Sed 435 Test 1

Front 1

Phoneme

Back 1

The smallest unit of speech sound in a language.Examples of phonemes are /s/, /sh/, /a/, and /ch/.

Front 2

Grapheme

Back 2

The spelling(s) of a phoneme. For example, thegrapheme for /m/ is the letter m. InEnglish, there are often multiple graphemes for a given phoneme; the phoneme/s/ is most often spelled with the grapheme sas in sat, but it can also be spelledwith the graphemes c (e.g., cent), sc (e.g., scent) or –ss (e.g., kiss). Vowels in particular can be associated with many graphemes;“long a” can be spelled a-consonant-eas in cake, ai as in fail, ay as in pay, a as in table, ei as in vein, etc. Thisis one reason why English spelling is so difficult.

Front 3

Morpheme

Back 3

The smallest unit of meaning in a language, either aword or an affix that carries meaning. Free morphemes are morphemes that canstand alone (e.g., boat, tie, rabbit);bound morphemes are morphemes that never stand alone but carry meaning in thecontext of a word (e.g., the –er in boater, the –ed in tied, the un- in untie, the –s in rabbits)

Front 4

Onsets and rimes

Back 4

Onsets and rimes are intrasyllabic linguistic units that are in betweenthe level of a syllable and the level of a phoneme. The rime is the vowel andany consonants that come after it; the onset is the initial consonant orconsonants. For example, in the word bankthe onset is b- and the rime is –ank; in the word spoke the onset is sp-and the rime is -oke; and ice has the rime –ice with no onset. Some reading programs begin phonics instructionby focusing on common onsets and rimes (e.g., -at, -it, -ake, -ike),because this approach lessens the phoneme blending demands on beginningreaders. However all children eventually have to learn to blend at the phoneme level inorder to decode well.

Front 5

Consonant clusters

Back 5

Consonant clusters are groups of 2 or more consonants; they are verycommon in English.

Front 6

consonant blends

Back 6

br, tr, fr, spl, fl, sn, sk, -mp, -nd, -st, -ft (eachletter retains its sound)

Front 7

consonant digraphs

Back 7

ch, th, sh, ph, ng (the letters come together to makea new sound that differs from the individual letters in the digraph)>

Front 8

Schwa sound

Back 8

An unaccented vowel sound that sounds like a brief short u or short i (e.g., the e in carpet, the a in along, the secondvowel sound in candle, the o in bishop).Because schwas only occur in unaccented syllables, they are never found in aone-syllable word, only in words of two syllables or longer. Schwas are commonin the unaccented syllables of long words, but not all unaccented syllablescontain a schwa sound (e.g., in cartoon,the first, unaccented syllable does not contain a schwa sound).

Front 9

Closed

Back 9

Has just 1 vowel and ends in a consonant. vowel sound; short

slush, hot, back, end, thump, itch, splash, flop, in, must, pen

Front 10

Silent e (magic e)

Back 10

Has a –vce pattern (ONE vowel, followed by ONE consonant, followed by asilent e that ends the word. vowel sound: long

cave, stripe, ape, use, shrine, hope, flute, theme, broke, stone, fame

Front 11

Open

Back 11

Has just 1 vowel that is the last letter of the syllable. vowel sound long me, go, flu, try, spry, try, fly, we, she, no, so=

Front 12

Vowel team (vowel combination

Back 12

Has a VT pattern in it (e.g., ay,ai, aw, ie, igh, old, ow, ee, ea

say, paid, law, call; pie, piece, night; fold, grow, cow; meet, tea,grew; glue, true, fruit

Front 13

Vowel r CL

Back 13

has just 1 vowel followed immediately by an r
bark, smart, hurt, storm, urn, shirt, her, word, work,for, stern

Front 14

Vowel R ME

Back 14

has a –vre pattern
fire, stare, spore, cure, here, ire, spire

Front 15

Vowel R VT has a vowel team followedimmediately by an r

Back 15

fear, chair, pair oar, board, steer, cheerpan

Front 16

Consonant-le

Back 16

A syllable with a -cle pattern (a consonant, followed by an L, followed by an E which ends the syllable)

The –gle in gargle; the –ble in noble; the –fle in waffle; the –zle indazzle; the –dle in candle; the –ple in steeple; the –tle in turtle

Front 17

When y is a consonantand when it is a vowel.

