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FOR 5
| Question | Answer |
|---|---|
| WHY does oral language matter? | it lays the foundation for all aspects of literacy by providing the vocabulary, syntax, and language structures needed for reading and writing. |
| WHY does phonics (decoding) matter? | it teaches the systematic relationship between letters and sounds, enabling students to decode unfamiliar words. It strengthens the connection between oral vocab and written words by helping students map spoken words to printed text |
| WHY does high frequency words matter? | many of these words are irregular and cannot be decoded phonetically. Knowing these words allows students to focus on constructing meaning rather than decoding every word. |
| WHY does spelling (encoding) matter? | it reinforces phonics knowledge, word recognition, and understanding of word structures. Encoding helps students internalize the rules and patterns of written language |
| strategies for teaching oral language | engage students in rich discussions, read-alouds, and interactive conversations to build their oral vocabulary and language comprehension |
| strategies for teaching phonics (decoding) | provide explicit, systematic phonics instruction with opportunities to apply knowledge using decodable t4exts |
| strategies for teaching high frequency words | use flashcards, word walls, and repeated reading to promote automatic recognition of the words like "the", "said", and "because" |
| strategies for teaching spelling (encoding) | encourage phonetic spelling during early writing, gradually introducing conventional spelling rules as students' phonics skills improve |
| phonics is the ___________ | method of teaching reading and spelling by focusing on the SYSTEMATIC relationship between letters (graphemes) and their corresponding sounds (phonemes) |
| phonics instruction should be ________ | explicit (clear, direct, and teacher-led), systematic (follows a logical progression), and recursive (revisit and reinforce) |
| why is explicit, systematic, and recursive phonics instruction important? | it builds a strong foundation, prevents gaps in learning, reinforces retention, and supports all learners |
| decoding, encoding, fluency, and reading comprehension are ___ | interrelated |
| students follow this order when becoming a proficient reader | decoding, encoding, fluency, and reading comprehension |
| what is decoding? | sounding out words while reading |
| what is encoding? | hearing a word and spelling it based on sounds and phonics |
| what is fluency? | moving through the t3ext accurately without having to stop to decode |
| what is comprehension? | reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions |
| digraph | two-letter (di) combinations that create one phoneme (th, sh, wh, ph, ng, gh, ck) |
| trigraphs | three-letter (tri) combinations that create one phoneme (-tch, -dge) |
| combination qu | these two letters always go together and make the /kw/ sounds (quickly) |
| silent letter combinations | these use two letters - one represents the phoneme, the other is silent (kn as in knock) |
| diphthong | sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another, They can appear in the initial, middle, or final position in a word. Example - aisle, coin, loud |
| schwa sound | a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It is often called the "lazy" sound in a word. Example - the "a" in "balloon", the "e" in "problem", the "i" in "family", the "o" in "bottom" |
| /zh/ sound | this sound often occurs after the letter "G" but not always. Example - vision -vi/sh/un; garage - gara/zh/ |
| closed syllable | a syllable with a single vowel sound followed by one or more consonants. The vowel is closed in by a consonant. The vowel sound is usually short. Example - cat, bat, clock, letter, rabbit |
| open syllable | a syllable that ends with a single vowel. The vowel is not closed in by a consonant. The vowel is usually long. The letter y acts like a vowel. Example - go, no, fly, no-ble, ta-ble |
| vowel teams (diphthong) | a syllable that has 2 consecutive vowels - example - eat, seat, say, stew, paw. Letters w and y act as vowels |
| r-controlled | a syllable with one or two vowels followed by the letter "r" - example car, far, her, fur, sir |
| common activities to teach syllables | syllable clapping, syllable lists (list of prefixes, suffixes, roots), multisyllabic word manipulation (write different syllables on note cards, jumble the cards, have students make words), and syllable scoop (students scoop under each syllable) |
| structural analysis is _______ | breaking up words into different parts (can break up compound words, can break up using prefixes, suffixes, and roots) |
| evidence-based, explicit strategies for teaching morphology and high-frequency words | compound words, root words, affixes, prefixes, suffixes |
| morphology | the study of word parts and their meanings |
| etymology | the study of the origins of words and how they have changed over time (example - how the word "complexity" comes from the Latin word "complexus" |
| affixes | prefixes and suffixes in the same word (example: un-believ-able) |
| a chunk is ________ | a group of letters representing meaning and sound (the "re" in "regroup" or the "un" and "able" in "unbelievable") |
| students learn high frequency words more effectively when they encounter them in _____________ | meaningful contexts rather than in isolation (use shared reading, interactive writing, and decodable texts) |
| research supports teaching high-frequency words through ______ | explicit, systematic, and meaningful instruction |
| orthographic mapping is _________ | an alternative to memorization because it focuses on how students internalize the relationship between sounds and letters to store words in long-term memory |
Created by:
kristikee