Question | Answer |
The first strategy for decoding unrecognized words | context (syntax, semantics, punctuation) |
The second strategy for decoding unrecognized words | context, plus initial phonic element |
The third strategy for decoding unrecognized words | morphemic (structural) analysis |
The fourth strategy for decoding unrecognized words | graphophonic analysis |
The first guiding principle for a reader to apply when decoding | Is this a word I've heard before? (Does it sound right?) |
The second guiding principle for a reader to apply when decoding | Does it look right? |
The third guiding principle for a reader to apply when decoding | Does it make sense in this context? |
90 % of decoding takes place using these two strategies | Checking context (syntax, semantics, punctuation); and context, plus the initial phonic element |
The smallest meaning-bearing parts of words | morpheme |
A bound morpheme _____________. | must be attached (-s, -ed) |
A free morpheme _____________. | can exist alone (boy, jump) |
Two free morphemes combined, but still retaining something of their original meaning | compounds |
Two free morphemes combined with part of the second morpheme omitted | contractions |
Basketball and firetruck are examples of _______. | compounds |
"Don't" and "he'd" are examples of _______. | contractions |
Morphemic analysis should be taught through which method? | inductive method |
The first step in teaching morphemic analysis through the inductive method | Present examples in context (ideally from authentic literature) |
The second step in teaching morphemic analysis through the inductive method | Lead to generalization |
The third step in teaching morphemic analysis through the inductive method | Students provide new examples |
The fourth step in teaching morphemic analysis through the inductive method | Practice in context |
Association of speech sounds with print | phonics |
smallest unit of speech that distinguishes meaning | phoneme |
one or more letters that represent a phoneme | grapheme |
speech sounds formed by the vibration of the vocal cords in conjunction with different shapes of the open vocal tract | vowels |
speech sounds formed by some degree of constriction at points along the vocal tract | consonants |
two adjacent letters that represent a single speech sound that is not already represented by a single consonant letter | consonant digraph |
two or more adjacent consonant sounds blended together with each individual sound retaining something of its own identity | consonant cluster |
Another name for a consonant cluster | blend |
The 7 digraphs of the English language | as, ch, th(voiced, as in then), th (voiceless, as in thin), zh, wh, ng |
The "st" in "stop" and the "thr" in "thread" are examples of | clusters |
Sound that glide from one vowel to another | diphthong |
The two diphthongs of the English language | oi (oy), and ou (ow) |
Sound of a vowel in an unaccented syllable | schwa |
Clusters of at least one vowel and at least one consonant that represent a consistent sound patter from word to word | phonogram |
The "ight" in "light" and the "ab" in cab are both examples of | phonogram |
The "happy" in the word "happiness" is an example of a | free morpheme |
the "un-" in "unhappy" is an example of a | bound morpheme |
The "-ily" in "quickly" is an example of a | bound morpheme |
The word "lighthouse" is made up of | two free morphemes |
If a child comes to a word they don't know, the should be encouraged to first | read to the end of the sentence |
The order for applying decoding strategies | context, context plus initial phonic element, morphemic analysis, graphophonic analysis |