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35 terms

Phonics Quiz #3

STUDY
PLAY
language experience approach
shared experience
explain experience and teacher writes it for you
most important print concept and function
print is speech written down
alphabet knowledge: what are some things the student must learn about the letters?
identify the letter
know the sound
words that begin with that letter
upper and lowercase
if students are listening for rhyming words, they are developing
phonological awareness
concrete word
pizza
interactive writing
teacher may ask a student to come up and contribute to the writing
reading in letter-name alphabetic stage
concept of word in text
sight word learning
reading fluency
reading in alphabet knowledge
move from predictable text and shared reading to less predictable with sight words and decoding strategies.
word in text
rudimentary- point and track words in memorized text (trouble with 2 syllable words)
full- finger point read accurately, learn sight words, read to study word families.
sight word learning
partial alphabetic readers- understand initial consonants but not vowels
high frequency words
reading fluency
reading slowly, word by word, read aloud to themselves, point to words
writing in alphabet knowledge
write slowly sound by sound
most can read writing back
beginning and ending consonants and some vowels
teachers still model writing
invented spelling is ok but they need to incorporate word study patterns
model writing
interactive writing
recording student dictation
sometimes dictates sentences to students
vocabulary in alphabet knowledge
growth depends on the richness and frequency of verbal interactions with peers and adults
read alouds
sophisticated synonyms
enrich simple text, perhaps use spanish cognates
concept sorts
orthographic development
letter names
consonant sounds
vowels
letter names
beginning- mainly with consonants
begin adding some short vowels
spell with some blends and digraphs
consonant sounds
affricates
some confusion with consonants that are articulated in a similar manner
continuant sounds
vowels
long
short
other orthographic features in alphabet knowledge
consonant digraphs
consonant blends
perconsonantal nasals
r-influenced
instruction in alphabet knowledge
reading
studying consonant sounds
study with short vowels
reading
support reading- language experience, choral, echo
sight word learning- create word banks, compile personal readers
studying consonant sounds
digraphs, initial and final
beginning blends with 2 letters
final consonant blends
preconsonantal nasals
study with short vowels
two units- word families, and onset and rime
three unites- CVC patters
reading in literacy development
1 syllable words
decode 2-3 syllable words
decoding more rapidly
read silently longer and then discuss
read 30 min a day
writing in literacy development
automatically spell many words
physically can write quicker
uses but confuses vowel patterns
vocabulary in literacy development
not the same as spelling or phonics
deals with meaning
read alouds
word sorts
concept sorts
dictionaries
simple prefixes and suffixes
orthography in literacy development
single phoneme is spelled in many ways
-country/language of origin
-position in the word
-other sounds around ti
-meaning
-vowel markers
dipthongs
oi/oy, ou/ow
complex consonants
kn-, wr-, gn- (initial)
-ck, -tch, -dge (final)
homophones and homographs
homophones- same sound diff. spelling
homographs- same spelling different sound
word sorts
student knows words
work on something used but confused
dont teach phonics
begin with pictures
sound and pattern and oddball
reasons to read to read high frequency words
attention freed for decoding and spelling
pronounce and spell in logical ways
problems with high frequency words
many words don't have meaning
usually share the same letters
doing word walls
be selective
add words gradually
where everyone can see them
chant and write
review activities
correct their spelling in writing
what are other phrases for spelling patterns
rime, phonogrames, word families