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EDU233 > Ch7 > Flashcards

Ch7 Flashcards

1
Q

these affect word meaning; both prefixes and suffixes

A

affixes

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2
Q

during this stage instead of looking at words as single-syllable units, how do these students look at them

A

as two or more units of sound and often of meaning as well

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3
Q

use larger chunks to decode, spell, and store words in memory

A

consolidated alphabetic phase

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4
Q

students in this stage learn where these happen within words so that they can use the appropriate chunks to read, spell, and determine meaning

A

syllable and morphemic breaks

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5
Q

what type of vocabulary should students be learning

A

general academic and domain-specific

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6
Q

what are the three tiers of vocabulary

A

words, general academic vocab, and domain-specific academic vocab

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7
Q

students need to learn how to do this with words so that they can grow confidently and competently into independent word learners

A

breaking words into morphemic parts

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8
Q

this engages students in examining how important word elements combine; it is a powerful tool for vocab development and figuring out unfamiliar words during reading

A

morphemic analysis

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9
Q

steps to morphemic analysis

A

examine the word for meaningful parts, try out the meaning in a sentence, look up in dictionary, record the new word

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10
Q

t/f students in this stage should be using dictionaries frequently

A

t

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11
Q

this is used in disciplinary studies and includes specialized vocabulary that has a specific meaning; words from these domains become extremely important as kids move through the grades

A

domain-specific academic vocabulary

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12
Q

ways to engage students when it comes to domain-specific academic vocab

A

activate background knowledge, explain meaning of word and how it is used and the relationship with others, use graphic organizers, discuss examples and non-examples

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13
Q

what is the effectiveness of graphic organizers

A

visual presentation of relationships among target vocab and related concepts

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14
Q

this is ubiquitous in the language used across all disciplines; students’ knowledge of this is related to school success

A

general academic vocabulary

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15
Q

what words should you teach students

A

critical to address in depth before moving into the unit/selection, critical to address briefly, critical but might lend to students’ problem solving while reading

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16
Q

where syllables meet

A

syllable juncture

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17
Q

these change the number and tense of the base word but do not change its meaning or part of speech; also can be in comparative forms

A

inflectional endings

18
Q

basic doubling rule is that when a suffix beginning with a vowel is added to a base word containing a single vowel followed by a single consonant double the final consonant; BASIC TERMS: one syllable, one vowel, one consonant - double

A

one-one-one rule

19
Q

words that comprise two smaller words, each of which is a single syllable
studying these introduce combinational features of English words in building vocabulary, give explicit attention to syllables, and reinforce knowledge of spelling high-frequency words

A

compound words

20
Q

end with long vowel sound

A

open syllalbes

21
Q

contain short vowel sound that is enclosed by two consonants

A

closed syllables

22
Q

these represent a range of sounds and spellings

A

ambiguous vowels

23
Q

emphasized syllable

A

stressed or accented

24
Q

this is the syllable is the one in which the spelling of the vowel is not clearly long or short so students pay close attention

A

unaccented syllable

25
Q

this is the name of a vowel in the unaccented syllable

A

schwa

26
Q

these often affect the meanings and grammatical functions of the bases to which they are attached

A

derivational affixes

27
Q

words that stand on their own after all prefixes and suffixes have been removed; free morphemes

A

base words

28
Q

word part that remains after all prefixes and suffixes have been removed but usually is not itself a word that can stand alone; bound morphemes

A

root

29
Q

t/f you should meet with students during and after their independent writing time to talk about their spelling

A

t

30
Q

t/f you should expect students at this stage to edit their written work for spelling errors but only when you take the time to teach the strategies

A

t

31
Q

how should you guide instruction with these principles

A

actively involve students in the exploration of words, engage students’ prior knowledge, ensure many exposures, provide systematic instruction of structural elements and how they combine

32
Q

many sorts in this stage hinge on making these connections

A

spelling-meaning

33
Q

why is there less urgency than in earlier stages for the students to complete this stage

A

because they have mastered much of what is typically considered “phonics” and can spell most single-syllable and high-frequency words but still have much to master in spelling

34
Q

how long does it generally take for students to get through this stage

A

2 years

35
Q

t/f strict sequence of instruction is not as important as in previous stages and you can now form larger groups for instructing certain features

A

t

36
Q

kids in this stage know how to spell the vowel patterns in most single-syllable words but make errors when adding inflectional endings, ready to explore “double drop or nothing” principles that govern where base words and inflection meet

A

early

37
Q

kids in this stage usually add inflectional endings correctly but make mistakes with syllable junctures within words and with unaccented final syllables, ready to extend their understanding of doubling to syllable junctures while studying open/closed syllables, review vowel patterns

A

middle

38
Q

kids in this stage can spell most words correctly in the syllables and affixes categories on the inventory; focus is on simple prefixes and derivational suffixes that affect the meanings of familiar base words in the straightforward ways

A

late

39
Q

how to assess these students weekly

A

spell checks: 10 sorting words each week, transfer words from previous week, transfer of a feature

40
Q

t/f ELLs in this phase have mastered many of the basic phonics and spelling generalizations of English and are ready to study the more advanced features of this stage

A

t

41
Q

these are a good way to introduce new features but open sorts involve students in more active thinking

A

teacher-directed sorts

42
Q

4 basic routines for sorts

A

model or have students sort and lead them in discussion of generalizations of the sort, have them sort their own set of words and check their sorts, encourage students to clarify and summarize their understandings, use extension activities across the week

EDU233 (9 decks)

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