phonics glossary

8/12/2019 Phonics Glossary

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Phonics GlossaryPhonics : the relationships between the

those sounds

Orthography : the spelling system of a

Phoneme : basic sound unit of speech, s

Graphemes : letters—written symbols phoneme /k/; the graphemes “igh” i

Phonological Awareness : awareness o

Phonemic Awareness : the understandicategory of phonological awareness(such as initial & final), segment so

Phoneme Segmentation : splitting a spin the word (example: /k/-/a/-/t/ for

Phoneme Blending : taking given phonis employed when decoding new w

Decode : to take written letters and tranwhile decoding, the words must be

by the reader from his/her aural (lisvocabulary

Encode : to translate spoken language isymbols, the opposite of decoding;

particularly invented spelling, is anencoding as the writer attempts tothat represent the sounds present in

Invented Spelling : the process of writione doesn’t know how to spell, usinknowledge of how sounds correspoletters and letter combinations; alsodevelopmental, temporary, or phonspelling

Phonemic Markings or PhonemicRepresentation : representing a wosounds using phonetic symbols betslashes (fox = /f ŏks/, dishes = /dĭsh ’competition = /k ŏm’ pə tĭ ’ shən/); ashow syllable emphasis

CONSONANTS : phonemes where theis cut off partially or completely

Voiced: the vocal cords vibrate insoundUnvoiced: the vocal cords do not vcreating the sound

sounds of a language and the letters or letter combi

language

hown in slashes / / (see chart at right)

hat represent phonemes (for example, the graphemen night represent the phoneme /ī/ )

f units of speech, such as words, syllables, and pho

ng that words are made up of individual sounds (ph . It includes the ability to distinguish rhyme, blend

unds, and manipulate sounds in words.

oken word into its constituent phonemes in the orde“cat”); this skill is required for a child to invent full

emes and combining them to make a word, the opprds

slate them into sounds (phonemes) that make up woecognizedening)

to writtenwriting,act ofrite letterswords

ng a wordg one’sd toknown astic

rd’seenəz/,ostrophes

flow of air

reating the

ibrate in

ations used to represent

“c” in cat represents the

emes

nemes); this is a sub- sounds, isolate sounds

r in which they are heard phonetic spellings

site of segmentation; this

rds; to make meaning



VOWELS : phonemes where air flowsunobstructed (In reading instructioo, and u are considered vowels, althcan be represented by consonants, aa combination of consonants and v

Short vowels: -- Think of the “CVC

big, bog, bug)Long vowels: “say the name of thesounds in bate, beet, bite, boat )there is no “long u,” but the vois called “long u” in reading insu” sound is actually a combinat

R-Controlled Vowel: A vowel follalways distorted, making suchspell. (/û/ her, bird /â/ dare)

Diphthong: phoneme where the mone vowel sound directly into areading instruction, only the soand /ou/ as in cow are taught as

Schwa: the vowel sound of any unEnglish ( a bout, comp etition, imsuggest) – The schwa sound canwe elongate a word’s sounds—the word must be spoken as it weveryday speech .

Continuant Consonant : a consonant t“stretched out” with a continuous s/n/, /s/, or /r/; these are preferred asto learn, because they are more easi

particularly the voiced ones

Hard & Soft Consonant Sounds : som“c” (/k/ and /s/) or “g” (/g/ and /j/);

Consonant Digraph : two consonants tconstituent letter), like sh ip, ch ip, p

Consonant Blend : a sequence of twolast word has a triple consonant ble

Consonant Cluster : A sequence of coshr iek, lu nch )

Vowel Digraph : two letters together thvowels in vowel digraphs, such as t

Onset : the beginning consonant soundsyllables have onsets (at, oar, in)

Rime : the vowel sound and any othersshare a rime . Each syllable in a wo

through the mouth, the letters a, e, i,

ough vowel soundss in m yth or fl y, orwels, as in nigh t.)

