| Term | Definition |
|---|---|
Grapheme | A written letter or letter group used to represent a speech sound |
Phoneme | The smaller unit of sound in a language |
Syllable | An oral language unit in which a vowel sound is heard |
Alphabetic principle | Knowledge that letters/graphemes systematically represent sounds of spoken language |
Diagraph | Two letters that work together to represent one speech sound |
Blend | Two or more consonants together in which each sound is still heard |
Diphthong | A vowel sound that glides from one position to another |
Breve | The diacritical marking for short vowels |
Macron | The diacritical marking for long vowels |
Schwa | The unstressed reduced vowel sound |
Encoding | Using sounds and spelling patterns to read a word |
Decoding | Using print/spelling patterns to read a word |
Phonics | Instruction connecting spoken sounds with written letters/graphemes |
Orthographic mapping | Bonding a word's pronunciation, phonemes, and spellings in memory for automatic recognition |
What is the difference between phonological awareness, phonemic awareness, and phonics | Phonological awareness is awareness of spoken sound structure... Phonemic awareness is the manipulation of individual phonemes... Phonics is connecting sound to print |
What is an onset | Consonant sound (s) before the vowel |
What is a rime | Vowel and everything else |
Why can the number of letters and phonemes in a word be different | one phoneme can be represented by multiple letters |
How many phonemes are in the work CAT | 3 |
How many phonemes are in the work SHIP | 3 |
How many words are in the word FLAG | 4 |
How many words are in the word BOX | 4 |
How many words are in the word CHILD | 4 |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE Write | Silent Letter Pattern |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE BADGE | Dge |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE MATCH | TCH |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE BACK | |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE HILL | Floss |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE KNEE | Silent Letter Pattern |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE FLAG | Blend |
Are the following words a BLEND, DIAGRAPH, SILENT – LETTER PATTERN, FLOSS, CK, TCH, or DGE SHIP | Diagraph |
Write the FLOSS generalization in your own words | syllable words after a short vowel final F, L, S, Z is doubled |
Complete the final spelling for Bak | BACK |
Complete the final spelling for Mach | MATCH |
Complete the final spelling for Baj | BADGE |
Complete the final spelling to its sound Ck | /K/ |
Complete the final spelling to its sound Tch | /CH/ |
Complete the final spelling to its sound Dge | /J/ |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
RUNT | SHORT VOWEL |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
HOPE | LONG VOWEL/CVCe |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
RAIN | VOWEL TEAM |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
BOAT | VOWEL TEAM |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
COIN | DIPTHONG |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
BOY | DIPTHONG |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
COW | DIPTHONG |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
BIRD | R-CONTROLLED |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
FORK | R-CONTROLLED |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
ABOUT | SCHWA |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
SOFA | SCHWA |
Label the following SHORT VOWEL, LONG VOWEL/CVCe, VOWEL TEAM, DIPTHONG, R- CONTROLLED, OR SCHWA
CAKE | LONG VOWEL/CVCe |
Complete the following word locations
OI | IS OFTEN MEDIAL |
Complete the following word locations
OY | IS OFTEN FINAL |
List the Final Five R- Controlled spellings | AR ER IR OR UR |
Are the following CLOSED, OPEN, VCe, VOWEL TEAM, R-CONTROLLED, or CONSONANT – LE
CAT | CLOSED |
Are the following CLOSED, OPEN, VCe, VOWEL TEAM, R-CONTROLLED, or CONSONANT – LE
ME | OPEN |
Are the following CLOSED, OPEN, VCe, VOWEL TEAM, R-CONTROLLED, or CONSONANT – LE
HOME | VCe |
Are the following CLOSED, OPEN, VCe, VOWEL TEAM, R-CONTROLLED, or CONSONANT – LE
RAIN | VOWEL TEAM |
Are the following CLOSED, OPEN, VCe, VOWEL TEAM, R-CONTROLLED, or CONSONANT – LE
BIRD | R - CONTROLLED |
Are the following CLOSED, OPEN, VCe, VOWEL TEAM, R-CONTROLLED, or CONSONANT – LE
TABLE | CONSONANT LE |
What is orthographic mapping | Bonding, Pronunciation, phonemes, graphemes, in memory |
Why is orthographic mapping NOT the same as memorizing the visual shape of a word | It is the sound symbol mapping NOT visual shape memorization |
Why does high-frequency NOT automatically mean irregular | different properties – high frequency decodable – irregular – not decodable |
For said, identify what is regular/predictable and what part must be learned as unexpected | |S| |D| - regular ai – unpredictable – irregular |
A child writes FIL for FILL but segments /F/ /I/ /L/ correctly What does the error show, and what would you teach next | Have segmentation = teach FLOSS |
A child says SHIP has 4 phonemes because it has 4 letters
What does the error show, and what would you teach next? | Not 4 phonemes – they are counting letters, not sounds = Teach SH |
A child reads HOPE as HOP
What does the error show, and what would you teach next | Review CVCe = Teach hop & hope
|
A child spells BOY as BOI
What does the error show, and what would you teach next | dipthong placement – OI medial OY Final |
A child reads city with /K/ at the beginning
What does the error show, and what would you teach next | |K| review soft C before –EIY |
A child writes BAK for BACK
What does the error show, and what would you teach next | CK review final CK after a short vowel |