5469 Terminology

(aka assimilated prefix) 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.
(description of thing)

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
e.g. gently, swims, plays, loudly

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

recognition of the characteristics of letters across different fonts, sizes, shapes, and textures.
-letter naming/distinction

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
i.e. premature -> mature

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
ex. gr, tr, pr, bl, cl, fl
*see diagraph

meaning units of language (morphemes) that cannot stand alone as a word
i.e. respected has 3 bound morphemes re+spect+ed
*see free morphemes

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

add -er for comparative and -est fo the superlative

consonant units occurring at the end of words determined by the preceding vowel sound.
ex. 'tch' follows the short vowel sound in fetch while a final 'ch' follows the long vowel sound in peach

words made up of two smaller words

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
-and
-but
-or

non vowel phonemes
-aka closed sound
-40 in English Language

The process in which the pronunciation of consonants changes in the base or root of derivationally related words while the spelling does not change.
i.e. the g in sign vs signal

The process in which the pronunciation of consonants changes in the base or root of derivationally related words while the spelling does not change. Words Their Way pg. 414 Example: Sign and signal and music and musician.

two or three adjacent consonant graphemes before or after a vowel
*each sound pronounced

Students must realize base word. Students must also realize that the final e nearly always dropped before adding ed or ing. Teach students the 1-1-1 check.
• Does the word have 1 syllable?
• Does the word have 1 vowel?
• Does the word end with 1 consonant?
If yes to all three of these questions then the final consonant should be doubled. Word Journeys pg. 204-205
Example:
Grade-grading vs. hop-hopping.

consonant-vowel-consonant word
-cat
-rat
-dip

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
ex: Jane ate pasta because she was hungry
Independent: Jane ate pasta
Dependent: because she was hungry

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 (graph= ph/ swing=ng/chance=ch/head=ea)
*Only one sound as opposed to Blend

a speech sound beginning with one vowel sound and moving to another within the same syllable
ex. oy in boy, ou in cloud

impairment of the ability to read

used to pass-tense verbs

drop e add ing

the omission of a sound or syllable when speaking

-children learn directionality of reading (top to bottom, left to right)
-children learn how print works
-children learn oral language connects to written language

cognitive act of storing information in memory; production of graphemes or spellings
-identifying the verb, subject, object and putting them in the correct order to make a cohesive sentence

Teaching in a direct, structured way
-learning objectives are clear and concise

a morpheme that can stand alone as a word

I do, we do, you do

A written representation of a sound (phoneme) using one or more letters.
ex: e, ei, igh, or eigh

The relationship between grapheme and the phoneme(s) it represents; letter-sound correspondence, as c representing /k/ in cat and /s/ in cent

/c/ in cat, car, card
think of the word sort we did in class

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
ex: Jen ate pasta because she was hungry.
Independent: Jen ate pasta.
Dependent: because she was hungry

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, using whatever knowledge of sounds or visual patterns the writer has.

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.

attitudes, opinions, beliefs, or theories that we all have about language
-think biases, prejudices, etc

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 and learn to segment sounds.

The identification of individual letters by name and/or sound in a variety of contexts

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

"says its letter name"
ex. /o/ in oval
/a/ in acorn
/e/ in easy

CVCe, CVVC

The middle sound in a word.

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
-think morphemic analysis "trees"

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

(1) rules or aspects of language that specify the pronunciation of morphemes
(2) writing system that spells meaningful units (morphemes) instead of surface phonetic details in speech

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.
*DOES NOT CONTAIN VOWEL, THE RIME DOES

A type of picture or word sort in which the categories for sorting are left open. Students sort pictures or words into groups according to the students' own judgement.

syllable with a long vowel at the end, spelled with one vowel letter.
ex: e/qual, o/pen, proram

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
-english has 44 phonemes

The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language.
-tapping out each sound heard in a word

systematic relationship between letters and sounds

"word families"
end in high frequency rimes that vary only in the beginning consonant sound to make the word
ex: back, sack, black, track

an awareness of various speech sounds such as syllables, rhyme, and individual phonemes
this is the "umbrella" and is more general than phonemic awareness

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. Pictures cannot be sorted by pattern.

the form of a word that refers to more than one person or thing

add suffix -s or -es

the appropriate use of language in different contexts
-ex. customs, mannerisms, eye contact

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
ex: the child threw the ball
predicate: threw the ball

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

Nasals that occur before consonants, as in the words bump or sink. The vowel is nasalized as part of the air escapes through the nose during pronunciation.
ex: ng, mp, nk, nt

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

Reliant upon ideas backed by study

reliant upon techniques and trials tested in studies

Repetition of sounds at the end of words

Part of a syllable that CONTAINS THE VOWEL and all that follows it

a group of words with a common root

a non distinct vowel found in unstressed syllables in English
ex: a: balloon.
e: problem.
i: family.
o: bottom.
u: support.
y: analysis.

The schwa represents a mid-central vowel in an unstressed syllable, such as the second syllable of woman and the second syllable of buses.

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"
ex: o in opportunity, a in maple

Short vowels are when the letters (a, e, i, o, u) say their assigned sound rather than the letter name. These sounds are also called "open mouth sounds" because each sound is said with the mouth open.

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
ex: ice, center, celcius

g that sounds like j
ex: judge, giraffe

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

who or what the sentence is about

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.
-think breaking down a word into its prefix, root, and suffix to determine meaning

the highest quality of describing generally ending in -est
ex: greatest, tallest, fastest

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: cat, cobweb
2. Open: he, silo
3. Vowel-consonant-e (VCE): like, milestone
4. Consonant-l-e: candle, juggle (second syllable)
5. R-controlled: star, corner,
6. Vowel pairs: count, rainbow

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 (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable.

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 o fvowels changes in the base or root of derivationally related words, while the spelling does not change
ex. crime, criminal
ex. impose, imposition

not sure

A syllable with a long vowel sound spelled with a vowel-consonant-silent e pattern.
ex: home/made, pine/cone

Students can read and spell many words correctly and can think about words in more than one dimension; they study words by sound and pattern simultaneously.

A group of words which share the same root but have different affixes, as in care, careful, careless, carefree, uncaring, carer.

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 (e.g., vocabulary-building exercises, word-identification practice, and spelling).

When a root ends in y, change the y to i when adding a suffix (easy + est = easiest; happy + ness = happiness). Exceptions: Keep the y if a vowel comes before it (play + er = player; joy + ful = joyful). Keep the y if adding the suffix -ing (cry + ing = crying; study + ing = studying).