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190 Foundations of Reading Exam > Sheet # 1 > Flashcards

Sheet # 1 Flashcards

Foundations of Reading Development: Phonological Awareness, Phonemic Awareness, & Phonics

1
Q

Word Recognition

A

the ability to see a word and know how to pronounce it without consciously thinking about it

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2
Q

Phonics

A

letter sound relationships
-involves print
- requires looking at print
- focuses on the representation of spoken language
- helps students identify words in print by “sounding out” the phonemes, blending them together, and saying the word.

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3
Q

Oral Vocabulary/Language

A

all comes from the mouth
- have to say it before reading and writing it.

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4
Q

Concepts of Print/Print Awareness

A

Basic understanding of the way print works including the direction of print, spacing, punctuation, letters, and words.
- taking all of the oral language a child has learned and now are able to apply it through Book-handling skills.

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5
Q

Book Handling Skills

A

print awareness/concepts of print stage
ex. pointing out the title, beginning, middle, and end of a book. Also, students become aware of punctuation marks (e.g., question marks, periods, etc.)

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6
Q

Text Directionality

A

line of print - left to right (finger following)

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7
Q

Return Sweep

A

get to the end of a line you need to sweep back to the left again.
- how you go to the next line!

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8
Q

Shared Reading

A

is the use of big books where kids can join in the reading. Students can see the text because the text is purposely big enough for them to chime in, follow along, and watch as the teacher is pointing and tracking the text.
- can also be used in word study
* different from read alouds

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9
Q

Read Alouds

A

only the teacher has access to the print; books are not big enough to see the print.

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10
Q

Role of Environmental Print

A

classroom labels (e.g., desk, chair, floor, board, sink, etc.)

Signs in the environment (e.g., stop signs, exits, “on”, “off”, grocery stores, & manufactures) & logos such as “Kentucky Fried Chicken, Stop & Shop, Target, etc.)

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11
Q

Connected Text

A

is text that is connected for meaning. It is not isolated lists of words, it is connected in paragraphs and stories/ text to give meaning.

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12
Q

Phonological Awareness

A

chunks of oral language; oral language is composed of smaller units, such as spoken words and syllables.

not reading itself
The stream of speech: just us talking

***lights could be off - there is nothing to see, read, no letter name - ORAL ONLY

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13
Q

Order of Phonological Awareness Skills

A
  1. Words in a sentence (based on #’s)
  2. Rhymes (recognize, complete, & produce a rhyme).
  3. Blend Syllables, Segment Syllables, Count Syllables
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14
Q

phonological awareness skill #1

A

Distinguish the # of words in a sentence.
ex. He ran to his house
1. 2. 3. 4. 5
(There are 5 words)

kids need to have manipulatives b/c they can’t hold counting in their head ( pre k, k level)

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15
Q

Phonological Awareness Skill #2 - Rhyme

A

a. recognize a rhyme - easy
ex. Does “pin” rhyme with “sick”

b. Complete a rhyme - mid
ex. The “cat” sat on the ____.
(mat) (rate) (pug)

c. Produce a rhyme - hard
ex. What word or make-believe word rhymes with dog?
(Log, hog, slog, mog, etc.)

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16
Q

Phonological Awareness Skill #3 - Syllables

A

a. Blend syllables - easy
ex. What words is made when we put “rain” and “coat” together - “raincoat””
or /b/ /u/ /m/ /p/ - /bump/

b. segment syllables - more difficult than blending
*breaking words apart
ex. “what word is made in “window”
/win/ & /dow/

c. Count Syllables:
ex. how many syllables or parts are in the word, pencil (2), go (1), apple (2) ***think jawdrop

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17
Q

Jaw Drop

A

jaw drop works for syllables in phonological awareness skill counting syllables.
In order to have a syllables you must have on vowel sound!

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18
Q

What must a syllable contain?

A

1 vowel sound - you have to be able to hear it.

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19
Q

Syllables

A

a syllable must contain a vowel.
clap magazine ( /mag/ /a/ /zine/ - 3 claps; 3 vowels).

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20
Q

Monosyllabic

A

mono means one; has only one vowel!
ex. hat, cat, sat, cap

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21
Q

Multisyllabic

A

more than one syllable * magazine *

common missed question - there are three monosyllabic words in
/mag/ /a/ /zine/
1 2 3

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22
Q

closed syllables

A

closed = think consonant
words at the end in a consonant letter ( says the letter’s sound)
*tends to have short vowel sounds
ex. mag or bag, carpet, sandwich, etc.

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23
Q

open syllable

A

word ends in a vowel
*tends to have long vowel sounds (says letter name)
ex. tiger, pilot, banana

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24
Q

Rhyming

A

all oral and under phonological awareness.
Rhyming words:
ex. cat, run, and mat - cat and mat rhyme

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25
Q

phonological processing

A

is the process of sounds
*** a child must recognize these sounds in order to later form a sound/print match.

