Concepts About Print, Letter Recognition and the Alphabetic Principle
Phonics and Sight Words: Terminology and Concepts
Phonics and Sight Words: Instruction and Assessment
Syllabic Analysis, Structural Analysis, and Orthographic Knowledge
100
The smallest units of speech (p. 24).
What are phonemes?
100
The ability to identify both the uppercase and lowercase letters when the teacher says the name of the letter ("Point to the big A") (p. 31).
What is letter recognition?
100
The ability to make the correct association between the sounds and the symbols of the language (p. 41).
What are Phonics?
100
Stories with highly controlled vocabulary that reinforces learned sound-symbol relationships. They often simply contain previously taught sight words in addition to new vocabulary (p.49-50).
What is Decodable Text?
100
The most elemental unit of meaning in a language (p. 57).
What is a Morpheme?
200
The vowel sound and any consonant that follow (-at, -ing, etc.) (p. 25).
What is a rime?
200
The ability to say the name of a letter when the teacher points to it ("What is this letter called?") (p. 31).
What is letter naming?
200
An abundance of high-frequency words (often with irregular spellings) that should be taught to children as whole units without breaking the word down by phonics (p. 41).
What are Sight Words?
200
Suffixes added to root words, such as -ed, -er, -est, -ing, -s (p. 51).
What is an Inflected Ending?
200
A single, uninterrupted sounding of the voice (i.e. syl-la-ble) (p. 57).
What is a Syllable?
300
The opposite of segmentation. It is a learning technique that asks children to turn words with pauses in between each sound into fluid words (/b/ /a/ /t/ becomes "bat") (p.27).
What is blending?
300
Elements of this concept are: (1) The relationship between spoken and written English and that print that carries meaning; (2) Recognizing letter, word, and sentence representation; (3) Directionality of print/ tracking of print; (4) Book-handling skills (p. 32).
What are Concept of Print?
300
Two-letter combinations that make one sound (i.e. ph in phone, sh in share, oa in boat, ea in teach) (p. 43).
What are digraphs?
300
This spelling pattern allows the first vowel of the word to say its name (the long vowel sound) by having a silent vowel at the end of the word (i.e. huge, cone, kite, etc.) (p. 50).
What is a regular CVCe Word Pattern?
300
Words that carry meaning on their own and have prefixes or suffixes affixed to them to add meaning and power to the word (p. 59).
What are Root Words?
400
The opposite of blending. The learning task in which children are challenged to isolate and identify the sounds in a spoken word (p. 27).
What is segmentation?
400
The technique used to teach concepts about print by allowing children to dictate an experience to an adult, who records the account verbatim on paper (p.33).
What is the Language Experience Approach (LEA)?
400
Glided sounds made by such vowel combinations, such as oi in oil and oy in boy (p. 43).
What are dipthongs?
400
This spelling pattern contains long vowel diagraphs (bait, paid, rain, etc.) (p. 50).
What is the CVVC Word Pattern?
400
Prefixes (morphemes placed before a root word to change its meaning, but do not carry meaning on their own) and suffixes (morphemes placed after a root word to change meaning, but do not carry meaning on their own) (p. 57).
What are Affixes?
500
The assessment of students both during an individual lesson and in the middle of a lesson sequence. This technique helps to identify (a) which students need more help, and (b) which topics need to be retaught to the entire class (p. 30).
What is progress-monitoring assessment?
500
Words spelled unconventionally while students are still acquiring knowledge of English letter-sound correspondence. This is also known as temporary or invented spelling (p. 36).
What is Phonetic Spelling?
500
Vowel sounds that are neither long nor short, directly before an r or l (i.e. a in car, e in her, i in girl, u in hurt, o in for, a in chalk, e in help, i in milk, o in cold, u in bull) (p. 43).
What are R-Controlled and L-Controlled Vowels?
500
These words end with a consonant blend, such as in the words list, cost, film, etc. (p. 50).
What is the CVCC Word Pattern?
500
Two root words combined together that take on a meaning completely different than both root words (i.e. basketball, butterfly, flowerpot, etc.) (p. 59).