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240 Tutoring Phonics
| Term | Definition |
|---|---|
| Long Vowel | When a vowel sounds like its name, this is called a long vowel sound. Example: Long A sound is AY as in cake. Long E sound is EE an in sheet ... etc. |
| Decodable Word | Words that follow common letter/sound correspondence rules and can be "sounded out" Example: For a third grader, words like "family" and "afternoon" are decodable. |
| Morpheme | A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes. Example: write, cat, laugh, box |
| Affix | A letter or letters that change a root word's meaning Example: prefixes or suffixes |
| Phonemic Awareness / Sound Awareness | The ability to hear, identify, and re-create individual sounds in spoken words Example: A student can hear that /b/ makes first sound in the word "blue" |
| Short Vowel | The sound that most often corresponds to a vowel when the vowel occurs individually between consonants |
| Synthetic Phonics Approach | An accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words. |
| Consonant Blend | Two or more consonants that blend together when decoded, but each retains its own sound Example: In the word "blue," the letters b and l form the consonant blend, bl. |
| Decoding | In reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning |
| Grapheme | A symbol, letter, or the combination of letters that represents a single sound. Example: "ph" makes a "f" sound |
| Morphology | The study of forms of words, including affixes, roots, stems, and parts of speech. Example: The word "bicycles" is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s. |
| Automaticity | The ability to read words effortlessly |
| Analytic Phonics Approach | A common approach to phonics instruction in which students are taught to recognize whole words by sight and then to break down words into smaller units of sound. Example: If the student knows "man" and "ran", then the word "tan" should be easy to read. |
| Word Families | A group of words with a shared ending letter group/sound. Example: back, black, stack, shack, quack, lack, tack |
| Progress Monitoring | Periodic assessments to monitor student growth and evaluate the effectiveness of instruction. |
| Vowel Digraph | Two vowels that make a single vowel sound when together in a word, also known as "vowel teams" Example: the "ai" in paint; the "ee" in need; the "oa" in boat |
| High-Frequency Word | A word that appears often in grade-level text. Example: Words like "and", "the", "as" and "it" are high-frequency words. |
| Spelling-Based Phonics Approach | An approach to phonics instruction that involves spelling rules and phonemes. |
| Whole Word Reading | Reading a word by sight, without attempting to decode it. Example: Memorizing sight words helps to support whole word reading. |
| Consonant Digraph | Two consonants that make a single consonant sound when together in a word. Example: In the word "wish," the letters s and h form the consonant digraph, sh. |
| Sight Word | Word that cannot be decoded because it doesn't follow standard phonics rules and must be recognized by sight Example: of, was, the, would |
| Diagnostic Assessment / Pre-Assessment | Assessment administered before instruction to determine students' strengths and weaknesses. |
| R-Controlled Vowel | a vowel followed by the letter r where the "r" that doesn't make its normal short or long sound. Example: In the word, "tiger," the letter e is an r-controlled vowel, as its pronunciation changes because it is followed by an r. |
| Fry Word List | The 100 most frequently occurring words in the English language; often used for sight word instruction. |
| Analogy-Based Phonics Approach | An approach to phonics instruction in which students use knowledge of word patterns to decode new words. Example: In an analogy-based phonics approach, to decode the unknown word "zap," students would think of the word "map." |
| Encode | Using individual sounds to spell a word. Example: To encode, a student must represent the sounds of a word with letters. For example, the word cat would be encoded as /c/, /a/ and /t/. |
| Dolch Word List | The 220 most frequently used words that are considered basic level to the reading of a first or second grader in English. Example: Some words on the list include: am, are, at, be, but, came, did, have, he, into, like, now, on, our, out, please. |
| Phoneme | the smallest individual sounds in a word. Example:The word “bit” has three phonemes – b – i – t. |
| Diphthong | One vowel sound made by the combination of two vowel sounds. Example: the "ou" in south; the "au" in taught; the "oy" in oyster. |
| Sight Word Instruction | The approach taken when teaching high frequency, often irregular words to early readers. |
| Summative Assessments | Assessment of learning. Given at specific points in time in order to determine what students know and don't know. Summative assessments are generally formal. Example: State assessments, district benchmarks, semester or six weeks tests, and end of unit. |
| Embedded Phonics Approach | An approach to phonics instruction that involves implicitly teaching through reading or in context. Example: A student learns to decode the word "snake" when reading a short story about a boy who goes hiking. |
| Phonics / Graphophonemic Principle | Using the relationship between symbols (letters and words) and sounds of a language to read and write. |
Created by:
TeachK