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Fort Prep
| Term | Definition |
|---|---|
| Phonological Awareness | an umbrella term covering the detection and manipulation of sound at the syllable, onset and rime, and phone levels of sound structure. |
| Phonemic Awareness | the ability to detect and manipulate the smallest units of spoken language. |
| Phoneme | each sound you hear in a word; the smallest unit of speech sound |
| 44 phonemes | How many phonemes are in the English language? |
| No | Are phonemes universal across languages? |
| Morpheme | smallest unit of meaning |
| Free morpheme | a morpheme that can stand alone. |
| Bound morpheme | a morpheme that must be attached to other word parts; cannot stand alone. |
| Grapheme | written symbol that represents the sounds |
| Concepts about print | an understanding the ways print works including directionality, spacing, punctuation, letters, and words. |
| Text goes across the page from | left to right |
| Concept of word in text | A child's ability to point to each word accurately as reading lines of memorized text. |
| Alphabetic principle | the understanding that letters represent sounds and are matched in a left-to-right sequence within printed words |
| Phonics | relationship between letters and sounds |
| Decoding | translating the code into the sounds of the spoken language |
| Phonologically similar words | words that vary in only one sound (e.g. sit and pit) |
| Phonic spelling | the process children are attempting to use as they learn phonic correspondences and apply this knowledge in their writing; synonymous with invented spelling but phonic spelling is the preferred term. |
| Stages of literacy development | Emergent, beginning, transitional, intermediate, skillful |
| PreK-1st grade, ages 1-7 | What age is typically associated with the emergent stage of literacy development? |
| K-early 2nd grade, ages 4-9 | What age is typically associated with the beginning stage of literacy development? |
| 1st-mid 4th grade, ages 6-10 | What age is typically associated with the transitional stage of literacy development? |
| 3rd-8th grade, ages 8-14 | What age is typically associated with the intermediate stage of literacy development? |
| 6th grade and beyond, ages 12+ | What age is typically associated with the skillful stage of literacy development? |
| Word families | words that share the same rimes or phonograms |
| Word roots | A Greek or Latin root to which affixes and/or other roots are added |
| Transitional stage of literacy development | Learners' increasing word knowledge and their growing familiarity with narrative and informational texts support their moving toward fluency in their reading and in their writing; learners' store of sight words increases dramatically in this stage. |
| Tiered instruction | A system of instruction and intervention that contains three or four tiers that vary in intensity, duration, and frequency |
| Syllable | A unit of speech that contains a vowel |
| Summative assessment | assesses students' learning at the end of a series of lessons or unit. |
| suffix | bound morpheme at the end of a root word or word root |
| skillful stage of literacy development | the ability to read deeply, thoughtfully, and critically may be applied to a wide range of genres in this stage of development. Morphology is explored in depth, including a wide range of Greek and Latin roots and affixes, as well as etymology |
| Sight word | a word that a reader can identify immediately, in text or in isolation, when seeing it. Many sight words are also high-frequency words. |
| rudimentary concept of word | children have developed this concept when they can recite a piece of memorized text while maintaining fairly accurate finger-point reading. |
| root word | a word to which prefixes and/or suffixes may be added |
| reciprocal teaching | a comprehension routine that incorporates four key comprehension strategies--predicting, clarifying, questioning, and summarizing; can be used in whole class read-alouds, guided reading groups, and intervention lessons. |
| receptive vocabulary | words that an individual understands when hearing them in context; the person may, or may not be able to use the works in speech or writing depending on his or her stage of development |
| universal screening | a systemic approach to assessing all students at the beginning of a school year to determine who is in need of further diagnostic assessment and/or intervention services. |
| prosody | The natural, more rhythmic flow of speech, which is an important aspect of fluency or "reading with expression". |
| Print-rich environment | a learning environment where teachers intentionally display words and texts as a means to engage their learners in reading, writing, and oral language activities |
| prefix | a bound morpheme at the beginning of a root word or word root |
| open sort | students sort pictures, words, or objects into categories of their own choosing and prices a rationale for these categories |
| onset-rime | the onset is the beginning element in a spoken syllable; the rime is the rest of the syllable--the vowel and what follows |
| norm-referenced assessments | formal assessments that compare students' achievement to that of other students of the same age, grade, or other demographic |
| morphology | the correspondence between meaningful word parts and their underlying meaning, and the processes by which those word parts combine to form words. |
| metacognition | the ability to think about one's thinking |
| invented spelling | the type of spelling the characterizes emergent and early beginning learners' attempts with writing |
| interrater reliability | a measure of how consistently teachers score student work |
| intermediate stage | students' developing understanding of texts supports their reading of more extensive texts, over longer periods of time. Reading interests expands. Students' acquisition of vocabulary from wide reading begins to increase dramatically. |
| homophones | words that sound the same but are spelled differently and have different meanings |
| homographs | words that have the same spelling but different meanings, and quite often have different pronunciation as well |
| high success reading | 95% or better accuracy |
| high-frequency words | one of the approximately 300 words that occur most frequently in spoken and written English, and which children are expected to learn by the end of 2nd grade |
| High stakes testing | a testing program used for accountability purposes |
| general academic vocabulary | words that students encounter frequently in their reading and should be able to use in their writing |
| formative assessment | assessment that is ongoing and used to inform your teaching and evaluate its effectiveness |
| fluency | the ability to identify words quickly and accurately AND to read orally with expression |
