Vocabulary

Question 1

Phonemes

Answer 1

a sound or group of different sounds (p, b, d, t)
The sound /k/ can be spelled with the graphemes /c/, /k/, or /ck/

Question 2

Phonological awareness continuum

Answer 2

word, syllable, onset and rime, and phoneme

Question 3

Orthographic

Answer 3

Spelling
The ability to identify patterns of specific letters as words, eventually leading to word recognition.

Question 4

Phonemic awareness

Answer 4

Ability to identify individual sounds
(blending & segmenting)

Question 5

Phonograms

Answer 5

The letter symbols that comprise a sound.
(the /b/ in the word “boy” is made up of a single letter ‘b’)

Question 6

Grapheme

Answer 6

a letter group of letters that represents a single phoneme
(the grapheme /ea/ in the word “team” represents the sound /ee/)

Question 7

Semantic clues

Answer 7

Consider the meaning of the words and sentences that surround the unknown word.
(may be found in multiple sentences surrounding the unknown word)

Question 8

Syntactic clues

Answer 8

Word order, grammar rules, and punctuation that help readers and listeners understand the meaning of words in a sentence.
(rely on sentence structure and draw mainly from the sentence that contains the unknown word)

Question 9

Structural clue

Answer 9

The parts of a word that help determine its meaning, or the clues in the structure of a text.

Question 10

Rimes

Answer 10

The part of a word that includes the vowel and any consonant sounds that follow it
(for the word “bug” the onset is the /b/ and the rime is the /ug/)

Question 11

Onset

Answer 11

The initial consonant sound, digraph, or blend that comes before a vowel sound (the /b/ in “bug” is the onset)

Question 12

Suffix

Answer 12

A letter or group of letters (-ly or -ness), which is added to the end of a word to form a different word.

Question 13

Affixes

Answer 13

Word-parts that change the meaning of the words they attach to.
(“un-“ for when you’re not happy)

Question 14

Morphemic

Answer 14

The process of identifying the individual units of meaning with a word.
(prefixes, suffixes, or root words)

Question 15

Open syllables

Answer 15

a syllable that ends with a long vowel sound and is spelled with a single vowel letter
(me, go, hi, no, she, he, we, so)

Question 16

Phonics

Answer 16

Matching the sounds of spoken English with individual letters or groups of letters.

Question 17

Derivational suffix

Answer 17

A word ending that changes the meaning of a word or its part of speech
(adding the suffix “-ion” to the word “instruct” creates the noun “instruction”

Question 18

Prosodic reading skills

Answer 18

Reading with expression. Using the voice to convey meaning and emotion
(rhythm, emphasis, pauses, etc.)

Question 19

Expository texts

Answer 19

Informational text/ non-fiction

Question 20

Metacognitive

Answer 20

The ability to think about one’s own reading process and use techniques to monitor and control comprehension.
(think about their thinking as they read)

Question 21

Literary Device

Answer 21

Metaphors, similes, personification, allegories, foreshadowing, irony, etc.

Question 22

Denotations

Answer 22

The literal meaning of a word

Question 23

Idiomatic

Answer 23

A phrase or expression with a figurative meaning thats different from the literal meanings of the word in it.
(break the ice, cut corners, piece of cake)

Question 24

Demonstrative Pronouns

Answer 24

“this” “that” “these” and “those”

Question 25

Indefinite pronouns

Answer 25

A pronoun that refers to a person, thing, or amount in a general (all, any, anyone, anything, each, everybody, everyone, everything, few, and many)

Question 26

Expository writing

Answer 26

Type of writing that is used to give information and uses evidence and facts to support the topic.

Question 27

Inferential

Answer 27

Ability to understand the implied meaning of a text by using clues and critical thinking skills.

Question 28

Norm-referenced

Answer 28

A term used to describe tests or evaluations that compare a student’s performance to a group of peers. (SAT’s, IQ tests, tests that graded on a curve)

Question 29

Anecdotal data

Answer 29

A type of evidence that is based on personal experiences, observations, or descriptions, and is collected in a non-systematic way (product or restaurant review)

Question 30

Consolidated alphabetic

Answer 30

A stage of reading development when children begin to recognize words by letter patterns and chunks, rather than sounding out each letter.

Question 31

Syntax

Answer 31

The study of how words, phrases, and clauses are arranged to form sentences and the grammatical rules that govern them.
(children develop syntactic awareness through exposure to oral language and written language that read aloud or read independently.)

Question 32

Heterogeneous groups

Answer 32

An educational practice that places students with different abilities, backgrounds, and interests in the same learning group.

Question 33

Homogeneous groups

Answer 33

A teaching strategy that involves placing students with similar abilities, learning styles, or need into the same group.