Phonological
Recognition of the distinct segments of spoken sound: words, syllables, and phonemes.
(Example: Kitty: composed of 4 distinct sounds (or Pho... [Show More] nemes: /k/ /i/ /t/ and /e/
Phonemic Awareness
Recognition of phonemes, abiltiy to segment words into constituent phonemes, ability to blend phonemes and substitute phonemes to make new words.
(Example: /k/ in kitty can also be used to begin the word CALL or CAN'T
Phoneme
Smallest unit of sound: s, ch, f, e, sh
Syllable
A word or distinct segment of a word that is naturally pronounced in a single, uninterrupted vocalization.
(Example: cant, chalk, grid/dle, e/ryth/ro/my/cin)
Voiced (and unvoiced) Consonants
Voiced consonants make your vocal cords vibrate; unvoiced do not
(example: voiced: b, d, g Unvoiced: p, t, k)
Morpheme
Smallest unit having meaning: base words, prefixes, and suffixes
Example: biology (bio-)="life" (logy)= "science"
biologist - {-ist"} = one who practices
chokers- {choke} obstruct the trachea
-er= one who [chokes]
-s = more than one
Phonics
Study of relationships between sounds and their written form.
Example: in the word rock, the first letter, the r, makes the /r/ sound. the o sounds like ahh, and the ck sounds like /k/. you'll see the ck after short vowel sounds, like in rock, sick, tach, luck, neck, chick, but not after long vowel sounds, like in lake, nuke, poke, hike, and cheek. words that end with a "vowel + consonant + e" combination (VCE), the vowel is long, which means that it sounds like its name: ay, ee, eye, oh, you.
grapheme
the written representation of a phoneme, and is usally the letter (or letters) that make that sound. if the grapheme contains two letters, then it is a diagraph.
diagraph
graphemes made up of more than one letter, such as "ch"
Alphabetic Principle
The Idea that letters can represent sounds
Segmenting
Breaking down words into their component phonemes
The word "choke" is a
Morpheme
In the word "choker" the "er" is
Morpheme (because "er" conveys meaning all by itself. It refers to the first part of the word, the one who chokes.
// represent what?
phonemes
{ } represent what?
morphemes
{a-}
Morpheme- is a prefix that adds a negative denotation to such words as amoral, apolitical, atheist, and apnea.
-ist ending is a...
MORPHEME- smallest units of language that can have meaning. -ist suffix means "one who practices"
"HARPIST" Name the Phonemes, unvoiced consonant, morpheme, onset and the rime.
phonemes: /h/ /a/ /r/ /p/ /i/ /s/ /t/
unvoiced consonant: "h"
Morpheme: -ist "one who practices
onset: "h"
rime: "arp"
Onset and Rime:
parts of SYLLABLES; the ONSET is the first consonant
the RIME is made up of the vowels that follow and consonants that follow the ONSET
Onset
First Consonant
Rime
made up of the vowels that follow and consonants that follow the onset
Synthetic Phonics
teaching aspiring readers the basics of grapheme-phoneme relationships. Students then learn to blend these patterns into words. Starts at the phoneme level and builds towards the word level.
Explicit
clear and to the point
systematic
successful modes of instruction are deliberate and measure. Starts at the phoneme level and builds towards the word level.
example of SYNTHETIC PHONICS:
/b/ /a/ /t/ /k/- teacher systematically explores simple words that employ these PHONEMES. CAT and BAT, blending the phonemes to produce MORPHEMES
Blending
knowing a group of phonemes students can combine these to form words.
Segmenting
breaking words down into the phonemes that comprise it. (segmenting "tap" /t/ /a/ /p/
DECODING
(associated with reading) decoding means using phonemic knowledge and prior knowledge of spelling conventions to read a word. The use of spelling patterns and phonemic awareness to recognize a word
Analogy Phonics
Prior Knowledge: using a word students are familiar with to pronounce another word. such as /b/ank and /p/ /r/ank.
Analytic Phonics
Prior Knowledge: similar to analogy but small difference. the way you introduce the /p/ and the /r/ is different from the analogy method. you would ask the students a word that contains /pr/ blend like "pretty" and ask them a word that starts like "pretty" and ends like "bank" to come up with the word "PRANK"
EMBEDDED PHONICS
(least popular) analogy or analytic approaches are fine, the difference is you are addressing a word type as it happens
SPELLING PHONICS:
explicit phonics instructional methods begins with a spoken word and ends with a written word
Recognizing when words begin or end with the same sound is what type of phonological awareness skill?
Analogy Phonics
Difference between Analogy Phonics and Analytic Phonics?