Back 17

The letter y is a consonant when it is the first letter of a syllable(not necessarily the first letter of a word) – for example, yard, backyard, yoyo, yellow, yet. Inthese words the y always says /y/ as in yellow.

Yis a vowel in any other position – for example, in gym, tyke, fly, my, tryst, sunny, the yis a vowel. When y is a vowel it can have 3 sounds: short i (as in gym, tryst); long i (as in tyke, fly, my); or, when it is anending, long e (as in sunny).

Front 18

soft c

Back 18

Words where c is followed by e, i, or y and thereforesays /s/: cent, face, city, lacy, icy.Wordswhere c is followed by a letter OTHER than e, i, or y and therefore says /k/: club, cub, cot, cram, stick.,

Front 19

g.

Back 19

Words where g is followed by e, i, or yand therefore says /j/: rage, stage, gem,giant, gym.Words where g is followed by a letterOTHER than e, i, or y and therefore says /g/: gum, go, grab, glad, gap. The rule for c is a bit more consistent than the onefor g; there are a number of common words that are exceptions to the rule for g(e.g., girl, get, give, gift). Still,the rule is useful enough to be worth teaching. Both rules (c and g) areespecially helpful to teach after the children have learned the magic esyllable type, because there are many words with a soft c or g in these words: face, race, mice, twice, page, rage, huge,etc.:

Front 20

Words with qu.

Back 20

In a one-syllable word, qu is almost always pronounced /kw/ as in quick, quite, quack, queen, etc. Inthese kinds of words, when children are applying the rules for syllable types,they should not count the u in the qu as a vowel. For example, in quick, the u does not count as a vowelbecause it is part of a qu. Therefore, the word has one vowel (the letter i)and ends in a consonant; it is a closed syllable. Similarly, quite is a magic e word that has apattern of one vowel-one consonant-e (the –ite). (NOTE: At the end of a long word, as part of a suffix, qu canhave a very different sound, as in Monique,boutique, antique, mystique. These words are of French origin and the qu ispronounced very differently than in short, one-syllable words of Anglo-Saxonorigin like quick. Children can beintroduced to this alternate pronunciation later, when they are learningtwo-syllable and multisyllabic words.)

Front 21

Look for compounds

Back 21

. In a compound word (e.g., lampshade, backpack, bathroom) just divide between the two smallerwords: lamp / shade, back / pack, bath / room. (NOTE: To be a true compoundword, the smaller words must carry the appropriate meaning within thecontext of the word. For example, carpetis not a compound word, because a carpet is not a car for your pet or a pet foryour car!)

Front 22

Divide before –cle

Back 22

If a word ends in a consonant-le syllable (candle, noble, steeple, Bible), alwaysdivide immediately before the –cle syllable, keeping the consonant with the le.For example: can / dle, no / ble, stee / ple, Bi / ble.

Front 23

VCCV rule.

Back 23

If a two-syllable word has a vowel-consonant-consonant-vowel (VCCV)pattern, divide between the two consonants. Examples of vccv words include lantern, muffin, rabbit, and magnet. These words would be divided asfollows: lan / tern, muf / fin, mag / net, rab / bit. (NOTE: if the twoconsonants in the VCCV pattern form a consonant digraph, as in bishop, Luther, and rather, treat the word as VCV, not VCCV

Front 24

VCV rule

Back 24

If a two-syllable word has a vowel-consonant-vowel (VCV) pattern, withjust one consonant between two vowels, teach the student to divide first beforethe consonant, and see if that yields a pronunciation that is a real word; ifnot, the student should try dividing after the consonant. Examples of VCV wordsinclude comet, music, humid, and timid.

