Phonics ECE

Invented Spelling

"spelling as best as you can"

Concept Sorts

A categorization task in which pictures, objects, or words are grouped by shared attributes or meanings to develop concepts and vocabulary.

Spelling-By-Stage Classroom Organization Chart

A classroom composite sheet used to place students in a developmentally spelling stage and form group

Classroom Composite Form

A classroom profile that organizes students into instructional groups by features to be taught within each stage

Word Banks

A collection of known words harvested from frequently read beginning reading materials.

Static Reversal

A hand written error that is the mirror image of the intended letter

Grapheme

A letter or combination of letters that represents a phoneme (sound).

Phonogram

A letter sequence comprised of a vowel grapheme. Also known as a word family.

Phonics

A method in which basic phonetics, the study of human speech sounds, is used to teach beginning reading. Teachers teach phonics, not phonetics.

Pretend Reading

A paraphrase or spontaneous retelling told by students as they turn the pages of a familiar story book.

Emergent Stage

A period of literacy development ranging from birth to beginning reading. This period precedes the letter name - alphabetic stage of spelling development.

Instructional Level

A powerful determinant of what may be learned.

Vowel Markers

A silent letter used to indicate the sound of the vowel.

Diphthong

A single vowel sound made up of a glide from one vowel sound to another in immediate sequence and pronounced in one syllable.

Vowel

A sound represented by a,e,i,o,u and sometimes y and w in the English alphabet.

Constonant

A sound represented by any letter of the English alphabet except a, e, i, o, u, w, y. Constants are sounds made by closing or restricting the breath channel.

Consonant

A sound represented by any letter of the English alphabet except a,e,i,o,u,w,y.

Unvoiced

A sound that, when pronounced, does not cause the vocal cords to vibrate.

Voiced

A sound that, when pronounced, vibrates the vocal cords.

Affricates

A speech sound produced when the breath stream is stopped and released at the point of articulation, usually where the tip of the tongue rubs against the roof of the mouth just behind the teeth, such as when pronouncing the final sound in the word such or the beginning sound in the word trip.

Voice Point

A strategy used by emergent readers to identify a word in a memorized rhyme or familiar text.

Feature Guide

A tool used to classify students' errors within a hierarchy of orthographic features. Used to score spelling inventory

Open Sort

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

Syllable

A unit of pronunciation consisting of a vowel alone or a vowel with one or more constants.

Blind Writing Sort

A variant of the blind sort in which one student (or teacher) names a word without showing it to another student who must write it in the correct category under a key word.

Ambiguous Vowels

A vowel sound represented by a variety of different spelling patterns or vowel patterns that represent a wide range of sounds.

Ambiguous Vowels

A vowel sound represented by a variety of different spelling patterns, or vowel patterns that represent a wide range of sounds.

Pattern Sorts

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

Blind Sorts

A word sort done with a partner in which students who are responsible for sorting cannot see the word. They must instead attend to the sounds and sometimes visualize the spelling pattern to determine the category.

Memory Reading

An accurate recitation of text accompanied by finger point reading.

Morphemic Analysis

An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word.

Word Consciousness

An attitude of curiosity and attention to words critical for vocabulary development.

Phonological Awareness (PA)

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

Kinetic Reversals

An error of letter order

Writing Sort

An extension activity in which students write the words they have sorted into categories.

Schwa Sound

An unstressed sound commonly occuring in unstressed syllables.

Closed Syllable

Any syllable that ends with a consonant phoneme (sound).

Open Syllable

Any syllable that ends with a vowel sound (phoneme).

Consonant Blends (Clusters)

Are sounds in a syllable represented by two or or more letters that are blended together without losing their own identity.

Short Vowel Sounds

Are usually introduced in three-letter words with a spelling pattern of consonant-vowel-consonant.

Long Vowel Sounds

Are usually introduced in words with a spelling pattern of VCe, as in whale.

Interactive Writing

As in shared writing, teacher and children compose messages and stories that are written using a "shared pen" technique that involves children in the writing.

Phoneme Counting

Ask children to count the number of sounds they hear as you read words slowly.

Sound Board

Charts used by letter name-alphabetic spellers that contain pictures and letters for the basic sound-symbol correspondence.

Visual Discrimination

Children develop their abilities to discriminate visually as they explore their environments through a combination of tactical and visual approaches.

Guided Writing or Writing Workshop

Children engage in writing a variety of texts. Teacher guides the process and provides instruction through minilessons and conferences.

Principle 3

Children need to become aware of the sounds of language, to enjoy those sounds, and to use this knowledge as a tool in becoming literate.

Principle 8

Children need to develop flexibility and fluency to enhance comprehension and enjoyment of reading and writing.

Principle 5

Children need to explore words and learn how words work so they can use this information effectively and efficiently in reading and writing.

Principle 4

Children need to have many experiences working with written symbols so they can learn how to look at letters and use this information to read and write.

