Rica

Front 1

Phonemes

Back 1

The smallest parts of sound in a spoken word that make a difference in the word's meaning. For example changing the word hat to pat changes meaning

Front 2

How can children show phonemic awareness?

Back 2

Letter recognition (recognizing which words in a set of words begins with the same sounds such as Bell, Bike, boy

Front 3

What are other ways children can show phonemic awareness?

Back 3

Isolating or saying the first/last sound in a word such as dog begins with /d/ and ends with /g/

Front 4

Name two other ways students can show phonemic awareness

Back 4

A. combining or blending the separate sounds in a word to say the word such as m/a/p
2. breaking or segmenting a word into its separate sounds up u/p.

Front 5

What is the difference between phonemic awareness and phonics?

Back 5

Phonemic awareness is the understanding that sounds of spoken language work together to make words and phonics is the understanding that there is a predictable relationship between phonemes and graphemes (the letters that represent those sounds in written language

Front 6

What is a grapheme?

Back 6

The smallest part of written language that represents a phoneme in the spelling of a word. It can be one letter such as b or d or several letters ch, th, ea, igh

Front 7

What is the difference between phonemic awareness and phonological awareness?

Back 7

The focus of phonemic awareness is narrow-identifying and manipulating the individual sound in words. The focus of phonological awareness is much broader. It includes identifying and manipulating larger parts of spoken language such as words, syllables, and onsets and rimes-as well as phonemes. It also encompasses awareness of other aspects of sound such as rhyming, alliteration, and intonation,

Front 8

How can children show they have phonological awareness?

Back 8

Identifying and making oral rhymes. The pig has a wig
Identifying and working with syllables in spoken words An-drew
Identifying and working with onsets and rimes The first part of sip is s and the last part of win is in

Front 9

Syllable

Back 9

A word part that contains a vowel or in spoken language a vowel sound (e-vent; news-pa-per

Front 10

What is phoneme categorization?

Back 10

Teacher: Which word doesn't belong? bus, bun, rug.
Children: Rug does not belong.

Front 11

How do I teach phoneme blending?

Back 11

Children listen to a sequence of separately spoken phonemes and then combine the phomemes to form a word. Then they write and read the word.
Teacher: What is b/i/g? Children answer: big. Teacher now lets write the sounds (writes on board) b-i-g. Now lets read the sounds big.

Front 12

How do I teach phoneme isolation?

Back 12

Teacher: What is the first sound in Van?
Students: V

Front 13

How do I teach phoneme identity?

Back 13

Teacher: What sound is the same in fix, fall, and fun?
Students: The first sound f is the same.

Front 14

Decode

Back 14

Decoding is the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Understanding these relationships gives children the ability to recognize familiar words quickly and to figure out words they haven't seen before. Although children may sometimes figure out some of these relationships on their own, most children benefit from explicit instruction in this area. Phonics is one approach to reading instruction that teaches students the principles of letter-sound relationships, how to sound out words, and exceptions to the principles.

Front 15

Phonics

Back 15

Phonics is the understanding that there is a predictable relationship between phonemes (such as the sound of spoken language) and graphemes (the letters and spellings that represent those sounds in written language).

Front 16

What are the components of a balanced literacy program?

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Read Aloud, Shared Reading, Guided reading, Independent Reading, Modeled Writing, Interactive Writing,Guided writing, Independent writing, and spelling word study

Front 17

Types of flexible grouping

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Whole Group mini lessons in specific reading strategies, small groups based on need, ability guided reading, interest literature circles. Individual conferencing specific needs, reading centers varied reinforcement literacy skills.

Front 18

what takes place during whole group reading?

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Teacher reads novel modeling fluency and comprehension strategies. Shared reading-poetry readings, readers theater performed. Mini lessons on specific strategies taught, book talks are conducted about favorite books/authors

Front 19

How can I plan and organize reading instruction based on on-going assesments?

Back 19

insure that instruction is systematic and explicit by promoting prevention of reading difficulties before they occur

Front 20

Other ways I can plan reading instruction based on ongoing assesments

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recognizing that systematic reading instruction is based on the assumption that students master particular skills and knowledge at designated points in time and that earlier skills are foundational and requisite for later, more complex higher-order skills.

Front 21

What does differentiated instruction have to do with planning?

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ensuring that daily instruction is differentiated to address the full range of learners in the classroom and conveys high expectations to all learners

Front 22

What type of goals should a teacher have in mind when planning reading instruction?

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ensuring that planning has both short-and long term goals that lead to daily, evidence-based learning objectives

Front 23

What key factors should a teacher consider when planning differentiated reading instruction?

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*students assesed knowledge and skills in the specific area(s) of reading
*prerequisite knowledge and skills (i.e. the knowledge and skills required for students to be able to benefit from instruction)
*pacing of instruction
*complexity of the content/skills to be presented
*scaffolds to ensure that all students have access to higher-level knowledge and skills

Front 24

How can a teacher demonstrate knowledge of how to organize and manage differentiated reading instruction to meet the needs of all students?

Back 24

*Use flexible grouping, individualized instruction, and whole class instruction as needed
*Use all components of core California SBE-adopted materials to make grade-level content accessible to all students
*recognize that students should be grouped for interventions according to the severity of their difficulties (i.e. benchmark, strategic, and intensive groups)

Front 25

morphemes

Back 25

a morpheme is the smallest component of a word, or other linguistic unit, that has semantic meaning

Front 26

Difference of word and morpheme

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The concept of word and morpheme are different: a morpheme may or may not stand alone. One or several morphemes compose a word.

Front 27

What is an example of a morpheme?

Back 27

English example:

The word "unbreakable" has three morphemes: "un-", a bound morpheme; "break", a free morpheme; and "-able", a bound morpheme. "un-" is also a prefix, "-able" is a suffix. Both "un-" and "-able" are affixes.