5469 terminology

prefixes in which the spelling and sound of the consonant has been absorbed into the spelling sound at the beginning of the base or root to which the prefix is affixed (e.g. ad+tract=attract)

a word or phrase naming an attribute, added to or grammatically related to a noun to modify or describe it.

a word or phrase that modifies or qualifies an adjective, verb, or other adverb of a word group expressing a relation of place, time, circumstance

the set of English sociolects spoken by mostly African Americans in the United States.

consonant phoneme articulated as a stop before a fricative, such as /ch/ or /j/

a morpheme or meaningful part of a word attached before or after a root or base word to modify its meaning; a category that includes prefixes and suffixes

the idea or concept that letters and letter combinations represent phonemes in an orthography

a vowel sound represented by a variety of different spelling patterns, or vowel patterns that represent a wide range of sounds (the 'ou' in cough, through, and could)

1. Teach 2. Measure 3. Reflect 4. Plan/Improve

Consider learners' knowledges as strengths to be leveraged

a prefix changed from its abstract form so that it matches the initial sound of the root to which it is attached, such as 'at' in 'attach' (ad+tach=attach)

fluent performance without the conscious deployment of attention

a word to which prefixes and/or suffixes are added to

orthographic unit of two or three letters at the beginning or end of words that are blended together. EVERY SOUND REPRESENTED IN A BLEND IS PRONOUNCED

meaning units of language (morphemes) that cannot stand alone as a word

word or picture sorts based on predetermined categories.

spoken together so that separate segments are not easily detected

alternating between two or more languages in conversation.

words in different languages derived from the same root

ex. fresher, better, tastier, more beautiful, faster, bigger

consonant units occurring at the end of words determined by the preceding vowel sound.

categorization task in which picture, objects, or words are grouped by shared attributes or meanings too develop concepts and vocabulary

understanding about how books are organized (front-to-back page turning, titles, illustrations), how print is oriented on the page (top to bottom, left to right), and features of print such as punctuation and capitalization

words that perform the grammatical function of joining sentences, phrases, words, or clauses

non vowel phonemes

The process in which the pronunciation of consonants changes in the base or root of derivationally related words while the spelling does not change.

The process in which the pronunciation of consonants changes in the base or root of derivationally related words while the spelling does not change.

two or three adjacent consonant graphemes before or after a vowel

Students must realize base word. Students must also realize that the final e nearly always dropped before adding ed or ing.

consonant-vowel-consonant word

a verb that links a subject to a complement, e.g. she LOOKED afraid

Using the primary language of the learner to assist in the process of reading instruction

translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences; the act of deciphering a new word by sounding it out

A clause in a complex sentence that cannot stand alone as a complete sentence and that functions within the sentence as a noun or adjective or adverb

last stage of spelling development in which spellers learn about derivational relationships preserved in the spelling of words

Alter a words meaning & its grammatical function (-ic, -ly, -ish, -ance, -al, -ive, -ness, etc.)

relationship between sound and symbol is somewhat obscure, irregular, or influenced by morpheme structure

A regional variety of a language distinguished by vocabulary, spelling, and pronunciation.

Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs.

combination of 2 letters possessing a single sound

a speech sound beginning with one vowel sound and moving to another within the same syllable

impairment of the ability to read

used to pass-tense verbs

the omission of a sound or syllable when speaking

children learn directionality of reading (top to bottom, left to right)

cognitive act of storing information in memory; production of graphemes or spellings

Teaching in a direct, structured way

I do, we do, you do

A written representation of a sound (phoneme) using one or more letters.