Principle 2

Children need to hear written language so they can learn its structure and take in new information and ideas.

Principle 6

Children need to learn the conventions of print and how books work so they can use this information effectively and efficiently in reading and writing.

Principle 7

Children need to read and write continuous text so they can use and expand their knowledge about letters, sounds, words, and language.

Principle 1

Children need to understand the purposes of literacy so they can fully appreciate and enjoy literacy in their lives.

Independent Reading

Children read on their own or with partners from a wide range of materials. Some reading is from a special collection at their reading level.

Independent Writing

Children write their own pieces, including (in addition to stories and informational pieces) retellings, labeling, speech balloons, lists, etc.

Tense Vowel

Commonly known as long vowel sound.

Lax Vowel

Commonly known as short vowel sound

Consonant Digraphs

Consist of two letters that stand for a single phoneme.

Spelling Inventories

Consists of lists of words specially chosen to represent a variety of spelling features at increasing levels of difficulty

Complex Consonant Patterns

Consonant units occurring at the end of words determined by the preceding vowel sounds.

Instructional Level

Determine students' developmental stage of word knowledge

Academic Vocabulary

Domain-Specific Vocabulary and General Academic Vocabulary

Consolidated Alphabetic Phase

Ehri's fourth phase of word recognition, in which readers use patterns, chunks and other word parts to figure out unfamiliar words.

Full Alphabetic Phase

Ehri's third phase of word recognition, in which readers are able to sound out words using letter-sound correspondences or phonics they know.

Alphabetic Layer

First layer. We can match letters - sometimes singly, sometimes in pairs - to sounds from left to right and create words.

Orthography

Growing knowledge of spelling. The ways in which letters and letter patterns in words represent sound and meaning.

R-Influenced

In English, r colors the way the preceding vowel is pronounced.

Identification of Deleted Phonemes

In this activity children are asked to identify the missing phoneme when comparing two similar sounding words.

Personal Reading

Individual books of reading materials for beginning readers.

Schwa

Is a short, unstressed vowel that often occurs in unaccented syllables.

Auditory Discrimination

Is that children must be able to hear likenesses among and differences between sounds as they occur in spoken words.

Phoneme Segmentation

Is the ability to isolate all the sounds of a word.

Phoneme Blending

Is the process of recognizing isolated speech sounds and the ability to pronounce the word for which they stand when combined.

Pattern Layer

Middle Layer. Patterns of letters sequence, rather than individual letters themselves, represent vowel sounds.

Feature Analysis

More than scoring words right and wrong, provides a way of interpreting students' spelling errors by taking into account their knowledge of specific orthographic features such as consonant blends or short vowels

Preconsonantal Nasals

Nasals that occur before consonants, as in the word bump or sink.

Word Study Notebooks

Notebooks in which students write their word sorts into columns and add other words that follow similar spelling patterns throughout the week.

Synchrony

Occuring at the same time. In this book, stages of spelling development as described in the context of reading and writing behaviors occurring at the same time.

Single Consonants

Of the 21 consonant letters, 17 are basically phonemically consistent when they occur by themselves and not in combination (digraphs) with other letters.

Choral Reading

Oral reading done in unison with another person or persons.

Echo Reading

Oral reading in which the student echos or imitates the reading of the teacher or partner to offer support for beginning readers and to model fluency.

Alphabetic

Our spelling system represents the relationship between letters and sounds.

Synthetic Phonics

Phonics instruction that begins with individual sounds and the blending of sounds to form words

Speed Sorts

Pictures or words that are sorted under a timed condition. Students try to beat their own time.

Key Pictures

Pictures placed at the top of each category in a picture sort.

Phoneme Substitutions

Replace an identified sound with a new one and prononce the new word.

Seatwork

Schoolwork that is completed at the student's own desk and is typically independent.

Articulation

Sounds are physically shaped in the mouth during speech using the tongue, teeth, lips, and the roof of the mouth.

Articulation

Sounds are physically shaped in the mouth during speech using the tongue, teeth, lips, and the roof of the mouth. Some confusions are made in spelling based on similarities in articulation.

Consonant Blend

Sounds in a syllable represented by two or more letters that are blended together without losing their own identities.

Developmental Spelling

Spelling that reflects the current word knowledge of students who spell "as best as they can."

Word Study

Students' spelling attempts, teachers can defecate and provide timely instruction in phonics, spelling, and vocabulary that is essential to move students forward in reading and writing.

Zone of Proximal Development (ZPD)

Studying words their ways.

Inflectional Endings

Suffixes that change the verb tense or number of a word

Phoneme Isolation

Teach children to isolate sounds in words.

Phoneme Identity

Teach children to recognize common sounds in different words.

Shared Writing

Teacher and children work together to compose messages and stories; teacher supports process as scribe.

Predictable

Text for beginning readers with repetitive language patterns, rhythm and rhyme, and illustrations that make it easy to read and remember.

