Module 5 Guided Notes Terminology

Definitions

  • Long Vowel

    • A long vowel is a vowel sound that is pronounced the same way as the name of the letter itself. For example, in the word "cake," the letter "a" is pronounced as its long vowel sound.

    • Examples:

    • cake

    • bike

    • hope

    • Non-Examples:

    • cat

    • sit

    • dog

  • Macron

    • A macron is a diacritical mark (¯) placed over a vowel to indicate that it is pronounced with a long vowel sound. For example, ā indicates that the vowel should be pronounced as a long "a."

  • Open Syllable

    • An open syllable is a syllable that ends with a vowel sound and does not have a consonant closing it. The vowel in an open syllable is typically long.

    • Examples:

    • go

    • me

    • hi

    • Non-Examples:

    • cat

    • net

    • sand

  • Vowel Consonant e (VCe) Syllable

    • A VCe syllable consists of a vowel followed by a consonant and then an "e." The presence of the final "e" typically indicates that the preceding vowel is long.

    • Examples:

    • cake

    • bike

    • cone

    • Non-Examples:

    • hat

    • rock

    • time (because VCe ends on a consonant and an e)

  • Nonsense Word

    • A nonsense word is a made-up word that does not have any real meaning, used for phonics instruction or assessment. It helps assess students' ability to decode phonetic patterns without relying on prior knowledge of real words.

    • Examples:

    • blap

    • snod

    • tub

    • Non-Examples:

    • cat

    • dog

    • fish

Guiding Questions

  1. What is the difference between an open syllable and a closed syllable?

    • An open syllable ends in a vowel sound and does not have a consonant closing it, leading to a typically long vowel sound. A closed syllable ends with one or more consonants, resulting in a short vowel sound.

  2. What is the difference between a VCe syllable and a closed syllable?

    • A VCe syllable has a structure where a vowel is followed by a consonant and then an "e," indicating that the vowel sound is long. In contrast, a closed syllable has a structure where the vowel is followed by one or more consonants that close the syllable, causing the vowel sound to be short.

  3. How is the “Reptile” division different than a “Rabbit” division?

    • In the context of phonics instruction, “Reptile” division may refer to words that have open syllables or longer vowel sounds, while “Rabbit” division may refer to more phonetically regular or closed syllable words. Specifically, the differences could lie in the structure of the syllables and how they relate to vowel pronunciation.

  4. How is the “Tiger” division different than a “Rabbit” division?

    • “Tiger” division may focus on more complex phonetic structures or syllables that incorporate vowel teams or diphthongs, as opposed to “Rabbit” division which likely deals with simpler CVC structures or short vowel sounds.

  5. What are nonsense words?

    • As previously defined, nonsense words are invented words that do not carry any conventional meaning, beneficial for evaluating a student's phonetic decoding skills.

  6. Why do we use nonsense words when teaching/assessing phonics skills?

    • Nonsense words are utilized as they allow educators to assess a student's phonics knowledge and decoding skills without the interference of prior knowledge of specific words, making the assessment focused purely on phonetic processing.

Standards

  • Ohio’s Early Learning & Development Standards: Language and Literacy

  • Ohio’s Learning Standards: English Language Arts

    • PreK

    • K

    • 1st

    • 2nd

    • 3rd

    • 4th

    • 5th

Application Questions

  1. Give an example of a word that contains a short vowel.

    • Example: cat

  2. Give an example of a word that contains a long vowel.

    • Example: meat

  3. Give a word that follows a CVC pattern.

    • Example: bat

  4. Give a word with a first syllable that is open.

    • Example: hi

  5. Give a word with a first syllable that is closed.

    • Example: rat

  6. Give a word with a last syllable that follows VCe.

    • Example: hike

Objectives

  • Objective 0002: Demonstrate knowledge of principles and evidence-based instructional practices for developing beginning reading skills, including phonics, high-frequency words, and spelling.

  • OAE 2.c: Apply knowledge of evidence-based, explicit strategies for teaching phonics, including strategies for helping students decode words that follow common consonant-vowel patterns (e.g., CVC, CVCC, CVCe, CVVC) and word patterns (e.g., onset/rimes or word families).

  • OAE 2.d: Demonstrate knowledge of specific terminology associated with phonics instruction (e.g., phoneme, inflection or inflectional morpheme, syllable types, consonant digraph, consonant blend, vowel team, diphthong, r- or l-controlled vowel).

Practice Questions

  • Answer each of the questions from the practice test for the Ohio Assessments for Educators (OAE) 190—Foundations of Reading. Pay attention to the numbers listed below to ensure you are answering the correct question.

    • Question 17: [Details Needed for Specific Question Answering]

    • Question 18: [Details Needed for Specific Question Answering]