Front 25

Divide immediatelyafter a prefix and immediately before a suffix.

Back 25

Affixes (the collective term for prefixes andsuffixes) are always kept together as a unit. So words with affixes such as preview, basement, unwise, and nation would be divided this way: pre /view, base / ment, un / wise, na / tion.

Front 26

Simple

Back 26

Contains a single, independent clause(subject and verb)
example: Our school basketball team lost their game of the season 75-68

Front 27

Compound

Back 27

Contains two independent clauses that are joined by a coordinating conjunction. (Boas) But, or, and, so
example: I don't like dogs, and my sister doesn't like cats

Front 28

Complex

Back 28

contains an independent clause plus one or more dependent clauses.
a dependent clause starts with a subordinating conjunction
(that, because, while, although, where, if)
I don't like dogs that bark at me when I go past

Front 29

Compound Complex

Back 29

Contains three or more clauses
two are independent
one is dependent
example: I don't like dogs, and my sister doesn't like cats because they make her sneeze

Front 30

Narrative Text

Back 30

Friction- tells a story (chapter book)
setting characters plot line
usually no headings or subheadings in the text: attention to chapter titles especially important to comprehension
usually no graphs, tables, or figures
often contains rich vocabulary, usually not technical

Front 31

Informational Text

Back 31

non-fiction- conveys information (science, social studies, history)
organization often involves main idea/detail type of structure
There are headings and subheadings in the text that convey important information that are important to comprehension

Front 32

Vowel team A

Back 32

Wa- wash
Aw- Law
au- fraud

ai- sail

augh- taught

ay- pay

all- call
alk- talk
alt salt

The fraud was taught to brake the law by washing his sail in salt, so he had to pay for a call to talk it out

Front 33

Vowel Team I

Back 33

ie- pie

ind- find
igh- sight

ild- wild
sign- ign

The piece of pie was quite the wild sight to find on the sign.

Front 34

Vowel Team U

Back 34

ui- suit
ue- sue

The man was right on cue to sue for his poorly made suit

Front 35

Vowel Team O

Back 35

oi- oil
oy- boy

oa- boat
oe- toe

oll- roll
olk- folk

olt- bolt
old- cold

ou- house
ow- how

The folk styled house was cold from a oil bolt that rolled down the coy across a toe during a snow storm near a lake with my boat

Front 36

Vowel Team E

Back 36

ee- see
ey- key
ei- vein
sleigh- eigh

eu- eugene

ew- chew
eau- beauty

ea- eat

Eugene sees a few beauty veins caused by receiving the key to the sleigh of steak.

Front 37

Vowel R Diagram

Back 37

ur
er
or
ir
ar
wor
war
as she curled her hair and put on her work shirt her car horn warned her

Front 38

Cause-effect

Back 38

Because, therefore, consequently, as a result, thus

Front 39

Specific example of a previous point or idea

Back 39

For example, for instance, as an example

Front 40

Summary of previous points or ideas

Back 40

In sum, in summary, to sum up, in general, overall

Front 41

An opposite point or counter-example to aprevious point or idea

Back 41

However, in contrast, on the other hand, conversely, nevertheless

Front 42

An additional point or idea in line withprevious ones

Back 42

Furthermore, moreover, in addition

Front 43

Time relationships

Back 43

Before, after, during, subsequently, previously, while, at the same time

Front 44

Sentence fragments

Back 44

sentences that are incomplete, usually a dependent clause standing alone without an independent clause: But using a computer is better as you can easily correct your mistakes or Although many of them were in classrooms at the top of the building.

Front 45

Run-on sentences

Back 45

two or more sentences run together without the correct punctuation or without the correct conjunction: I like pancakes, however I do not put syrup on them or She was late to work again her boss was very angry.