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Phonics
Strategies and concepts for reading
| 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 |
Created by:
dreambeane
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