| finger-point reading | when a child in the emergent or beginning stages of reading uses a finder to help maintain voice-print match |
| expressive vocabulary | words that an individual understands and is able to use in speech and/or writing |
| environmental print | signs, labels, and other print found in the classroom environment or the students' broader community. |
| emergent stage | the stage of literacy development in which students begin to develop concepts about print |
| domain-specific vocabulary | words that occur in specific content areas/disciplines such as math, science, the arts, and history and social science |
| differentiated instruction | instruction that is responsive to students' developmental needs |
| denotation | the literal or dictionary meaning of a word |
| criterion-referenced assessment | assessments that compare students' achievement to a criterion or standard |
| conversational vocabulary | the most frequent, basic words in the language |
| connotation | the association that a word takes on -- what the word suggests to us, how it makes us feel, and the personal associations we bring to it beyond the word's actual meaning |
| beginning stage | learners attend much more closely to print in this stage of literacy development. They learn to "read the spaces", developing a concept of word in text, and full phonemic awareness |
| affix | bound morphemes that attach to the beginning or the end of a root word or word root; the umbrella term for prefixes and suffixes |
| Phonological awareness activities | Activities you can do with the lights off |
| Phonics activities | Activities you have to see to complete (lights on) |
| Phoneme isolation | Children recognize individual sounds in a word. |
| Phoneme Identity | Children recognize the same sounds in different words |
| Phoneme categorization | Children recognize the word in a set of three or four words that has the “odd” sound. |
| Phoneme blending | Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word. |
| Phoneme segmentation | Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word. |
| Phoneme deletion | Children recognize the word that remains when a phoneme is removed from another word. |
| Phoneme addition | Children make a new word by adding a phoneme to an existing word. |
| Phoneme substitution | Children substitute one phoneme for another to make a new word |
| a student who, after hearing the word hat, can orally identify that it ends with the sound /t/ | Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness? |
| say the word cat, then say the first sound the child hears in the word. | A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to: |
| use knowledge of letter-sound correspondence to decode words | As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students: |
| needs help developing phonemic segmentation skills | A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who: |
| identify in spoken language separate sounds that can be mapped to letters. | Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them: |
| a student who, after hearing the word hot and the sound /i/, can substitute /i/ for /o/ to make the word hit | Which of the following first-grade students has attained the highest level of phonemic awareness? |
| have a relatively high level of phonemic awareness. | Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who: |
| encouraging them to divide words into onsets and rimes. | A kindergarten teacher says the word grape and then pronounces it as gr and ape. She says the word take and then pronounces it as t and ake. This activity is likely to promote the students' phonemic awareness primarily by: |
| has developed an understanding that print carries meaning | A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and begins to "pretend read" the story. These behaviors suggest that the child most likely: |
| has grasped the idea that the function of print is distinct from that of pictures. | A preschool child draws a stick figure and makes some unintelligible scribbles around it. When she shows it to her teacher, she points to the scribbles and says, "This says 'I love mommy.'" This behavior suggests that the child most likely: |
| developing letter formation skills | Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who are having difficulty: |
| The teacher says the name of a letter while the children each trace its shape on a cutout letter | Which of the following strategies would be most effective in promoting kindergarten children's ability to recognize and name letters of the alphabet? |
| Talk with students about selected consonants using a series of posters that each feature one consonant and contain pictures of items whose initial phoneme demonstrates that consonant's sound. | A kindergarten teacher wants to promote students' understanding of the alphabetic principle. Which of the following would be the most effective first step in a sequence of instruction designed to achieve this goal? |
| apply consistent phonics generalizations in common words | A teacher can most effectively support first graders' development of rapid automatic word recognition by first teaching students how to: |
| encouraging students to compare the parts of new multisyllable words with known single-syllable words | Which of the following strategies would be most effective in promoting second graders' decoding of multisyllable words? |
| th | According to basic principles of researchbased, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce first? |
| Spelling supports word recognition by helping students learn and retain common phonics patterns | Which of the following provides the best rationale for incorporating spelling instruction into a first-grade reading program? |
| A reader's oral vocabulary knowledge allows the reader to derive meaning as he or she decodes written words. | . Which of the following statements best describes how oral vocabulary knowledge is related to the process of decoding written words? |
| a second-grade student who is adept at using context clues to identify words but has difficulty sounding out the letters in unfamiliar words | Which of the following students demonstrates variation in reading development that would require intervention focused on explicit phonics instruction? |
| being able to segment and blend a word's phonemes | A student who has mastered which of the following skills along the phonological awareness continuum is best prepared to begin explicit phonics instruction? |
| pretest, retest, tested, testing | . Which of the following sets of words would be most effective to use when introducing students to the concept of structural analysis? |
| equipping them with strategies for understanding the meanings of unfamiliar multisyllable words. | Instruction in structural analysis is likely to promote upper elementary students' reading comprehension primarily by: |
Created by:
rusha47