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EDU233 > Ch6 > Flashcards

Ch6 Flashcards

1
Q

begin to recognize patterns and chunks to analyze unfamiliar words

A

consolidated alphabetic phase

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2
Q

how long should students read instructional and independent level materials each day

A

at least 30 minutes

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3
Q

why does writing become more fluent during this period

A

students know how to automatically spell many words

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4
Q

this is a critical aspect of vocabulary growth

A

word consciousness

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5
Q

t/f vocab instruction is the same as spelling/phonics instruction

A

f

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6
Q

words that sound the same but are spelled differently provide rich fodder for vocab development

A

homophones

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7
Q

t/f the spelling pattern reflects the different meaning

A

t

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8
Q

words that are spelled the same but have different meanings

A

homonyms

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9
Q

words spelled alike but pronounced differently

A

homographs

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10
Q

words and phrases share meaning in their origin

A

polysemous

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11
Q

either individually or with a partner students sort the words

A

open sort (use other chapters definitions more often though)

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12
Q

t/f students in this stage can start using dictionaries to check word meanings

A

t

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13
Q

students in the within word pattern stage explore this layer of English spelling

A

pattern

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14
Q

how words are spelled may depend on their histories and origins, how vowel sounds are spelled may depend on their position withing a word, how vowel sounds are spelled may depend on sounds next to them, and how vowel words are spelled may depend on the word’s meaning

A

reasons why the same phoneme may be spelled with different patterns

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15
Q

why is the English language so confusing

A

it doesn’t follow the alphabetic principle; more vowel sounds than there are letters to represent them, sounds are spelled a number of different ways, not just short and long vowels but also other vowels, there are multiple dialects, don’t match patterns, some vowels different than other languages

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16
Q

vowels that are not long nor short

A

ambiguous

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17
Q

what should you have an intensive look at at the end of this stage

A

homophones

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18
Q

what is one of the biggest parts of any piece to these levels of teaching; most mentioned strategy

A

modeling

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19
Q

how can you help students with their spelling

A

encourage to try spelling several different ways, use posted resources in the room (model usage), use dictionaries, remind students what they know

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20
Q

how do you remind students what they know

A

use rhymes to make analogies, word chunks, and the “best bet” strategy

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21
Q

what is a systematic way to guide students’ mastery of the complexities of vowel and consonant patterns in this stage

A

carefully planned word sorts

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22
Q

how should you create your word sorts; what types of words should you use

A

use words students can read, what they use but confuse, sound and pattern, no rules but reliable patterns, show exceptions/oddballs

23
Q

what make the best oddballs

A

high-frequency words

24
Q

t/f too many oddballs placed in a sort makes it easier for students to find the pattern

A

f

25
Q

t/f you should teach your students rules to spelling

A

f you teach patterns instead

26
Q

steps for proper word study

A

demonstrate, check and reflect, extend: students work alone across the week

27
Q

these are using previous read material and provide opportunities to make connections between what they are learning in word study and the words they read in books

A

word hunts

28
Q

with these, students sort words by sound as a partner reads them aloud, because students must not only distinguish the vowel sound but also associate it with a visual orthographic pattern

A

blind sorts

29
Q

these help contrast long and short vowels

A

picture sorts

30
Q

in this part of the stage, students know blends and digraphs and spell most short vowels correctly. these kids also experiment with silent letters that mark long vowels

A

early

31
Q

in this stage, students are spelling the vowels with the CVCe pattern correctly but still making mistakes on the less-common long vowel patterns as well as other vowels

A

middle

32
Q

in this stage, students will have mastered the long vowel patterns but will be making a few errors in the other vowels

A

late

33
Q

what factors does pacing depend on

A

developmental level, grade level, and rate of progress

34
Q

what pace is a good place to start while monitoring progress with observations and assessments to determine pacing

A

moderate

35
Q

how do you determine how to differentiate instruction for your student’s developmental levels

A

monitor progress and adjust the lessons

36
Q

studying these in single-syllable words lays a critical foundation for studying two-syllable words in the next stage and cannot be shortchanged

A

vowel patterns

37
Q

t/f high-frequency words should not replace developmental word study by features, but rather should supplement such study

A

t

38
Q

choosing 6-10 words per week for 9 weeks and having a cumulative list of the words for reference with the understanding students must spell them correctly once they have been studied and developing routines is important for studying these

A

high-frequency words

39
Q

best ways to develop routines

A

introduce and discuss, self-corrected test methods, self-study methods, practice test, final test

40
Q

why is the self-correction method effective

A

helps with memorization

41
Q

order of the self-study method

A

look at the word and say it, cover the word, write the word, check the word, write the word again if it is spelled wrong

42
Q

having students write the words as they write them down; type of sort

A

blind writing sort

43
Q

t/f students in the within word pattern stage can be involved in setting their own goals

A

t

44
Q

t/f when planning word study with ELLs it is important to know something about their native languages and what literacy experience they have had

A

t

45
Q

what letters do Spanish speakers usually have troubles with

A

long vowels

46
Q

these are an explicit way to draw ELLs attention to both similarities and differences with languages

A

word sorting

47
Q

within word pattern stage lasts within these grades generally

A

first to fourth

48
Q

t/f vocab instruction is differentiated even when it involves words from the weekly sort

A

f

49
Q

an essential tool that provides and organizational structure and documentation of students work

A

word study notebook

50
Q

t/f it is important to bring back old words from previous weeks

A

t

51
Q

how to do teacher-directed sorts

A

use a prepared sort or make your own, introduce by reading words together and talk about the meanings, introduce the key words for the sound sort (vowel sounds), model, ask students to look for patterns, keep headers and scramble words, sort again, students do their own sort

52
Q

these start with everyone sorting their own set of words

A

open sorts

53
Q

how to do open sorts

A

used prepared sort or choose some own words, introduce by reading words together and talking about word meanings, have students sort their words, ask for their rationale behind it, close the sort and agree on key words to use as headers, all students sort the same way now, talk about categories and oddball with open-ended questions, help summarize what students learned with the sort

EDU233 (9 decks)

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