The relationship between grapheme and the phoneme(s) it represents; letter-sound correspondence

/c/ in cat, car, card

a word WRITTEN THE SAME way as another word but having a different meaning

a word that has the same pronunciation but a different meaning as another word

a clause that can stand alone as a sentence

Suffixes that change the verb tense (walks, walked, walking) or number (dogs, boxes) of a word

An attempt by beginning writers to spell a word when the standard spelling is unknown

A word that cannot be decoded because either the sounds of the letters are unique to that word or that the word does not adhere to the common rules of phonics

segmental symbol of a phonemic writing system

The ability to name letters of the alphabet and to specify their corresponding sounds

Students' use "names of the letters" as their dominant approach to spelling

the relationship between the spoken sounds in words and the printed letters that correspond to those sounds

the act of discriminating against someone because of their language, dialect, or accent

CVCe, CVVC

awareness of how language is structured and used

the smallest meaningful unit of language

the process of analyzing or breaking down a word in terms of its meaning units or morphemes

the study of meaningful units of language and how they are combined in word formation

rules or aspects of language that specify the pronunciation of morphemes

having more than one syllable

the syntactic category of expressions containing some form of noun and capable of functioning as the subject or object in a sentence

part of a syllable before the vowel.

A type of picture or word sort in which the categories for sorting are left open.

syllable with a long vowel at the end, spelled with one vowel letter.

a method of representing the sounds of a language by written or printed symbols

A word sort in which students categorize words according to similar spelling patterns.

the smallest distinctive sound unit

The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language.

systematic relationship between letters and sounds

"word families"

an awareness of various speech sounds such as syllables, rhyme, and individual phonemes

The use of phonemes to process spoken and written language

the study of speech sounds in language

A categorization task in which pictures are sorted into categories by sound or by meaning.

add suffix -s or -es

the appropriate use of language in different contexts

a syllable or word that comes before a root word to change its meaning

A word that takes the place of a noun

the part of a sentence or clause containing a verb and stating something about the subject

a word or group of words used before a noun, pronoun, or noun phrase to show direction, time, place, location, spatial relationships, or to introduce an object

pertaining to a vowel immediately followed by the consonant /, such that its pronunciation is affected or even dominated by the /

Reliant upon ideas backed by study

Repetition of sounds at the end of words

a group of words with a common root

a non distinct vowel found in unstressed syllables in English

The schwa represents a mid-central vowel in an unstressed syllable

process of identifying the boundaries between words, syllables, or phonemes in spoken natural languages

the study of word and phrase MEANINGS

A second language is introduced after the primary language is established.

a writing system in which there is a direct, consistent relationship between sound and symbol

vowel sounds that don't "say their name"

Short vowels are when the letters (a, e, i, o, u) say their assigned sound rather than the letter name.

A word that is immediately recognized as a whole and does not require word analysis for identification

an e that makes no sound that is usually found in the final position of an English root word

two languages are acquired early in development

c that sounds like s

g that sounds like j

An individually administered survey designed to help a teacher determine a student's spelling (orthographic) instructional needs.

an affix that is added at the end of the word

a strategy that is used to facilitate decoding as students become more proficient readers.

the highest quality of describing generally ending in -est

add suffix -est

unit of pronunciation organized around a vowel

principles for analyzing multisyllabic words to determine the likely sound of the vowel in each syllable

There are six syllable types: 1. Closed 2. Open 3. Vowel-consonant-e (VCE) 4. Consonant-l-e 5. R-controlled 6. Vowel pairs

property of a syllable that makes it more prominent than neighboring syllables (stressed)

The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun or adjective. If we stress the second syllable, it becomes a verb.

Typically exhibited in upper elementary and middle school students

the rules for combining words into grammatically sensible sentences in a given language

carefully planned sequence of instruction

three letters that come together to make one sound

the part of a sentence containing the verb and any direct or indirect object, but not the subject.

a, e, i, o, u, and sometimes y

the process in which the pronunciation of vowels changes in the base or root of derivationally related words

Having students read sentences with high amounts of repeated vowels of the same letter

A syllable with a long vowel sound spelled with a vowel-consonant-silent e pattern.

Students can read and spell many words correctly and can think about words in more than one dimension.

A group of words which share the same root but have different affixes

the process of identifying a unique pattern of letters

The main part of a term that contains the primary meaning.

A word study activity in which children group words into categories

The act of deliberately investigating words

When a root ends in y, change the y to i when adding a suffix