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A collection of known words harvested from frequently read texts such as little leveled books, dictated stories, basal preprimers, and primers. Written on small cards, can recognize with ease are used in word study games and word sorts.
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A prominent sound in a word or syllable that stands out because of the way it is made or felt in the mouth, or because of idiosyncratic reasons such as being similar to a sound in one's name.
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Reading 360 Test 2
| Question | Answer |
|---|---|
| A collection of known words harvested from frequently read texts such as little leveled books, dictated stories, basal preprimers, and primers. Written on small cards, can recognize with ease are used in word study games and word sorts. | Word Bank |
| A prominent sound in a word or syllable that stands out because of the way it is made or felt in the mouth, or because of idiosyncratic reasons such as being similar to a sound in one's name. | salient sounds |
| the ability to track or fingerpoint read a memorized text without getting off track on a two syllable word | concept of word |
| an attitude of curiosity and attention to words critical for vocabulary development | word consciousness |
| an approach to the teaching of reading in which students read about their own experiences recorded in their own language. Experience stories are dictated by the student to a teacher who writes them down. dictated accounts are reread in unison, | language experience |
| oral reading done in unison with another person or persons | choral reading |
| oral reading in which the student echoes or imitates the reading of the teacher or partner. used with very beginning readers as a form of support can also be used to model fluent reading | echo reading |
| a speech sound produced when the breath stream is stopped and released at the point of articulation, usually where the top of the tongue rubs against the roof of the mouth just behind the teeth when pronouncing the final sound in the word clutch or | affricates |
| a sound that when produced vibrates the vocal cords | voiced |
| a sound that when produced does not necessitate the vibration of the vocal cords | unvoiced |
| vowel sound in english that often occurs in an unstressed syllable such as /uh/ sound in the first syllable of the word "above" | schwa |
| a consonant sound, such as /s/ or /m/ that can be prolonged as long as the breath lasts without distorting the sound quality | continuant |
| a vowel sound that is commonly known as the long vowel sound. long vowel sounds are produced by tensing the vocal cords | tense |
| vowels are commonly known as the short vowel sound | lax |
| refers to the pattern of consonants and vowels within a syllable the spelling pattern for the word "mat" would be represented as a cvc pattern while the spelling for the word "mail" would be represented as a cvvc pattern | consonant vowel consonant |
| words that are spelled alike but have different pronunciations and different meanings | homographs |
| two letters that represent one sound. | digraph |
| an orthographic term referring to two or three letter sequences that are blended together | consonant blend |
| nasals that occur befor consonants as in the words "bump or sink" the vowel is nasalized as part of the air escapes through the nose during pronunciation | preconsonantal nasals |
| the consonant sounds for /r/ and /l/ are referred to as liquids becuase unlike other consonant sounds they do not obstruct air in the mouth | liquids |
| individual books of reading materials for beginning readers. group experience charts, dictations, and rhymes comprise the majority of the reading material | personal readers |
| words recognized and pronounced immediately "at first sight" any known word, regardless of its frequency or phonetic regularity | sight words |
| often called word families, end in high frequency rimes that vary only in the beginning consonant sound to make a word | phonograms |
| words that do not fit the targeted feature in a sort | oddball |
| words that sound alike are spelled differently and have different meanings | homophones |
| a silent letter used to indicate the sound of the vowel. silent letters are used to form patterns associated with specific vowel sounds. | vowel markers |
| colors the way the preceding vowel is pronounced | r-influenced vowels |
| complex speech sound beginning with one vowel sound and moving to another within the same syllable | diphthongs |
| a vowel sound represented by a variety of different spelling patterns, or vowel patterns that represent a wide range of sounds | ambigugous vowels |
| pictures placed at the top of each category in a picture sort. act as headers for each column and can be used for analogy | key pictures |
| consonant units occurring at the end of words determined by the preceeding vowel sound | complex consonant patterns |
| words placed at the top of each category in a word sort. act as headers for each column and can be used for analogy | key words |
| early letter name, middle letter name, and late letter name | alphabetic letter name stage |
