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Phonics is:
the ability to make the correct association between the sounds and the symbols of language
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What are the four types of Sight Words:
- High-frequency words - words that appear often in children's text (as, of, the)
- Words with irregular spelling (dove, great)
- Words that children want to know because they want to be able to write them (dinosaur, Burger King)
- Words that are introduced in content-area lessons in Social Studies and Science (insect, butterfly)
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What is morphology?
The study of word formation
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Structural analysis is...
the process of recognizing words by analyzing suffixes, prefixes and root words
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Syllabic analysis is...
the process of recognizing words by analyzing the syllables in a word
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What is a consonant?
A consonant occurs when airflow is somehow obstructed by your mouth, teeth or lips.
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Continuous Consonant Sounds...
is a consonant sound that can be held and stretched out (f, l, m, n, r, s, v, z)
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What is phonics?
Phonics is the ability to make the correct association between the sounds and symbols of a language.
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Stop Consonant Sounds...
consonant sounds that must be uttered quickly (b, c, d, g, j, k, p, qu, t). also known as clipped consonants
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Name the 4 types of words that should be taught as sight words?
- 1) High-frequency words - words that appear most frequently in the texts that children read.
- 2) Words with irregular spelling such as dove or great.
- 3) Words that children want to know, usually because they want to use them in their writing.
- 4) Terms specific to a subject/content area such as insect or butterfly.
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Define morphology
The study of word formation.
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What is structural analysis?
The process of recognizing words by analyzing prefixes, suffixes and base words.
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Syllabic Analysis
Is the process of recognizing words by analyzing the syllables in a word.
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Context Clues
The words surrounding a word provide clues to the meaning of an unknown word.
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Fluency
Reading at an appropriate pace and with appropriate expression.
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Automaticity...
is when a child is able to swiftly and accurately identify words.
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Consonant digraphs...
are two-letter combinations that make one sound (example: ph).
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Consonant blends are...
two- or three-letter sounds said rapidly and where each letter makes a sound (examples: pl, bl, spr)
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Vowels are...
sounds made when air leaving the lungs vibrates in the voice box and there is a clear passage from the voice box to your mouth.
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Vowel sounds are said to be long when...
they say their own name, as in: bake and bite.
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Vowel controlled digraphs are...
vowel combinations that make a single sound (example: boat and teach).
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Dipthongs are...
glided sounds made by vowel combinations as in oil and boy.
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R-controlled vowels are...
neither long, nor short, as in: car, her, girl, hurt and in for.
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L-controlled vowels...
are vowel sounds that are neither long or short as in: chalk, help, milk, cold and bull.
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Inflected morphological units are...
- suffixes that do not change the part of speech of the root word
- examples: walk -> walked, big -> bigger
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VC represents the...
word pattern vowel-consonant as in: am, it and up.
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CVC represents...
- consonant-vowel-consonant patterned words with the vowel as a short sound.
- Examples: cat, bat, lip, pet.
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CVCC represents...
- Consonant-vowel-consonant-consonant as in:
- balk, cost and film.
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CCVC represents...
Consonant-consonant-vowel-consonant as in brat, clap and skip. Most of these words begin with a consonant blend.
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CVVC represents...
Consonant-vowel-vowel-consonant as in bait, team and goat. Many but not all words in this category have vowel digraphs (two vowels, one sound).
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CVCE represents...
Consonant-vowel-consonant-E ending as in: made, like, cone and huge. Beware of irregular exceptions like love and live.
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What are the six rules to divide words into syllables?
- ☐ Compound words, divide between the words (in-side, foot-ball).
- ☐ Single syllable prefix, divide between the prefix and the root (un-kind, pre-test).
- ☐ Two consonants in the middle of the word that are not digraphs, divide between the consonants (sis-ter, but-ter).
- ☐ Single consonants in the middle of the word between two vowels, the vowels preceding the consonant is short, divide after the consonant (cab-in, lev-el).
- ☐ Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is long, divide before the consonant (be-long, fe-ver).
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Why are some words never decodable?
Some words reflect the spelling of another language while others reflect the pronunciation shifts in the English language over time.
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Sight words are...
words that are taught as a whole unit so that students do not need to decode. Many irregular words are neither nouns, adjectives or verbs but are often function words (of, the, was).
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When should decodable words be taught as sight words early on?
When they are high-frequency words that children need to know and some sound-symbol relationship will not be taught until later on (ex: each).
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Spelling Development - Precommunicative
Shows no understanding that words represent sounds. Child uses pictures instead of letters at random.
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Spelling Development - Semi Phonetic
Children attempt to use letters to represent sounds, however, their knowledge of sound-symbol relationship is poorly developed (example: "baa" for banana).
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Spelling Development - Phonetic
- Children at this stage know that letters represents sounds but often do not choose the correct letter-sound combinations.
- Example: I lik to flii a kit for I like to fly a kite.
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Spelling Development - Orthographic
- At this stage children know most of the orthographic patterns of English. Mistakes tend to occur when sounds have different spellings.
- (ex: nayborhood)
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Spelling Development - Conventional
The child spells all the words correctly. Mistakes happen when writing new words with irregular spellings.
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Orthographic patterns are...
frequently occurring letter combinations in English (-ight, -tion).