” pattern (bag, beg,

etter”—(vowel; phonetically,

el sound in cube truction; the “long

on of /y/ and / / wed by an “r” is

ords harder to

uth glides fromother. Fornds /oi/ as in boydiphthongs.ccented syllable initation, col ony,be distorted wheno hear the schwa,ould be in

at can beund, such as /m/,

first letter soundsly heard,

e graphemes (letters) have two sounds regularly assthe hard sounds are the stops, /k/ and /g/

ogether that represent one phoneme (usually a sounhone, lau gh .

r three consonants, each of which is heard. ( st ep, li d)

sonants without a vowel between them, including d

at represent one vowel sound (br ea d, need, f ield).e “y” in s ay or w ay

s) before the vowel sound in a syllable ( cat, tr eat, c

that follow it in a syllable (c at , tr eat , chair ). C at , s d can be analyzed in terms of onset /rime: f an t as t i

ociated with them, such as

not associated with either

ft , jump , be nd , str ap—the

igraphs & blends ( tr ash ,

onsonants may also act as

air). Not all words or

t and f at rhyme and theyc, pl ay gr ound, air pl ane.



Word Families : words that share an ending, called a rime (m at , bat , flat , sat , that ). These letter combinations aresometimes call phonograms.

Syllable : Phoneme(s) that constitute a larger sound unit within a word, beyond the phoneme level; a syllable mustcontain a vowel sound

Syllable Patterns : English syllables can be grouped into basic patterns according to their use of consonant andvowels sounds:1. Open : a syllable that ends in a vowel sound, typically a long vowel sound ( ti ger, ho tel)

2. Closed : a syllable that ends in a consonant sound3. Vowel Pair : a syllable with two vowel graphemes together, including digraphs and diphthongs ( ea t, loo p, boy ); often the vowel sound is long

4. VCe : ends in a vowel-consonant-e pattern, often with a long vowel sound (k ite , bake )5. R-Controlled : the vowel is followed by an R, distorting the vowel sound (b ir d, her )6. C+le : a consonant is followed by an “le” as in bot tle or pur ple ; the vowel sound is typically a schwa

Morphemes : Meaning units within a word, including prefixes, suffixes, and base words (Example: “unhappy” hastwo morphemes, un & happy, and each contributes to the word’s meaning)

Whole-Part-Whole Phonics Instruction(“Balanced” or “Comprehensive”)

Part-to-Whole Phonics Instruction(“Phonics First”)

General Approach Students are immersed in authentic texts whichthey can “read” because of their predictability.Instruction then focuses on letters, letter sounds,and letter/sound patterns (phonics), drawing onthe authentic texts and other meaningful words,such as the children’s names, logos, and sightwords. This is a constructivist approach that

builds from the “known to the new.”

Students are taught letters, letter sounds, andletter-sound patterns in isolation, proceeding toshort words, then sentences, etc. Concepts are

presented in a pre-determined sequence, andchildren are only asked to read words for whichthey have already been explicitly taught therelated letter-sound correspondences. This is a

behavioristic, transmissive approach to learning phonics.

Direct & Explicit

Lessons are guided/directed by the teacher, and adiscovery-oriented process is often used.Teachers explain (make explicit) the concepts

being taught during the course of instruction.

Direct teaching of phonics concepts is more behavioristic (stimulus-response), with eachconcept explicitly taught from the outset (non-discovery). Drill with flashcards or worksheetsis common.

Systematic Instructional sequence is based on children’sdevelopment and targets what they “use butconfuse.” Phonics teaching is built intoclassroom routines but also values teachingopportunities that arise spontaneously as thechildren engage in real reading and writing..

A pre-determined sequence of phonics conceptsis presented, typically continuant consonants andshort vowels first.

Embeddedv. Isolated

Whenever it is reasonable to do so, phonicsinstruction is embedded within reading and

writing for meaningful purposes.

Typically, phonics concepts are taught at the phoneme and then word levels, in isolation from

connected text, although the use of decodabletexts is soon introduced (see below).

Texts for Beginning Reading

Predictable Texts : texts that support beginningreaders through rhyme, repetition, cumulativesequence, or use of the children’s oral language,such as familiar songs (e.g., Five Silly Monkeys, I

Know an Old Lady Who Swallowed a Fly, Brown Bear, Brown Bear , etc.)

Decodable Texts : texts that are written to helpstudents practice decoding words for which theyhave been explicitly taught the related lettersounds and phonics generalizations or “rules.”(e.g., Nan can fan Dan.)

phonics glossary

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