| early within word pattern, middle within word pattern, late within word pattern | within word pattern stage |
| what pattern is cvc | short vowel pattern |
| what pattern is cv | long vowel pattern |
| open or closed syllable cvc | closed syllable |
| open or closed syllable cv, vce, and vowel digraph | open syllable |
| what are the vowel phonemes | 5 are short, 5 are long, 4 are r influenced, two diphthongs, long and short oo, circumflex, and schwa |
| what are short vowel phonemes indicated by | closed pattern coded as vc |
| In vc, the single vowel is followed by a? | consonant or consonants |
| what is the most common syllable pattern and the oldest one in the english language | vc |
| syllable for breve | ˘ |
| the diacritical mark that is used to code a short vowel sound | breve |
| r influenced is considered what type of syllable pattern | open syllable pattern |
| why is the r influenced phoneme considered closed | the consonant that follows the vowel is an r and the r phoneme influences the sound of the vowel so that the vowel sound is not short but r influenced |
| when "a" is followed by "l, u, or w" what type of syllable pattern will it be | open syllable pattern |
| what indicates a short vowel phoneme | the consonant after the single vowel |
| same as rime word family | phonogram pattern |
| words for sorting the cvc pattern into groups by... | ending patterns |
| when a vowel is followed by "r" in the same syllable the phoneme is affected by the r and is thus referred to as | r influenced |
| when "a" is followed by "l, u, or w" it may take the sound of | Ô |
| circumflex symbol | ˆ |
| dieresis symbol | ˙˙ |
| semi dieresis | ˙ |
| long or tense vowel phonemes say... | the name of the vowel letter representing that sound |
| diacritical mark used to code the phoneme of the long vowel sound | macron |
| macron symbol | ̄ |
| when two vowels are beside each other in the same syllable the first vowel is sounded as a long vowel and the second is silent. the second vowel is a marker indicating that the first vowel represents its long vowel phoneme | vowel digraph patten |
| the vowel diagraph words that do not have the first vowel long will have either a | long or short vowel sound. it may or may not be the sound of either of the letters used in the diagraphs such as in "neighbors" |
| vowel patterns are usually identified by the finding the first | vowel in the word and noting what follows in the same syllable |
| what pattern are these: cv, cve, vv | long patterns |
| what pattern is this: cvc | short pattern |
| the rule states that the first is long and the second is silent but this occurs only about half of the the time that two vowels are beside each other in a syllable | vowel digraph |
| when two vowels are beside each other in the same syllable then the first one is long and the second one is silent | double vowels vowel digraph |
| four sets of double vowels | vowel digraphs; a followed by l, u, or w; long and short double o; and diphthongs |
| /ou/ and /oi/ are | diphthongs |
| vowel letters represent how many different phonemes | twenty |
| long and short sounds of double o are represented by two phonemes | /oo/ and /oo/ |
| this phoneme is made by two vowels blended together receiving one stress | diphthong |
| the symbol for schwa | Ə |
| this phoneme is only heard in unaccented syllables | schwa |
| this phoneme occurs frequently and may be spelled by all of the vowel letters | schwa |
| where do you find the schwa sound | in unaccented syllable |
| what is the purpose of the silent e on words | historical left over, make vowel sound long, make ending consonant soft, no english syllable end in "v", final stable syllable and place holder for vowel sound |
| a word that has the closed syllable pattern | cat |
| how is a closed syllable pattern coded | vc |
| a word that is pronounced like another word or words but differs in spelling and meaning for example hymn, him | homophone |
| write a consonant letter that will influence the vowel sound that precedes it | r and l |
| list four things that are studied at the within word pattern stage | consonants, blends, digraphs; preconsonantal nasals; vowel patterns; r influenced |
| what is an open syllable | syllable inwhich the vowel is in the ending |
| a complex speech sound that begins with one vowel sound and glides to another within the same syllable is called a | dipthong |
| what is a breve | a mark used for a short vowel sound |
| what is a macron | mark for a long vowel sound |
| do the following words have the same vowel sound? bake, gate, autumn, and tall | no |
| a common english ending consisting of a vowel plus consonant or consonants or sometimes stated as the vowel plus what follows is called a | rime, word family, phonogram |
| write a word that has a dipthong | cow and oink |
| list three things that children know at the end of the letter name stage that makes them ready for the within word pattern stage | cvc pattern at large, preconsonantal nasals, and r influenced vowels with "ar" and "or" |
| write a word that rhymes with were | fur |
| write a word that has a vce pattern | pace |
| what does the e indicate or mark on the word pace | makes the proceeding vowel long |
| what are the other uses of a final silent e | historic leftover, no english word ends in a v, makes c and g soft, le, proper names |