Auditory Acuity

The ability to hear sounds of varying pitch and loudness, is a critical factor in beginning reading.

Concept of Word in Text

The ability to match spoken words to printed words, as demonstrated by the ability to point to, or track, the words of a memorized text while reading.

Phonemic Awareness

The ability to recognize spoken words as a sequence of individual sounds.

Syllable Juncture

The alternating patterns of consonants and vowels at the point where syllables meet.

Generative

The approach to word study that emphasizes orthographic principles that applies to many words, as opposed to an approach that focuses on individual words.

Polysemous

The characteristic of words to have multiple meanings.

Alphabetic Principle

The concept that letter and letter combinations are used to represent phonemes in orthography.

Onset

The consonant sound(s) of a syllable that come(s) before the vowel sound.

Syllables and Affix Stage

The fourth stage of spelling development, which coincides with intermediate reading.

Derivational Relations Spelling Stage

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

Directionality

The left-to-right direction used for reading and writing english.

Alliteration

The occurence in a phrase or line of speech of two or more words having the same beginning sound.

Macron

The orthographic symbol (-) placed over a vowel letter to show it is pronounced as a long sound (sometimes called a gilded vowel).

Circumflex

The orthographic symbol (^) placed above vowel graphemes to indicate pronunciation.

Umlaut

The orthographic symbol placed above vowel graphemes to indicate pronunciation.

Breve

The orthographic symbol placed over a vowel letter to show it is pronounced as a short sound (sometimes called an unglided vowel).

Rime

The part of a syllable that includes the vowel sound and any constant sound(s) that come(s) after it.

Print Referencing

The practice of referring to features of print such as punctuation, capital letters, directionality and so forth as a way to teach students concepts about print.

Letter Name - Alphabetic Spelling Stage

The second stage of spelling development, in which students represent beginning, middle and ending sounds of words with phonetically accurate letter choices, often based on the sound of the letter name itself, rather than the letter-sound associations.

Phoneme

The smallest sounds unit of a language that distinguishes one word from another.

Morphemes

The smallest unit of meaning in a language.

Phonics

The study of human speech

Phonetics

The study of human speech sounds.

Morphology

The study of word parts related to syntax and meaning.

Reading Aloud

The teacher reads aloud to the whole class or small groups. A carefully selected body of children's literature is used; the collection contains a variety of genres and represents our diverse society. Favorite texts, selected for special features, are reread many times.

Guided Reading

The teacher works with a small group who have similar reading processes. The teacher selects and introduces new books and supports children reading the whole text to themselves, making teaching points during and after the reading.

Within Word Pattern Spelling Stage

The third stage of spelling development, which coincides with the transitional period of literacy development.

Meaning Layer

Third Layer. Including meaning units such as prefixes, suffixes, and word roots.

Phoneme Deletion

This activity requires children to identify a new word that is made when a phoneme is deleted from the original word.

Phoneme Categorization

This activity requires children to recognize which word in a series of three or four words has a different sound.

Digraph

Two letters that stand for a single phoneme (sound).

Shared Reading

Using an enlarged text that all children can see, the teacher involves children in reading together following a pointer. The process includes: Rereading big books, poems, songs. Rereading retellings. Rereading alternative texts. Rereading the products of interactive writing.

R-Controlled Vowel

When a vowel letter is followed by the letter r, it affects the vowel sound so that it is neither short nor long.

Closed Sorts

Word or picture sorts based on predetermined categories.

Analytic Phonics

Word study that divides words into their elemental parts through phonemic, orthographic, and morphological analysis.

Cognates

Words in different languages derived from the same root.

Key Words

Words placed at the top of each category in a word sort.

Spelling-Meaning Connections

Words that are related in meaning often share the same spelling despite changes in pronounciation from one form of the word to the next. The word sign, for example, retains the /g/ from signal even though its not pronounced, thus, "signaling" the meaning connection through spelling.

Homographs

Words that are spelled alike but have different pronunciations and different meanings.

Oddballs

Words that do not fit the targeted feature in a sort.

High-Frequency Words

Words that make up roughly 50 percent of any text.

Homonyms

Words that share the same spelling but have different meanings.

Homophone

Words that sound alike, are spelled differently, and have different meanings.

Homophones

Words that sound alike, are spelled differently, and have different meanings.

Headers

Words, pictures, or other labels used to designate categories for sorting

Centertime

Work completed independently in prepared areas within a classroom.

Pre-phonetic

Writing that bears no correspondence speech sounds; literally, "before sound."

Bound Morpheme

cannot stand alone as a word

Free Morphemes

may stand alone as a word

Compound Words

words made up of two smaller words

General Academic Vocabulary

words that are not specific to any single course of study

Domain-Specific Vocabulary

words that have a specific meaning in a particular kind of work or field of study, such as science, history, or technology