Analytic Phonics uses FULL WORDS instead of phonemes out of context
What is the second SYLLABLE of the word: Basement
-ent (m is the onset)
Letter knowledge
Knowing which phoneme corresponds with the grapheme t, for example, should be automatic. Conversely, when presented with a phoneme, such as /f/, students will be able to match it to the letter f.
spelling patterns
Identify words that have the same rime.
Consonant blends
Two or three letters come together to form a phonemic blend, but the sounds that distinguish one letter from the other remain
Comprehension through decoding
divine a word from a group of letters, then puts words and meanings together to comprehend a larger word.
etymology
the study of word origins
Morphology
study of changes or derivatives of a word (root, prefix, suffixes)
Sight Words
Directly teaching students to recognize many of these frequently used words -help with reading speed and the words are typically difficult to sound out.
putting it to work
They use the letters in a word to figure it out instead of guessing at it from context clues and adjacent graphics.
They consider pretty much every letter in a word when they decode.
They rely on their knowledge of phoneme-to-letter relationships to decode words.
They attack words with strategies that work for them.
They have a firm grip on sight words, which are words they've encountered enough times to recognize without having to consciously decode them
Phonics Instruction
Phonics is part of a larger arc of instruction that begins with simple phonological awareness concepts.
Mastery of phonemic awareness
segmenting and manipulating individual sounds within words—is a necessary prerequisite for reading mastery, but letter-sound associations (phonics) can be introduced before such mastery is attained.
performance data from progress monitoring
Used to identify students who need more practice, isolate the specific objectives they need to work with, and determine the most effective reading instructional methods to use.
reading fluency
the sum of reading rate and accuracy. Accuracy, in turn, is directly related to prosody. Prosody—the appropriate inflection or expression with which a student reads—is directly related to comprehension, which is synonymous with understanding.
Level 4
Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation.
Level 3
Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.
Level 2
Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to the larger context of sentence or passage.
Level 1
Reads primarily word-by-word. Occasional two-word or three-word phrases may occur, but these are infrequent and/or they do not preserve meaningful syntax.
Real numbers
The set of all rational and irrational numbers; all the numbers on a number line.
Rational numbers
Numbers that can be written as a fraction a/b, where a and b are integers and b cannot equal 0 (fractions, repeating decimals, and terminating decimals).
Irrational numbers
Numbers that cannot be written as a fraction a/b, where a and b are integers and b cannot equal 0 (nonperfect square roots and pi are commonly used).
Commutative Property
ORDER; remember: if you live in a community, it doesn't matter where you live in it, you are still a part of the community; order of numbers is not important when adding or multiplying.
Associative Property
GROUPING; remember: you spend time with your associates in a group; grouping of numbers is not important when adding or multiplying.
Identity Property
SELF; remember: the number wants to stay the same; it wants to be itself; for addition, adding zero keeps the number the same; for multiplication, multiplying by one keeps the number the same.
Multiplicative Property of Zero
Anything times zero is zero.
Distributive Property
Combines addition/subtraction and multiplication for expanding expressions with parentheses; a(b + c) = ab + ac.
Expressions
A symbol (or combination of symbols) that represents a quantity.
Prime number
A positive integer not divisible by any positive integer other than itself and the number one.
Composite numbers
Have more than two factors but not an infinite number of factors; all even numbers (except the number two).
Divisibility rules
2 (numbers divisible by 2 are even or end in zero); 3 (find the sum of a number's digits; if the sum is divisible, the whole number is); 4 (the final 2 digits of the number [read as a 2-digit number] must be divisible by 4); 5 (the digit in the ones place is 0 or 5); 6 (divisible by both 2 and 3; must be an even number for which the sum of the digits is divisible by 3); 8 (only useful for numbers greater than 1,000; ends with a three-digit number divisible by 8); 9 (almost the same as the rule for 3; the sum of the digits of the number must be divisible by 9); 10 (the digit in the ones place is 0).
Prime factorization
The process that finds the prime-number products of a given composite number.
Common denominator
A number into which all the denominators of a set of fractions can be divided.
Add and subtract fractions
Add or subtract the numerators straight across, keeping the common denominator, then simplify. If they are mixed numbers, keep them that way; much easier to solve.
Multiply fractions
Multiply straight across the numerators and straight across the denominators, then simplify the fraction to express it in lowest terms.
Multiply mixed numbers
Mixed numbers must be converted into improper fractions first; cancel out shared factors if you can.
Divide fractions
Multiply by the reciprocal of a number.
Reciprocal
The number flipped upside down, i.e. 3/4 is 4/3.
Base
The bottom number of an power, i.e. in 2^5, it's the number 2.
Exponent
The top number of a power, i.e. in 2^5, it's the number 5.
Raising to the first power
For any non-zero number a, a^1 = a, i.e. 6^1 = 6.
Raising to the zero power
For any non-zero number a, a^0 = 1, by definition; i.e. 6^0 = 1. [Show Less]