| what is a consonant digraph | two consonant letters, one sound ch, th, gh, wh |
| write a word with a beginning consonant blend | straight |
| write a word to show the four different r influenced phonemes | car, her, air, core |
| what does the instructional placing mean | placing children in what you will teach them, use but confuse |
| every syllable must have | one vowel sound |
| what is the alphabetic principle | letters stand for sounds |
| give an example of an onset as in onset and rime | rime- at onset -b, h, s bat, hat, sat |
| what are the three patterns for long vowel sounds | cv, vce, vv |
| what is the spelling stage in which students use a phonetic spelling strategy in which they focus on the letter sound matches | late letter name alphabetic stage |
| write a word with a long double o phoneme | moon |
| write a word with a short double o phoneme | book |
| what is meant by the statement what the child uses but confuses | what they do but can't do entirely correctly, zone in which you do your instruction |
| the ow in snow is a (diphthong/vowel digraph) | vowel digraph |
| what is the vowel digraph rule | the first is long and the second is silent |
| initial consonants, initial consonant blends and digraphs, introduce short vowel rime unites using pictures and words | early letter name |
| short vowels in word families, consonant digraphs, and consonant blends | middle letter name |
| cvc pattern at large, preconsonantal nasals, r influenced vowels with "ar" and "or" | late letter name |
| compare short vowels with long vowel patterns, long vowel patterns, y as a vowel, k ck and ke endings | early within word pattern |
| all r influenced vowels | middle within word pattern |
| diphthongs, long and short double o, a followed by l u w, complex consonants | late within word pattern |
| represent most salient sounds, usually beginning consonants; directionality; use most letters of the alphabet; partial spelling of consonant blends and digraphs; spell some known sight words correctly | what students do correctly in early letter name alphabetic |
| letter name sound matches; consonants based on manner and point of articulation; concept of word is rudimentary, gets off track on two syllable words; spaces between words | what students use but confuse in the early letter name alphabetic |
| vowels; complete blends and digraphs | what is absent in early letter name alphabetic |
| spell beginning and ending consonants; spell frequently occurring short vowel words like cat and dog; concept of word is fully developed | what students do correctly in the middle letter name alphabetic |
| short vowels by point of articulation; consonant blends and digraphs | what students use but confuse in the middle letter name alphabetic |
| silent letters; preconsonantal nasals | what is absent in middle letter name alphabetic |
| spell many short vowels and most consonant blends and digraphs; spell frequently occuring long vowel words | what students do correctly in late letter name alphabetic |
| some short vowels still confused; substitutes of common short vowels for ambiguous vowels; COT for caught; preconsontantal nasals, affricate blends | what students use but confuse in late letter name alphabetic |
| most long vowel markers or silent vowels; vowels in unstressed syllables | what is absent in late letter name alphabetic |
| consonants, blends, digraphs; preconsonantal nasals; short vowels in cvc words; r influenced cvc words; spell known sight words | what students do correctly in early within word pattern |
| silent letters in long vowel patters; k, ck, ke endings; susbstitutions of short vowels for ambiguous vowels | what students use but confuse in early within word pattern |
| vowels in unaccented syllable FLOWR for flower; consonant doubling SHOPING for shopping | what is absent in early within word pattern |
| common long vowel patterns; k, ck, and ke endings | what students do correctly in middle within word pattern |
| less common and ambiguous vowel patterns; ed and other common inflections MARCHT for marched | what students use but confuse in middle within word pattern |
| consonant doubling; e drop; DRIVEING for driving | what is absent in middle within word pattern |
| long vowel patterns in one syllable words | what students do correctly in late within word pattern |
| ambigous and r influenced vowel patterns; complex consonant units SWICH for switch; vowels in unaccented syllables | what students use but confuse in late within word pattern |
| consonant doubling; changing y to i; CAREES for carries; e drop | what is absent in late within word pattern |
| ship, when, jump, robe for rob, flote for float, trane for train, brite for bright | early within word pattern |
| float, train, frite for fright, tabul for table | middle within word pattern |
| bright, spoyle for spoil, chood for chewed, surving for serving | late within word pattern |
| b, bd for bed; s,sp for ship | early letter name alphabetic |
| bad for bed; sep or shep for ship; griv for drive | middle letter name alphabetic |
| bed, ship, lump, stek for stick, flot for float | late letter name alphabetic |
| short vowel patterns | vc, vcc |
| long vowel patterns | vce, vv, vvc, other |
Created by:
rahenson