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Structural analysis is also referred to as...
morphemic analysis
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Structural analysis/morphemic analysis is...
the process of decoding a multisyllabic word with an affix (prefix or suffix) added to a base word.
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Syllabic analysis is...
the process of decoding a multisyllabic word by examining the word syllables.
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Orthographic knowledge is...
what a person know about how to spell words, aka spelling.
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Morpheme is...
the most elemental unit of meaning in a language.
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What are the two types of morphemes in English?
- some words and affixes.
- Examples:
- elephant has only one morpheme
- walk-ed has two morphemes
- chair-s has two morphemes
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Affixes are either...
prefixes or suffixes
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Prefix comes...
before the root.
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Suffix comes...
after the root.
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Bound morphemes are...
- prefixes and suffixes that cannot occur alone and must be attached to a root word.
- Examples: un, -est
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A free morpheme can be...
- uttered alone with meaning.
- Example: test
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A syllable is...
pronounced with a single uninterrupted sounding of the voice. All syllable must have at least one vowel.
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An open syllable...
ends with a vowel, as in be and go.
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A closed syllable...
- ends with a consonant.
- Examples: both syllables in kick-ball and nor-mal.
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Automaticity refers to...
effortless and rapid identification of words.
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Steps in a direct-instruction, whole-to-part lesson
- ☐ Display several sentences, each with a word that contains the target prefix/suffix/root word.
- ☐ Read again the underlined target words and identify the key common element.
- ☐ Work with the student to identify the meaning of the prefix/suffix/root word. If they can't figure it out tell them what it means.
- ☐ Provide new words with the common element or have the children provide them.
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Steps for direct-instruction, part-to-whole lesson
- ☐ Display the suffix/prefix/root word on the board and tell the children what it means.
- ☐ Prepare 4x6 cards with root words that can be added to the prefix/suffix to make words.
- ☐ Help children to put newly formed words into sentences which can be written on the board.
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How would you teach a lesson on correct syllabication of words?
State the six rules for syllabication, then have children divide target words based on these rules and ensure correct pronunciation.
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What types of words should children be taught to spell?
- ☐ Groups of words that have commonly occurring orthographic patterns: rimes, blends, dipthongs, digraphs, prefixes, suffixes, root words.
- ☐ High-frequency words, especially those that have irregular patterns.
- ☐ Common-need words, words that several children in the class have trouble spelling.
- ☐ Content-area words taken from other subjects.
- ☐ Words that relate to each other: synonyms, antonyms, homophones.
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Self-study steps for children...
- ☐ Look at the word and say it to yourself.
- ☐ Say each letter in the word to yourself.
- ☐ Close your eyes and spell the word to yourself.
- ☐ Write the word, check your spelling.
- ☐ Write the word again.
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Commonly misspelled orthographic patterns are...
- Pre spelled as per
- fore (as in forecast) spelled as for
- sub spelled as sup
- less spelled as les
- ness spelled as nes
- ion spelled as shun
- dropping the e from bake to baking
- doubling final consonant sound as in bat to batting
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One important strategy when teaching spelling to English Learners is...
explicitly teaching common English roots and affixes.
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What are two ways to differentiate spelling instruction for more advanced students?
- ☐ increase the pace or complexity of the instruction
- ☐ building on extending current knowledge and skills
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In assessing structural analysis skills, syllabic analysis skills and orthographic skills it is important to ASSESS all three categories...
in both isolation and context.
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An example of assessing structural and syllabic analysis skills in isolation would be...
to present a list of words for the child to read aloud while the teacher records any errors.
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An example of an orthographic assessment in isolation would be...
a spelling test where the teacher reads a list of words aloud and the child writes them.
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An example of a contextual orthographic assessment would be...
a review of the child's journal to find patterns in their spelling choices.
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What skills need to be taught at the beginning decoding stage?
- - to read simple, new regular words from left to right
- - to generate sounds from all the letters
- - to blends sounds into a recognizable word
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What steps in the instructional process should a teacher consider when planning instruction in decoding?
- - progress systematically from simple words and word length to more complex words
- - model (letter-sound correspondence, blending, reading whole words)
- - sequence words strategically
- - provide initial practice in controlled text
- - provide repeated opportunities for students to read words
- - use decodable text based on specific phonics lessons
- - teach necessary sight words
- page 121
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What should a teacher consider when planning instruction in sight words?
- - high-frequency words tha tdo and do not conform to phonics and spelling patterns
- - the frequency with which a word occurs in students' reading materials
- - how visually similar or dissimilar a word is to other words
- - strategies to help students master the spelling of sight words
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What skills and knowledge work in concert to support students' development of accurate word analysis?
- - phonics skills
- - sight-word knowledge
- - knowledge and skills in syllabic and structural analysis and orthography
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What is an example of structural analysis?
decoding multisyllabic words formed by adding a prefix or suffix to a base word or morpheme
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What is an example of syllabic analysis?
decoding multisyllabic words composed of common syllable patterns, such as open and closed syllables
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Give examples of systematic, explicit instruction in structural and syllabic analysis and spelling of multisyllabic words.
- - teaching multisyllabic words formed by adding a common prefix or suffix to a base word
- - teaching multisyllabic words that follow common syllable patterns
- - teaching students to use knowledge of structural analysis and syllable patterns to spell multisyllabic words
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