letter sound.
/ee/ in green
/oa/ in boat
Diphthongs -
a sound formed by the combination of two vowels in a single syllable. The sound begins as aone vowel sounds then moves toward another.
example /oi/ in oil. /oy/ in boy
Alphabetic Principle
the knowledge that letters and combinations of letters represents the sounds that make up words
letter identification -
the ability to identify the 26 letters of the English alphabet
word Awareness -
being aware that sentences are made with words
Structural Analysis
identifying prefixes, suffixes, and root words that make up a word.
content are words
words for a unit of study (Social studies, science, etc)
Accuracy
the rate at which a reader reads the words CORRECTLY in a passage
Rate -
how quickly or slowly a student reads a text
fluency
the ability to read text rapidly, smoothly, effortlessly, and automatically
Prosody
how the oral reading sounds
Sound identifying
/k/ in cat
sound isolation
First sound, Last sound, middle sound /c/ /a/ /t/
Sound substitution
change beginning/ ending sounds
sound deletion
when you take away /c/ from cat to make at
sound segmentation
segmenting onset and rime /c/ at
segmenting individual phonemes
/c/ /a/ /t/
Continuous sounds
the possibility to hold the sound and stretch the sound out
* /f/, l, m , n, r, s , v , z
Stop Sounds
The sound is quick and cannot be stretched out
*/b/, c , d , g , j , k, p
Sound blending - blending onset and rime
blending indvidual phonemes for /c/ /a/ /t/
word blending
two single words that make a compund word /cow/ /boy/ is cowboy
syllable blending-
blending the syllables to create the word
/sis/ /ter/ together is sister
Syllable
Pronounced with a single uninterrupted sound
Open Syllable
ends with a vowel
* re/sign
* fre/quent
closed syllable
ends with a consonant
example kick/ball. muf/fin
syllable awareness
can be done by clapping your hands or arm tap for the number of syllables
Syllable analysis
the process of recognizing words by analyzing the syllables in the word
word and syllables
sounds in larger units of language
common need words
difficult, common words/groups of words
Sight Words
Words that should be taught as a whole, because they cannot be phonemically broken down
are more frequent words that need priority
Onset and Rhime Blending
/b/ the beginning cosonant to word or bundle of consonants ONSET
/bl/ank the vowel in any sounds
Affix
prefix appears before the word -non - un-, pre-
suffix is the ending of a word, -ment, -er, ly
Single syllable prefix /un/kind
L- controlled vowel-
Ch/al/k - chalk
h/el/p - help
m/il/k - milk
c/ol/d - cold
b/ul/l - bull
R- controlled vowels
ch/ar - char
h/er/- her
f/ir - fir
f/or - for
f/ur - furp
Vc pattern
IT i(v) t (c)
CVC
CUP, PET, lip, bum, man
CVCE
MADE, LIKE, CONE, HUGE,
CCVC pattern
brat, clap, skip
CCVC pattern
bait, team, goal,
CVCC pattern
balk, cost, film
STAGES OF DEVELOPMENT - Precommunicative
show no understanding that laetters represent sound, random kars, letters numbers, squiggles, etc
STAGE OF DEVELOPMENT- semiphonetic -
attempts to use letters to represent sounds. USes mostaly consonants initial sounds etc. example: i lk piz
STAGES OF DEVELOPMENT PHONETIC
students know that letters represent sounds, many words are spelledd almost correctly, moving away from sound out words - example: i lik pizza
STAGES OF DEVELOPMENT- TRANSITIONAL
student doesn’t know recognize patterns in english - i lice to eet pizza
Conventional -
almost all or all words are spelled correect; child realizes a word doesn’t look correct. I like to eat pizza
