Real Phonics Mid Term Review

-ly

in the manner of or characteristic of; Ex. quickly

-ful

full of or having; Ex. helpful

-ness

the state or quality of; Ex. kindness

-less

without; Ex. hopeless

-ment

the action or result of; Ex. enjoyment

-hood

state, condition, or group; Ex. manhood

-s

shows possession or makes a word plural; Ex. cats

-able/-ible

capable of being, fit for; Ex. accountable

-en

to make or become; Ex. brighten

-er

used to compare (for adjectives) or to indicate someone or something that performs an action (for nouns); Ex. harder

-ing

showing an ongoing action or the act of doing something; Ex. walking

-ed

forms the past tense or past participle; showing that something has already happened; Ex. happened

Derivational Suffixes

Changes its part of speech

Er, or cian, ist

people nouns

Sion, tion

thing nouns

Ment, ity

noun

Ize, ify

verb

Ly

adverb

Ar, ours, ive, al, ful

adjective

Phonological Changes

Syllabic regrouping (prefer/preference), Vowel alternation (sane/sanity), Consonant alteration (electric/electricity)

Types of Vowel Alternations

vowels can shift into any of them

E drop

Rule for adding a suffix

Y to i

Rule for adding a suffix

Doubling

Rule for adding a suffix

I-connector

Creates a bridge between the base and the suffix so that it is easier to pronounce.

Morpheme

smallest unit of meaning

Morphophonemic

the English language represents both sound and meaning

Etymology

the study of the history of a language

Free morphemes

stand alone words that do not have to be combined

Content morphemes

words that carry the meaning of the sentence (i.e. nouns, verbs, adjectives, etc.)

Function morphemes

words that serve a grammatical function (conjunctions, articles, pronouns, etc.)

Bound morphemes

meaningful when combined with other morphemes (can be roots or bases)

Base

any word or stem to which an affix can be added

Roots

word parts that do not stand alone (with exceptions due to the changing of the English language - port, form)

Greek combining form

Greek-based word part that combines with other parts to form whole words (i.e. cardio, psych)

Affixes

any prefix or suffix added to a word

Inflectional suffix

grammatical endings that cannot change the part of speech of the base word (ex. -ed, -s, -ing)

Derivational suffix

added to base words or often change the part of speech of the base or root

High Frequency Prefixes

Un-, re-, dis-, in-, mis-, a-, fore-, de-, pre-, en-, sub-, inter-, trans-, super-, semi-, anti-, mid-

Compound Words

Free morphemes connected to make new words

Principles of Instruction

Degree of transparency, Generativity, Complexity

Order of Instruction

1. Anglo-Saxon, 2. Latin, 3. Greek

Nouns ending in s, x, z, ch, tch, or sh

Add -es (e.g., foxes)

Nouns ending with -o after a vowel

Add -s (e.g., zoos)

Nouns ending with -o after a consonant

Add -s or -es (e.g., potatoes)

Nouns ending in -f or -fe

Most just add -s (e.g., roofs); some change -f or -fe to v and then add -es (e.g., leaves)

Nouns ending in y when y is part of the vowel team

Just add -s (e.g., boys)

Nouns ending in y when y is after a consonant

Change the y to i and add -es (e.g., ladies)

Irregular plurals

Must be memorized (e.g., mouse - mice, goose - geese)

Words that are the same for singular and plural

Examples include deer and sheep

Singular possessive nouns

Add 's (e.g., the dog's bone)

Plural possessive nouns

Write the plural word and put an apostrophe after (e.g., foxes' den); if the plural does not end in s, add 's (e.g., children's room)

Past tense -ed endings

Can be pronounced as /d/, /ed/, or /t/

Past tense -ed /id/

-ed comes after a t or d (e.g., melted, rented, dreaded)

Past tense -ed /d/

-ed comes after a voiced consonant (e.g., showed, chained, played); no new syllables added

Past tense -ed /t/

-ed comes after an unvoiced consonant (e.g., blocked, masked, scoffed); no new syllable added

