tests 1 Flashcards
digraph
combo of two letters that represent one speech sound ex. SHow, CHurch, vowel ex. bEEt, cOAt, mAIl.
diphthong
vowel blend: two adjacent vowels, each of which is sound. ex. ou in house, oi in oil, oy in boy
grapheme
written or printed letter symbol used to represent sound of speech. any written word is this
grapheme-phoneme relationship
relationship between printed letters and the sounds they represent.
morpheme
smallest meaningful unit of language. CAT
onset
initial consonant cluster. in the word name, n is on onset. in blame, bl is an onset.
phoneme
smallest unit of sound in a language that distinguishes one word from another. just a sound not meaning.
phonemic awareness
knowledge or understanding that speech consists of a series of sounds and that individual words can be divided into phonemes.
phonemic segmentation
breaking a syllable or word into its constituent phonemes. (top: /t/ /o/ /p/
phonetic method
segment of linguistic science that deals with 1. speech sounds 2. how these sounds are made vocally, 3. sounds change that develop in languages, 4. relation of speech sounds to the total language process.
phonic analysis
applying knowledge of letter-sound relationships, blending of sounds represented by letters to pronounce printed words.
phonics instruction
- leads the child to understand that printed letters in printed words represent the speech sound heard when words are pronounced 2. actual teaching sound associated with a particular letter or combo of letters.
rime
vowel or vowel and consonant(s) that follow an onset. ex. name, AME.
schwa
softening of a vowel sound. symbol is upside-down e.
sight vocabulary
words readers recognize instantly
inflectional endings
words ending in -s or -ed. ex. walking, walked, walks.
double final consonants
words than contain one vowel and end with a single consonant (beg, stop, fan) usually double the consonant before adding an ending that begins with a vowel. ex. begger, stopping, fanned.
compound words
some words are formed by combining two or more words. ex. baseball, roadway
plurals
adding -s and -es.
prefixes/ suffixes
beginning and ending of word. ex. root word pack. prefix: prepack. suffix: watch, watchful.
syllabication rules
breaking down words into syllables.
- there are as many syllables as vowel sounds
- syllables divide between two consonants.
- a single consonant between two vowels, consonant usually goes with second vowel. (ti-ger)
- no not divide consonant diagraphs
- words ending in, ble, cle, dle, kle, gle, ple, tle, & zle, form a syllable
- prefixes and suffixes are separate syllables
contractions
single word formed from combining two words. can’t.
accent
in polysyllabic words, every syllable is not spoken with same stress.
explicit phonics
synthetic phonics, builds from part to whole.
Implicit phonics
analytical phonics. moves from whole to the smallest part.
lexile
measure text difficulty and student reading ability
framework for reading
ability and text complexity.
computer adaptive testing
computer adjusts difficulty of questions throughout the assessment based on the students answers.
prefixes
fixed to beginning of words. alter the meaning of the root word they are attached to.
derivational suffixes
alter meaning of root word. also change root words part of speech, pronunciation, and spelling. EX. careful = care
inflectional suffixes
change form of root word, but not its part of speech. ex. walk = walked
RTI assessment types (3 levels)
- Universal screens. everyone does it in the grade. ex. CMT & SBAC
- Diagnostic assessments: pre and post test.
Raading: BRI, Running Records, High Freq. Words, DRA. - Progress monitoring: Aims Web.
semantic
meaning of language
syntactic
patterns of rules by which words are put together in meaningful phrases and sentences
phonological
sounds of language. how sounds we make are related to meaningful units.
BRI comprehension question types
T- topic F- factual I- interential V- vocabulary E- evaluative
grapheme type: single letter
consonant
single consonant letter can be represent a consonant phoneme
grapheme type: doublets
consonant
2 of the same letters to spell one consonant phoneme. ff, ss,
grapheme type: digraphs
consonant
2 (di) letters combinnation that stands for one phoneme. neither letter acts alone to represent a sound.
grapheme type: trigraphs
consonant
3 (tri) letter combos that stand for one phoneme. none of letters act alone to rep. the sound. ex. tch or dge.
grapheme type: consonants in blends
consonant
contains 2 or 3 graphemes because the consonant sound are seperate and identifiable. NOT ONE SOUND. cl- in clean.
grapheme type: silent letter combo
consonant
two letters: one represents phoneme and teh other is silent. KN- in knock.
grapheme type: combination qu
consonant
2 lettes, always together, stand for 2 sounds. /k/ /w/ ex. quickly
vowel grapheme type: single letters
vowel stands for a vowel sound; short vowel: hit, gem. Long vowel: me, music
vowel grapheme type: vowel teams
combo of 2, 3, or 4, letters stands for a vowel. ex. short vowel: head, hook. long vowel: boat, sigh.
dipthongs: toil. bout.
vowel grapheme type: vowel r combo
vowel, followed by an r, works in combination with /r/ to make unique vowel sound. ex. car, sport, her.
vowel grapheme type: vowel-consonant-e
silent e pattern is common for spelling a long vowel sound. ex. gate, eve, rude, five
syllable patterns: closed
syllable with a short vowel spelling with a single vowel letter ending in one or more consonants. ex. hostel (hos-tel)
syllable patterns: vowel-C-e
syllable with a long vowel spelled with 1 vowel, 1 consonant, silent e ex. compete
syllable patterns: open
syllable that ends with a long vowel sound, spelled with a single vowel letter. ex. program, table.
syllable patterns: vowel team
syllables that use 2 to 4 letters to spell the vowel.
ex. trainer, spoilage, beautiful.
syllable patterns: vowel-r (r controlled)
syllable with -er, ir, or, ar, or -ur. vowel pronunciation often changes before /r/. ex. consort, charter.
syllable patterns: consonant le
unaccented final syllable containing a consonant before /l/ followed by a silent e. ex. dribble, beagle, little.
VCCV words (VC-CV)
when syllables have 2 or more adjacent consonants between them, divide between consonants. first syllable will be closed with short vowel. (sublet= sub-let)
V-CV and VC-V
- try to divide before consonant. 75% of time works. first syllable open and long vowel. ex. e-ven.
- divide after consonant. makes first syllable closed and vowel short. 25% of time. ev-er, riv-er
consonant blends.
do not seperate words between consonant blends.
Student repeats words, phrases, or sentences
reading material is too difficult.
If repeats often then: record student to let them hear
Tell student not to break flow for a miscue.
Stud waits to be told unknown words.
stress for stud to try unknown word
have student practice with fill on the blanks in sentences.
Stud. produces a nonword or omits unknown word.
- have student use sentences with nonword and have them figure out what would go.
- Omits: what could go in the spot. Why do you think?
Stud. substitutes words that make sense
Have a passage with substitution. Have the student discuss if the substitution made sense.
Student substitute word that does not make sense
passage with substituted word above the actual word. Discuss substitution.
OR record student and go over substitution.
Text might be too hard if there are many subs
Student tries to sound out unknown words
Provide stud with words that they can pronounce but do not know meaning. Then give sentence that explains meaning of word.
Do same with a word cannot pronounce.
Student ignores punctuation, adds punctuation, and use inappropriate intonation
Read passage for student. Then have student read same passage, following same punctuation pattern as teacher
student overrelies on context while reading
Tape record student.
Or have them read a piece of their writing and they read it exactly. (expected)
Stud oral reading lacks fluency
repeated readings of patterned books
give easy books
could be b/c lack of sight vocab, not enough practice, low word identification
student overly concerned with rate of reading is time
Remind that oral reading is like conversation.
for comphre: have student stop and answer questions on story. retelling.
