Question 1

Activities that Build Phonemic Awareness

Accepted Answer

1. Sound Matching 
2. Sound Isolation
3. Sound Blending 
4. Sound Addition and Substitution
5. Sound Segmentation

Question 2

Sound Matching

Accepted Answer

Students choose one of several words beginning with a particular sound or say a word that begins with a particular sound 
Ex. rhyming words, wordplay

Question 3

Phonemic Awareness

Accepted Answer

A student's basic understanding that speech is composed of series of individual SOUNDS. It provides the foundation for phonics and spelling. It can also be defined as a students' ability to break words apart and reassemble them.

Question 4

Sound Isolation

Accepted Answer

Teachers say a word and then students identify the sounds at the beginning, middle, or end of the word. Or teachers might have students isolate sounds as they sing familiar songs.

Question 5

Sound Blending

Accepted Answer

Students blend sounds to combine them and form a word.

Question 6

Sound Addition and Substitution

Accepted Answer

Students play with words and create nonsense words as they add or substitute sounds in words. 
Ex. Jimmy-Shimmy, Jose-Shose, clock-shock

Question 7

Sound Segmentation

Accepted Answer

Students isolate the sounds in spoken words. 
Ex. This is a truck and it starts with /t/

Question 8

Phonics

Accepted Answer

The set of relationships between phonology (the sounds in speech) and orthography (the spellying system.) There is an emphasis on spelling patterns, not individual letters. It explains the relationship between phonemes and graphemes.

Question 9

Explicit/Systematic Phonics

Accepted Answer

The plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence. Teacher is proactive and direct instead of waiting for a problem to arise. Goes from simple skills to more complex.

Question 10

Onset-Rime

Accepted Answer

The division for one-syllable words or for syllables in longer words.

Question 11

Rime

Accepted Answer

The vowel and any consonant sounds that follow the onset. 
Ex. -ack in "black" 
at, up have no onset, the whole words are rimes

Question 12

Onset

Accepted Answer

The consonant sound, if any, that precedes the vowel. 
Ex. St, sl, b   Words: “stack,” “slack,” “back”

Question 13

Alphabetic Principle

Accepted Answer

When students understand that the sounds they hear in oral language are represented by letters in print.
Consists of phonological awareness, phonics, and orthographic awareness.

Question 14

Phoneme

Accepted Answer

the very smallest units of sounds in spoken language

Question 15

4 Cueing Systems

Accepted Answer

1. Semantic 
2. Syntactic 
3. Graphophonic/Phonological
4. Pragmatic

Question 16

Semantic System

Accepted Answer

Making meaning of words. 
Key component = vocabulary

Question 17

Syntactic System

Accepted Answer

Structural organization of English. Consists of grammar rules, punctuation, word order.

Question 18

Graphophonic/Phonological System

Accepted Answer

Foundations for decoding and spelling. Focuses on the sound systems and how phonemes are represented as graphemes. Consists of 44 phonemes and 26 graphemes.

Question 19

Pragmatic System

Accepted Answer

The social and cultural context of language. Includes the specific purposes/audience.

Question 20

Consonant Digraph

Accepted Answer

Letter combinations representing single sounds that aren’t represented by either letter.
"ch" as in chair, "sh" as in wish, "th" as in father, "wh" as in whale, "ph" as in photo

Question 21

Consonant Blend

Accepted Answer

Occurs when 2 or 3 consonants appear next to each other in words and their individual sounds are “blended” together.
Ex. grass, belt, spring

Question 22

Shwa

Accepted Answer

Unstressed syllable (can be any vowel.) Teaching this concept helps students to connect oral language to what they read.
Ex. About, bAnana, itEm, AnOther

Question 23

Diphthong

Accepted Answer

When two vowels represent a glide from one sound to another. Sound wall: "oy," "oi," "oo," "au," "ou"

Question 24

R-Controlled Vowel

Accepted Answer

When one or more vowels in a words are followed by an "r." 
Ex. award, never, horse, surf, board, bear, early, pear, courage, flour, work
"ar," "ir," "or," "er," "ur"

Question 25

Affix

Accepted Answer

A morpheme that is attached to a word stem to form a new word or word form.

Question 26

Suffix

Accepted Answer

Affix added to the end of a word.

Question 27

Prefix

Accepted Answer

Affix that is added to the beginning of a word.