Present tense -ing exception

Do not change the y to i when the suffix starts with i (e.g., playing)

Doubling rule (1-1-1)

If you have 1 syllable words with 1 short vowel followed by 1 consonant, double the final consonant before vowel suffix (e.g., swimming)

Doubling words with ed or ing

Examples include mapped, hitting, plugging

More than one syllable doubling

Double when the last syllable has a short vowel sound (e.g., controlling); do not double when the last syllable has a schwa sound (e.g., happening)

British/Canadian spelling

Examples include labelled, labelling, travelled, travelling

R-controlled words

Double the r to prevent the appearance of silent e suffix sometimes (e.g., scarring, starring)

E-drop rule

Words that end in a silent e drop the e when adding a vowel suffix; exceptions include keeping the e to maintain soft consonant sounds (e.g., courageous)

Y-change rule

Change the y to i and add the suffix; exceptions include vowel team or suffix starting with i (e.g., crying, studying)

High Frequency Words

Words that appear most frequently in print (e.g., like, was, because)

Sight Words

Commonly known as teaching words that can't be easily sounded out

Building an early reading vocabulary

A bank or store of automaticity know words, where simple the sight of the word's spelling provides immediate access to its pronunciation and meaning

Trick words

Names for words that are heard to decode.

Heart words

Names for words that are heard to decode.

Red words

Names for words that are heard to decode.

Rote words

Names for words that are heard to decode.

Literacy assessments

Types of assessment used to evaluate reading and writing skills.

Phonics/Phonemic awareness assessments

Assessments that measure phonological awareness and decoding skills.

Writing samples

Examples of student writing used to assess literacy.

Encoding assessments

Assessments that measure a student's ability to encode sounds into written form.

PAST

Phonemic Awareness Assessment used to measure phonological awareness.

Positives of PAST

Provides progress monitoring data, gives strategic data on sound knowledge, free.

Negatives of PAST

Must be given individually.

Phonics Assessments

Assessments that strategically measure decoding and identify specific phonics instructional gaps.

Positives of Phonics Assessments

Provides strategic data, can be tailored to specific areas of concern.

Negatives of Phonics Assessments

Might not work for progress monitoring, data analysis is time consuming, can't be used with a whole class at one time.

Invented spelling

Informal assessment of student encoding, could be collected using a writing sample.

Positives of Invented Spelling

Easy to gather data through a writing sample, no formal structure.

Negatives of Invented Spelling

Data is not comparable, time intensive, need significant knowledge of phonics to uncover the patterns.

Spelling inventory

Assessment that strategically measures encoding and identifies specific phonics instructional gaps.

Positives of Spelling Inventory

Provides strategic data, all students can complete the assessment at the same time.

Negatives of Spelling Inventory

Doesn't work for progress monitoring, data analysis is time consuming, doesn't measure all of the phonics patterns.

Children's developmental spelling stages

Classified into five stages: 1. Emergent, 2. Letter name, 3. Written word, 4. Syllables and affixes, 5. Derivational relations.

Purpose of spelling inventory

Determine the developmental level of a child and their grasp of particular phonics features to help inform instructions.

Levels of Spelling Inventory

1. Primary (K-3), 2. Elementary (covers more stages than primary), 3. Upper Level (upper elementary, middle, high school).

Syllable Stress

The emphasis placed on certain syllables in words.

Stressed syllable

When the syllable is stressed, it is easy to tell the vowel sound; longer, louder, higher.

Unstressed Syllable

More difficult to hear; source of many spelling errors.

Schwa

An unclear vowel sound that is neither long nor short, noted in dictionary re-spellings as 'ə'.

Dialect

How dialect influences pronunciation and stress in language.

Assessment cycle

Assessment is used in different ways at different times.

Pre-assessment

Planning.

Formative Assessment

Monitor Progress.

Post Assessment

Check student learning.

Evaluations

Placements or evaluations should NEVER be made based on one assessment.