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26
Q

Phoneme

A

smallest unit of sound.
ex. /f/ /g/ /t/ /l/ /oi/ /eigh/

/d/ - slash marks mean they are representative of the sound

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27
Q

Onset

A

all the letters/sounds before a vowel
ex. b/ ack. (b is the onset)

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28
Q

Rime

A

the vowel to the end of the word
ex. st/ op (op is the rime)

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29
Q

Why do we teach onset and rime?

A

we teach onset and rime to help themselves read words and expand their reading vocabularies.

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30
Q

Which of the following words is the best one to use to teach rime? (while, rat, or toy)

A

the one you chose to onset and rime is the one you can make the most words from (there one that is the most useful to teach)

answer: rat

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31
Q
A
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32
Q

Elkonin boxes

A

are just graphic organizers for kids. Helps kids organize their thinking.
* can be used w/ phonemes or oral complete sentences.

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33
Q

long vowel sound

A

tāble (You can hear the letter name —– a -> /ā/

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34
Q

short vowel sound

A

bǔb-ble (you hear the sound of the letter)

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35
Q

How do we teach students phonemes?

A

We teach through taping b/c taping sends a message to our brain that your teeth and tongue connect to your fingers moving
ex. /m/ /a/ /sh/

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36
Q

Word families & phonograms

A

Rime is a synonym for word families which is a synonym for phonograms.

/w/ /in/
What is the phonogram in win?
in

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37
Q

consonant diagraph

A

is a combination of 2 consonants that work together to represent one single sound in a word.
ex. ch, sh, the, ph, ck,wh

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38
Q

trigraph

A

tri means 3 - considered a diagraph
* 3 letters but 1 sound
ex. scra/tch/ - this all counts as 1 sound

39
Q

Alliteration

A

the repetition of the same letter or sound @ the beginning of two or more words in close or immediate succession.
ex. five funny frogs or luscious lemon lollipops.
*also, tongue twisters are a part of phonemic awareness
ex. Peter Piper picked a pepper

40
Q

Phonemic Awareness

A

individual speech sounds
* the ability to distinguish the separate phonemes (sounds) in a spoken word or words.

41
Q

Order of Phonemic Awareness Skill Development

A
  1. Recognize initial and final sounds in words
    ex. what is the 1st sound in “man”? /m/
  2. blend onsets and times:
    what is the onset in the word /bill/ -> /b/
  3. Blend phonemes:
    What is this word /c/ /o/ /t/? -> /cot/
  4. Segment phonemes:
    what are the sounds in the word /cut/? -> /c/ /u/ /t/
42
Q

Blending (L)

A

blending sounds of letters to make a word
ex. students listen to each sound in a word.

What is the word /c/ /a/ /t/?
blends into /cat.

43
Q

Schwa sound

A

the schwa sound is the sound vowels make when they are unstressed. They make a lazy /uh/ sound.
schwa symbol is an upside down e
ex. balloon - a is saying /uh/

44
Q

segmenting

A

taking something apart/choping up. the word into pieces.
/hat/ -> /h/ /a/ /t/

45
Q

isolating

A

putting a sound or sounds by themselves
*isolating can be done to the 1st letter, medial letter or last letter in a word.

46
Q

Lower Level Skills in Phonemic Awareness

A

Lower level skills; for phonemic Awareness - sounds only
(blending, segmenting, and isolating are all lower level skills)

very easy for kids to pick up on if kids have the background knowledge!

47
Q

How do we know a child is ready for Phonemic Awareness?

A

if they can easily blend & segment.

48
Q

Addition

A

when we add a sound to a word
ex. add /s/ @ the end of /hat/; it turns into /hats/

49
Q

substitution

A

replacing a sound in a word
ex. replace the /m/ sound in /mat/ with an /s/ sound; /mat/ becomes /sat/

50
Q

Deletion

A

completely removing a sound from a word
ex. in the word /sat/ remove the /s/ sound; it changes to /at/

51
Q

r-controlled vowel

A

occurs when a vowel is followed by the letter ‘r’ AND the sound /r/ impacts the vowel
ex. er, ar, ur, or, ir
(wart, further, mirror, worth, etc.)

52
Q

L-controlled vowels

A

in words containing a vowel combined with an l, the vowel is neither long nor short, and its sound is controlled by the /l/ sound
* is typically found in double “l’ words
ex. ball - again takes over where you can’t hear the vowel sound

53
Q

consonant blend

A

is a combination of two or three consonants that appear together in a word, with each consonant retaining its individual sound.
* can occur @ the beginning or end of a word and are not separated by a vowel.
ex. sl, tr, cl

54
Q

dipthong

A

is a gliding vowel, or vowel team. where the sounds begin as one vowel sound and moves to another vowel sound.
*can come in the beginning, middle, and end of words.

common vowel pairs/teams/dipthongs:
ow - ou
aw - au
oi - oy
ew - oo

55
Q

Alphabetic Knowledge

A

Basic letter ID and letter shapes

is the ability to recognize and name uppercase and lowercase letter

(this is the first time we are coming into contact with letters, it is the understanding of basic letter ID and letter shapes * no sound*)

56
Q

Alphabetic Principle

A

Attaching sounds to letter names

letter and letter patterns represent the sounds of spoken language

57
Q

If a child is singing the abc song is the Alphabetic Principal involved

A

No! There are no letters, no looking @ a letter, no reading a letter, not attaching a name to a letter, it is just singing.

