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19 Cards in this Set

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DEV: Phonological Awareness

K-1. Instruction begins with emphasis on oral language and awareness of sounds (listen for rhymes, identify initial sounds, listening for number of syllables).

DEV: Phoneme-Grapheme Correspondences

K-2. Children will learn that letters correspond to speech sounds and speech can be put into print. Children learn initial sounds, then final consonant, and lastly learn vowels.

CVC patterns first, the consonant blends and digraphs.

DEV: Recognition of Word Families

1-2. Students work with words built from similar patterns. Activities which have students manipulate sounds to build/sort words helps reinforce patterns of English spelling.

DEV: Common Syllables

2-3. Knowledge of syllables expands reader's capacity to recognize and decode longer words.

DEV: Inflectional Morphology

2-3. Learning about inflectional endings provides additional information about how the meaning of words changes with different endings.

DEV: Derivational Morphology

3-6. Prefixes and suffixes, which impact the meaning of the base word to which they are added.

_________ instruction helps children learn to read and spell

Phonemic awareness

Phonemic awareness instruction is most effective when _____________

it focuses on only one or two types of phoneme manipulation (blend and segment)

A good activity for practicing phonemic awareness is ________

Elkonin Sound Boxes (Say it and Move it)

Alphabetic Principle

Understanding that there are systematic and predictable relationships between written letters and spoken sound

The goal of phonics instruction is to _______

Help children learn and use the alphabetic principle

The most effective way to teach phonics is through _______

systematic and explicit instruction (direct teaching of a set of letter-sound relationships in a clearly defined sequence.

Continuous blending vs cumulative blending

Continuous blending: s..a..t

Cumulative blending:

Fluency: If child lacks accuracy, ______

Focus on word work and echo readings

Fluency: If child lacks rate, _______

Repeated readings, paired readings, and reader's theater

Fluency: If child lacks prosody, ______

Cued phrases, paired readings, and reader's theater

Keep in mind for Reader's Theater:

may be best for practicing prosody because children may memorize their lines which eliminates the reading portion

Comprehension strategies

Monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing.

Types of text structures

Descriptive, sequence, cause/effect, problem/solution, compare/contrast