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BYUI Lit1 state test
| Question | Answer |
|---|---|
| A syllable ending in a long vowel sound rather than a consonant example (LAbor, Solo) | Open syllable |
| A syllable is a sequence of two or more distinguishable consonant sounds before or after a vowel | Closed syllable |
| A syllable is a sequence of two or more distinguishable consonant sounds before or after a vowel | Blend |
| The umbrella term for the wide variety of exposure to oral language by onsets and rimes by syllables or by phonemes | Phonological awareness |
| A word or part of a word pronounced as a unit | Syllable |
| Awareness of phonemes that make up spoken words | Phonemic awareness |
| a minimal unit of sound it affects the meaning of words in language | Phoneme |
| a written representation of a phoneme,it may be one or more letters | Recode |
| A type of instruction that is fully and clearly expressed, nothing is implied | Explicit instruction |
| a method of teaching literacy skills in which students oral compositions are transcribed and used as materials of instruction | Language experience approach |
| Instruction embedded in the reading process taking advantage of discovery learning | Implicit instruction |
| A way of teaching reading and spelling the stresses symbol sound relationships used especially in beginning instruction | Phonics |
| To change a mental message into symbolic sounds of a language or symbols in writing a language | Encode |
| A whole to part approach to word study. After learning some words, students identify individual phonemes within the words; deductive phonics. | Analytic Phonics |
| A part to whole sound by sound phonics approach to reading instruction | Synthetic phonics |
| A phonics approach where words for study come from meaningful text | Embedded phonics |
| In a kindergarten class, Mr Brent is having his children listen carefully to the phonemes illustrations or pictures of simple CVC words are shown to the children. another example understanding about book handling, front to back, top to bottom | Phonemic awareness |
| the assumption underlying alphabetic writing systems that each speech sound or phoneme of a language should have its own distinctive graphic representation. Example ( Finding words that begin and end with /t/) | Alphabetic principle |
| awareness of the constituent sounds of words in learning to read and spell. a) by syllables, as /book/, b) by onsets and rimes, as /b/ and /ook/, c) by phonemes, as /b/ and /oo/ and /k/. | Phonological awareness |
| Mr brown asks the students to analyze two words, send and saw. The students identify the spelling patterns and then use these words as heading words the sore other word cards and place them under the heading word with the same pattern | Implicit instruction |
| Mrs, Sorenson places a green sticker at the beginning of the sentence on each page of a big book. This reminds the students of where they are to begin reading | Concepts of print |
| Mrs Maugham takes her kindergarten students to visit the Tetons dam flood museum. when they return to school she has them tell her the story of the flood | Language experience approach |
| a bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached, as the prefix ad- and the suffix –ing in adjoining. | Affix |
| fluent processing of information that requires little effort or attention, as sight-word recognition. | Automatcity |
| a speech sound made by partial or complete closure of part of the vocal tract, which obstructs air flow and causes audible friction in varying amounts. 2. n., an alphabet letter used in representing any of these sounds. | Consonant |
| also known s a consonant cluster. In a syllable, a sequence of two or more distinguishable consonant sounds before or after a vowel sound, as /skr/ and /mz/ in screams. Note: The term refers only to sounds, not to letters representing sounds. | Consonant blend |
| a combination of two consonant letters representing a single speech sounds, as gn for /n/ in gnat, or gh for /f/ in rough. | Consonant digraph |
| consonant-vowel-consonant pattern which produces a short vowel sound or a closed syllable. | C-V-C |
| to analyze spoken or graphic symbols of a familiar language to ascertain their intended meaning. In reading practice, the term is used primarily to refer to word identification rather than to identification of higher units of meaning. | Decoding |
| 1. a vowel sound, as /ī/ in buy and the vowel sounds in bee, bay, boo, boy, and bough. 2. a graphic symbol of two adjacent letters in brackets used in phonetics to represent diphthongs, as [ay]. | Diphthong |
| providing phonics instruction while using whole text or passages. | Embedding Phonics |
| development of the association of print with meaning that begins early in a child’s life and continues until the child reaches the stage of conventional reading and writing | Emergent Literacy |
| to change a message into symbols, as encode oral language into writing, encode an idea into words, encode a physical law into mathematical symbols. 2. to give a deep structure to a message. n. encoding. | Encode |
| carefully organized systematic instruction. Step-by-step instruction given in small increments with detailed explanation of concepts or skills | Explicit instruction |
| automaticity. 3. the ability to produce words or larger language units in a limited time interval. | Fluency |
| a written or printed representation of a phonemes, a b for /b/ and oy for /oi/ in boy. Note: In English, a grapheme may be a single letter or a group of letters. It includes all the ways in which the phoneme may be written or printed. | Grapheme |
| a word that appears many more times than most other words in spoken or written language. | High frequency word |
| a word with the same spelling as another word, whether or not pronounced alike, as pen (a writing instrument) vs. pen (an enclosure), or bow (and arrow) vs. bow (of a ship) | Homographs |
| students are expected to infer sound-symbol relationships or concepts | Implicit instruction |
| Type of systematic phonics a part-to-whole approach. Students learn the sounds, represented by letters and letter combinations, blend these sounds to pronounce words, and finally identify which phonic generalizations apply. | Isolated phonics |
| an approach to language learning in which students’ oral compositions are transcribed and used as materials of instruction for reading, writing, speaking, and listening; | Language experience approach |