58
Q

Decoding

A

when we put letters and sounds together to read words (takes a long time to prepare for this)

K; and by end of K, kids should be able to decode basic 2 or 3 phoneme words at the minimum.

Kid goal is to become an automatic decoder by 2nd grade. It is very important in regards to the reading process.

59
Q

Encoding

A

the opposite of decoding; it is writing words
ex. I am Sam
the goal is to write a complete basic sentence, 2 to 3 words.

60
Q

Spelling

A

by end of k, students should be able to read 2 to 3 phoneme words and spell.

  • just because you can read doesn’t mean you can spell. if we can most likely spell a word we can most likely decode it too.
61
Q

On the exam if there are any questions that have spelling errors…

A

always pick segmenting answers

62
Q

Graphophonic

A

graph means to write and phonics means letter-sound relationships
* writing letters and sounds, and it is associated to spelling - sound it out because it is the letters written in connection to their sounds.

63
Q

Grapheme

A

is a written letter based on the sounds being heard.
any written representation is a grapheme.

64
Q

orthograpghy

A

is the correct spelling of words

prefix “ortho” means “proper” or “correct”, while graph means “writing”

ex. the correct orthography of a flower is a rose not rows.

65
Q

Orthographic Mapping

A

is the process we use to permanently store words into out longterm memory (it is all visuals)
e. a student see the letter “red” and links them with the sounds /r/ /e/ /d/ and calls up their knowledge of the color red - that visualization is key/

Activity: map it, tap it, zap it

66
Q

Writing

A

by the end of k, kids need to write a basic sentence
(it’s the 3rd major goal- can’t accomplish this step if you can’t read or spell first.)

*writing is also known as encoding

67
Q

Shared Writing (aka - Language Experience Activity or Approach)

A

Students have some type of shared activity, parents come in and kids share books they’ve written

children dictate to the teacher and you scribe. They are sitting there watching you write what you are saying.

68
Q

Interactive Writing

A

is the same approach as shared writing except the children write a few words

*still you scribe most as they dictate.

69
Q

Why do we promote shared writing

A

it attaches the spoken words to the written word. It takes the mystery out of the print for children and they are able to see words have meaning.

70
Q

Systematic Phonics

A

the system - there is a system in phonics and we do it in order.

think test - OPPPAADSW

71
Q

Explicit Phonics

A

in detail - each phonics stage needs. to be taught explicitly

72
Q

Morpheme

A

morpheme = meaning (1 meaning)
M for meaning. These are the sounds when you put them together

ex. cat - (picture or drawing of a cat)

73
Q

Multimorphemic

A

multi means more than one - morpheme means meaning.

  • more than one meaning
    ex. ship - a boat or to ship a package
74
Q

Automaticity

A

being an automatic decoder with your word recognition

75
Q

CVC

A

consonant, vowel, consonant

ex. hat

76
Q

CVCC

A

consonant, vowel, consonant, consonant

ex. bull

77
Q

CVCE

A

consonant, vowel, consonant, silent e

ex. make

78
Q

Pre-emergent Readers

A

Going into reading. Pre-emerging reading by pictures

79
Q

Emergent Readers

A

Emerging into reading - we understand same letter-sound relationships

ex. cat
may know the /c/ sound and /t/ sound, but might struggle or not know the /a/ sound

80
Q

Early Readers

A

a simple reader, early, but a very simple reader; k stage - can decode and read words automatically. (fall into decoder stage.)

81
Q

Sight Words

A

are words that do NOT follow phonic patterns

  • drill kids to remember, their is a sight word list for each grade level.
82
Q

High Frequency Words

A

words that appear most of the time in text. it is impossible to make a sentence w/o them
ex. is was, I, am , the

83
Q

Nonsense Words

A

there are nonsense words, not real words. they are used to test letter-sound relationships (phonics)

ex. glue -> elga

84
Q

Word Boundaries

A

where a word starts and ends
ex. ball; starts at ‘b’ and ends with ‘l’

85
Q

What is the medial grapheme in the word sun?

A

u

86
Q

What is the 1st phoneme in sun

A

/s/

87
Q

How do you know a child is ready to begin Phonemic Awareness?

A

By blending and segmenting sounds

88
Q

When there is an ESL question you want to pick the most….

A

simplest answer

89
Q

labels on objects is always?

A

a print awareness/concepts of print stage

90
Q

Whenever a decoding question we never?

A

want to pick a sound out answer

91
Q

A child is spelling what is the insight of 2 things?

A

they are using phonemic awareness and it also tells us about there phonics ability (letter-sound knowledge)

92
Q

When answering ESL question there are 4 criteria…

A
  1. Never want to pick a translating answer
  2. have to know the child’s background of their language.
  3. You want to consider cognates
  4. Never want to use slang or idioms, w/ESL students.
93
Q

homographs

A

two different words that are spelled the same, but used in different ways.

190 Foundations of Reading Exam (3 decks)

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