Question 28

CVC

Accepted Answer

When a one-syllable word has one vowel and the vowel comes between two consonants, it’s usually short. 
Ex. bat, land, cup

Question 29

CVCe

Accepted Answer

When there are 2 vowels in a one-syllable word and one vowel is an e at the end of the word, the first vowel is long and the final e is silent. 
Ex. came, hole, pipe

Question 30

Syllable

Accepted Answer

The largest units of sound within words. Make sure that they can hear sound breaks.

Question 31

Triple Consonant Blend

Accepted Answer

Occurs when 3 consonants appear next to each other in words and their individual sounds are “blended”together. 
Ex. scr-  scrap, screw, scrub
Ex. spl-  splat, split

Term	Definition
Activities that Build Phonemic Awareness	1. Sound Matching 2. Sound Isolation 3. Sound Blending 4. Sound Addition and Substitution 5. Sound Segmentation
Sound Matching	Students choose one of several words beginning with a particular sound or say a word that begins with a particular sound Ex. rhyming words, wordplay
Phonemic Awareness	A student's basic understanding that speech is composed of series of individual SOUNDS. It provides the foundation for phonics and spelling. It can also be defined as a students' ability to break words apart and reassemble them.
Sound Isolation	Teachers say a word and then students identify the sounds at the beginning, middle, or end of the word. Or teachers might have students isolate sounds as they sing familiar songs.
Sound Blending	Students blend sounds to combine them and form a word.
Sound Addition and Substitution	Students play with words and create nonsense words as they add or substitute sounds in words. Ex. Jimmy-Shimmy, Jose-Shose, clock-shock
Sound Segmentation	Students isolate the sounds in spoken words. Ex. This is a truck and it starts with /t/
Phonics	The set of relationships between phonology (the sounds in speech) and orthography (the spellying system.) There is an emphasis on spelling patterns, not individual letters. It explains the relationship between phonemes and graphemes.
Explicit/Systematic Phonics	The plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence. Teacher is proactive and direct instead of waiting for a problem to arise. Goes from simple skills to more complex.
Onset-Rime	The division for one-syllable words or for syllables in longer words.
Rime	The vowel and any consonant sounds that follow the onset. Ex. -ack in "black" at, up have no onset, the whole words are rimes
Onset	The consonant sound, if any, that precedes the vowel. Ex. St, sl, b Words: “stack,” “slack,” “back”
Alphabetic Principle	When students understand that the sounds they hear in oral language are represented by letters in print. Consists of phonological awareness, phonics, and orthographic awareness.
Phoneme	the very smallest units of sounds in spoken language
4 Cueing Systems	1. Semantic 2. Syntactic 3. Graphophonic/Phonological 4. Pragmatic
Semantic System	Making meaning of words. Key component = vocabulary
Syntactic System	Structural organization of English. Consists of grammar rules, punctuation, word order.
Graphophonic/Phonological System	Foundations for decoding and spelling. Focuses on the sound systems and how phonemes are represented as graphemes. Consists of 44 phonemes and 26 graphemes.
Pragmatic System	The social and cultural context of language. Includes the specific purposes/audience.
Consonant Digraph	Letter combinations representing single sounds that aren’t represented by either letter. "ch" as in chair, "sh" as in wish, "th" as in father, "wh" as in whale, "ph" as in photo
Consonant Blend	Occurs when 2 or 3 consonants appear next to each other in words and their individual sounds are “blended” together. Ex. grass, belt, spring
Shwa	Unstressed syllable (can be any vowel.) Teaching this concept helps students to connect oral language to what they read. Ex. About, bAnana, itEm, AnOther
Diphthong	When two vowels represent a glide from one sound to another. Sound wall: "oy," "oi," "oo," "au," "ou"
R-Controlled Vowel	When one or more vowels in a words are followed by an "r." Ex. award, never, horse, surf, board, bear, early, pear, courage, flour, work "ar," "ir," "or," "er," "ur"
Affix	A morpheme that is attached to a word stem to form a new word or word form.
Suffix	Affix added to the end of a word.
Prefix	Affix that is added to the beginning of a word.
CVC	When a one-syllable word has one vowel and the vowel comes between two consonants, it’s usually short. Ex. bat, land, cup
CVCe	When there are 2 vowels in a one-syllable word and one vowel is an e at the end of the word, the first vowel is long and the final e is silent. Ex. came, hole, pipe
Syllable	The largest units of sound within words. Make sure that they can hear sound breaks.
Triple Consonant Blend	Occurs when 3 consonants appear next to each other in words and their individual sounds are “blended”together. Ex. scr- scrap, screw, scrub Ex. spl- splat, split

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LTCY Midterm