| the ability to read. 2. the ability of a person to engage in all those activities in which literacy is required for effective functioning in his group and community | Literacy |
| a meaningful linguistic unit that cannot be divided into smaller meaningful elements, as the word book, or that is a component of a word, as s in books. | Morpheme |
| the study of structure and forms of words including derivation, inflection, and compounding. | Morphology |
| that part of a syllable preceding the syllable peak or nucleus; normally, the consonants preceding the vowel of a syllable, as str in strip. | Onset |
| a syllable ending in a vowel sound rather than a consonant sounds, as /bā/ and /bē/ in baby. | Open syllable |
| the study of the nature and use of symbols in a writing system. | Orthography |
| a minimal sound unit of speech that, when contrasted with another phoneme, affects the meaning of words in a language, a /b/ in book contrasts with /t/ in took, /k/ in cook, /h/ in hook. | Phoneme |
| the awareness of the sounds (phonemes) that make up spoken words. | Phonemic Awareness |
| a way of teaching reading and spelling that stresses symbol-sound relationships, used especially in beginning instruction. | Phonics |
| awareness of the constituent sounds of words in learning to read and spell. a) by syllables, as /book/, b) by onsets and rimes, as /b/ and /ook/, c) by phonemes, as /b/ and /oo/ and /k/. | Phonological awareness |
| in linguistics, the study of the choices of language persons make in social interaction and of the effects of these choices on others | Pragmatics |
| an affix attached before a base word or root, as re- in reprint. | Prefix |
| to change information from one code into another, as writing into speech. | Recode |
| a method to increase reading fluency where students reread familiar passages repeatedly. This can be done with a partner or even with a tape recorder | Repeated reading |
| the modified sound of a vowel immediately preceding /r/ in the same syllable, as in care, never, sir, or, curse, etc. | R- controlled vowel |
| n. a vowel and any following consonants of a syllable, as /ook/ in book or brook, /īk/ in strike, and /ā/ in play. | Rime |
| the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. | Root word |
| in English, the midcentral vowel in an unaccented or unstressed syllable; as the first vowel sound in alone. 2. the graphic symbol (Ə) commonly used in phonetic alphabets and pronunciation keys to represent such a vowel. | Schwa |
| the study of meaning in language, as the analysis of the meanings of words, phrases, sentences, discourse, and whole texts | Semantics |
| the teacher involves a group of young children in the reading of a book in order to help them learn aspects of beginning literacy, such as CAP and the concept of word, and to develop reading strategies, as in decoding or the use of prediction. | Shared reading |
| a word that is immediately recognizable and does not require word analysis for identification. 2. a word taught as a whole. phonically irregular words are important to learn before students have skills to decode them are often taught as sight words. | Sight word |
| the identification of word-meaning elements, as re and read in reread, to help understand the meaning of a word as a whole; morphemic analysis. | Structural analysis |
| an affix attached to the end of a base, root, or stem that changes meaning or grammatical function of the word, as –en added to ox- to form oxen. | Suffix |
| in phonology, a minimal unit of sequential speech sounds comprised of a vowel sound or a vowel-consonant combination, as /a/, /ba/, /ab/,/bab/, etc. | Syllable |
| the study of how sentences are formed and of the grammatical rules that govern their formation. | Syntax |
| a part-to-whole phonics approach in which the student learns the sounds represented by letters and letter combinations, blends these sounds to pronounce words, and finally identifies which phonic generalizations apply; inductive phonics. | Synthetic Phonics |
| a technique for learning to identify printed words, it involves looking at a word (visual) while saying it (auditory) and tracing it (kinesthetic, tactile), | VAKT |
| a voiced speech sound made without stoppage or friction of the air flow as it passes through the vocal tract. | Vowel |
| a spelling pattern in which two or more adjoining letters represent a single vowel sound, as eigh for /ā/ in sleigh, ea for /e/ in bread, or aw for /ô/ in saw. | Vowel Digraph |
| a vocabulary-development and word-study activity in which words on cards are grouped according to designated categories, as by spelling patterns, vowel sounds, shared meanings, etc. | Word sorts |
| A tool for teaching that uses boxes to represent the number of phonemes in a word | Elkonin Boxes |
| A score expressing a students accurate reading during a timed test. The number of errors is subtracted from total words read | Words correct per minute (WCPM) |
| Often defined as the combined components of rate accuracy and prosody with which a person reads orally | Oral reading fluency |
| A readers cueing system that substitutes words that have the same meaning as the word written in the text | Semantic cueing |
| The reader replaces a word in the text for a word that looks the same | graphophonic cueing |
| The reading ability or grade level of material that is challenging but not frustrating for the student to read successfully with normal classroom instruction and support. The reader is able to read the text with 90-94% accuracy | Instructional reading level |
| Grade level reading passage with numbers at the end of each line to enable to quickly compute how many words the student will read in a minute | Oral reading Fluency (ORF CBM) |
| Reading aloud to a reading group the first sentence then a paragraph with dramatic expression and appropriate grouping of words. The children repeated each segment of the reading back and imitating the expression and phrasing | Echo reading |
| Pairs students with a partner who reads close to the same reading level. | Peer/buddy reading |
| Expressive language | Speaking |
| Receptive language | Listening to speech |
| Reading strategy where the teacher and students read the text together | Shared reading |
| Students read with support and guidance as needed from the teacher | Guided reading |
| Reading assessment where the teacher codes what the reader reads then evaluates the readers miscues | Running record |
| Study of how words are used in language | Pragmatics |
| Practice or study of correct spelling according to the established word usage of a language | Orthography |
Created by:
Sariahclaire