Phonics Quiz 2

Front 1

Give each phonics spelling stage in order

Back 1

1. emergent

2. letter name stage

3. within word stage

4. syllable junction stage

5. Derivational constancy

Front 2

Semiphonemic Spelling

Back 2

when children pretend to write scribbles and random marks

Front 3

Alphabetic Principle

Back 3

concept that letters stand for speech sounds

Front 4

Gesturing with a pen

Back 4

telling a story with a pen while writing it

Front 5

Sensory motor writing

Back 5

just writes and draws

Front 6

Linear Scribbles

Back 6

Scribbles in a straight line

Front 7

Mock Letters

Back 7

Kids draw things that look like letters

Front 8

Random Letter String

Back 8

Random letters in no particular order

Front 9

Letter Name Stage?

What should we know about students reading work in this stage?

Describe characteristics of writers in this stage?

Back 9

1. readers sight vocab and orthographic knowledge is limited reading and writing are slower processes

2. labor- intensive at this stage. words are formed deliberately and with determination is sound by sound fashion

Front 10

Define and Give examples of initial and final consonants

Back 10

1. usually first feature with which the letter name speller comes competent. consonant confusions happen during this stage

2. C, B, D, T, M, N, P

Front 11

Define and give examples of initial and final consonant blends and diagraphs

Back 11

1. made up of two consonants representation of initial consonant blends and diagraphs are often incomplete

2. Blends: And, Blend, Grin

Diagraph: fish, with, when

Front 12

Define and give examples of short vowels

Back 12

written with many substitutions

Cat, bit, ten

Front 13

Define and give examples of Affricates

Back 13

1. speech sounds heard at the beginning of j, ch, g, t, and d before r. They substitute letters

2. Dragon, Trap, Tree, Job

Front 14

Within in word stage

What should we know about students reading in this stage?

Describe characteristics of writers in this stage?

Back 14

1. Children have developed sight word vocab that enables them to read without the support of patterned or familiar text. As reading becomes faster, out-loud becomes silent

2. advance in word knowledge affected writing too, made it easier and more fluent

Front 15

Define and give examples of long vowels (VCe)

Back 15

Patterns are frequent always say their name

Ride Make

Front 16

Define and give examples of R-controlled vowels

Back 16

words where the vowel is followed r

Alert Cart Curb

Front 17

Define and give examples of other long vowels

Back 17

Vowel teams always say their names

ai, ay, ee, ea, oa, ui

Front 18

Define and give examples of complex consonants

Back 18

Three- consonant clusters, two consonant, consonant/ vowel

-dge, kn-, -tch, scr-, -ck, qu-

Front 19

Define and give examples of Abstract Vowels

Back 19

Vowel patterns neither long nor short (don't say their name)

oy, oo, ow, aw, oi, ew, ou

Front 20

Closed Sort

Back 20

The categories are given to the students

Front 21

Open Sort

Back 21

The categories are not given to the students

Front 22

Sound Sort

Back 22

Pictures/ hear the sounds

Front 23

Pattern Sort

Back 23

Use the letters to sort the words

Front 24

Speed Sort

Back 24

Timing the kids as they do the sort

Front 25

Teacher directed speech

Back 25

Teacher does the sort with the students

Front 26

Buddy Sort

Back 26

Students work with "buddy" to do the sort

Front 27

Writing Sort

Back 27

The students write as they do the sort

Front 28

Concept Sort

Back 28

sorting by concept (m&m's by color)

Front 29

-tch and -ch

What's the new feature?

Back 29

-tch

Front 30

Hardest to easiest sort

1. writing sort

2. sound sort

3. pattern sort

Back 30

sound

pattern

writing

Front 31

What's easier, teacher directed or buddy sort?

Back 31

Teacher-directed because teacher does it

Front 32

Why Sort?

Back 32

helps the students compare the words and features

Front 33

How to make sorts easier?

Back 33

Only use two categories

Use only word families

Front 34

The jump between emergent and letter name is?

Back 34

Alphabetic principle

Front 35

What's easier, Closed or open sorts?

Back 35

Closed

Front 36

What's easier?

1. Initial blends or final blends

2. short vowels or initial consonants

3. short vowels or VCe vowel

4. initial blend or initial diagraph

Back 36

1. initial blends

2. initial consonants

3. short vowels

4. initial blend

Front 37

when teaching kids letter name or within word when can you teach them?

Back 37

letter name can only do after letter name stage

within word can do both letter name and within word stage

Front 38

Letter name stage features easier to harder

Back 38

consonants

vowels

blends

diagraphs

affricates

Front 39

How do we know what spelling/phonics stage our students are in?

Back 39

The development spelling assessment (DSA)

Front 40

Pincer Grasp

Back 40

other objects that help kids get muscles in their hands to pick things up

Front 41

Sight Words

Back 41

Any words that are stared completely enough in memory to be recognized automatically and consistently in and out of context

Front 42

High frequency words

Back 42

the most commonly occurring words in print

Front 43

Gradual release model

Back 43

begins with teacher modeling and explicit explanations and moves to guide practice then to independent work

Front 44

How do you decide the level of support your students will need?

Back 44

1. how familiar students are with sorting process

2. whether a new feature is being introduced

3. the amount of time available for sorting

4. how well students can work independently

Front 45

How do you make sorts easier or harder?

Back 45

1. the more contrast the sort provides the harder

2. depending on the contrast you pick it can be easier or harder

3. words you choose as examples in categories can be easier or harder

4. including miscellaneous words make it harder

Front 46

Compare DSA test and Primary Spelling Inventory

Back 46

- both sort assessments

- both show the phonics/ spelling stage the students are in

- words are both in context

- they both use actual words

-both look at same features

Front 47

Contrast DSA test and Primary Spelling Inventory

Back 47

-DSA given words to see only in within word stage/ primary spelling inventory gets easier to harder

-format is better in primary spelling inventory

Front 48

How to talk about sight words?

Back 48

- talk about the tricky part

- spell then read word 2-3 times

- whats missing

-magnetic letters- make and break 2-3 times

- white board spell and write then read 2-3 times

-write and read 2-3 times

Front 49

Card Deck: Naming error

Back 49

this is an 'H' write and say it on the desk in front of you 2-3 times

Front 50

Card Deck: Key word error

Back 50

provide key word again having students repeat 2-3 times

Front 51

Card Deck: Sound error

Back 51

Say key picture and bounce the first letter of the word

Front 52

Card Deck: Formation error

Back 52

teach students how to write it and repeat it

down down across (H)