Vocabulary 10

1. Etymology-

    a. The study of the origin and historical development of words. (Words Their Way)
    b.  The founding and history of how words were created.
    c. 

    d. This is important because this helps students learn the background of where our words came from and how we adapted words. 

2. Stem-

    a. This usually refers to a base or word root together with any derivational affixes that have been added, and to which inflectional endings may be added. (Words Their Way)

    b.  Also, known as a base or root word, this is the base of a word that can be altered. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

3. Free morpheme-

    a. Meaning units of language that stand alone as words. (Words Their Way)

    b.  Words that can be changed but also to stand alone. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

4. Bound morpheme-

    a. Meaning units of language that cannot stand alone as a word. (Words Their Way)

    b.  These words cannot stand by themselves. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

5. Concept sorts-

    a. A categorization task in which pictures, objects, or words are grouped by shared attributes or meanings to develop concepts and vocabulary. (Words Their Way)

    b.  A concept where you have students group items by categories.

    c. 

    d. This is important because this helps students to see how objects are related to one another. They can group things in there minds. 

Vocabulary 9

1. Affixes- 
    a. Most commonly a suffix or prefix attached to a base word, stem, or root.  (Words Their Way)
    b.  Made up of suffixes and prefixes that come before or after a word.
    c. 

    d. This is important because this  will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

2. Morphemic analysis-

    a. The process of analyzing or breaking down a word in terms of its meaning units or morphemes.  (Words Their Way)

    b.  A concept of breaking down a word to figure out its meaning. 

    c. 

    d. This is important because this help the student to be able to break down the word and figure out the meaning of the word. 

3. Inflectional endings-

    a. Suffixes that change the verb tense of a word.  (Words Their Way)

    b.  These change the tense of the verb by adding suffixes to the ending. 

    c. 

    d. This is important because this helps students learn how to properly see and know how the suffixes change the tense in a sentence. 

4. Domain-specific academic vocabulary-

    a. This includes content area, specialized, disciplinary texts, as well as general academic vocabulary used across content areas and disciplines. (Words Their Way)

    b.  The area that expresses speciation about a topic. 

    c. 

    d. This is important because this helps students learn how to use words like this in a sentence. Also, to show what those words entail. 

5. General academic vocabulary- 

    a. This includes content area, specialized, disciplinary texts, as well as general academic vocabulary used across content areas and disciplines. (Words Their Way)

    b.  A concept where you know the content areas of a subject. 

    c. 

    d. This is important because this helps students learn how to use words like this in a sentence. Also, to show what those words entail. 

Vocabulary 8

1. Word Consciousness- 
    a. An attitude of curiosity and attention to words critical for vocabulary development. (Words Their Way)
    b.  A way to pay attention to words and to think about them.
    c. 

    d. This is important because students use their brains to figure out what words are and why they are written the way they are. 

2. Diphthongs- 

    a. A complex speech sound beginning with one vowel sound and moving to another within the same syllable. (Words Their Way)

    b.  A sound at the beginning of a word. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

3. Ambiguous Vowels- 

    a. A vowel sound represented by a variety of different spelling patterns. (Words Their Way)

    b.  A variety of different ways to spell words. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

4. Homophones- 
    a. Words that sound alike, are spelled differently; and have different meanings. (Words Their Way)

    b.  Words that sound alike but are spelled differently. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

Vocabulary 7

1. Sight Words- 
    a. Printed words stored in memory by the reader that can be read immediately, "at first sight," without having to use decoding strategies. (Words Their Way)
    b.  Words that are posted all over a teacher's room for students to refer to when needed.
    c. 

    d. This is important because this will help students to rely to the posters when needed. This will also help them to remember the words in their heads. 

2. Schwa- 

    a. A vowel sound in English that often occurs in an unstressed syllable.  (Words Their Way)

    b.  A syllable that is not a stressed vowel sound. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. 

3. Digraph- 

    a. Two letters that represent one sound. There are constant diagraphs and vowel diagraphs, though the term most commonly refers to consonant digraphs.  (Words Their Way)

    b.  Two letters that come together to make one sound. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

4. Blend- 

    a. A phonics term for an orthographic unit of two or three letters at the beginning or end of words that are blended together. (Words Their Way)

    b.  Where two or three letters combine at the end or beginning of a word. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

5. Phonograms- 

    a. Often called word families, phonograms end in rimes that vary only in the beginning consonant sound to make a word.  (Words Their Way)

    b.  A beginning sound that is normally a consonant that forms into a word family.  

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

6. Onset- 

    a. The initial consonants sound of a single syllable or word. (Words Their Way)

    b.  A single sound by two consonants. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

7. Rime- 

    a. A unit composed of the vowel and any following consonants within a syllable. (Words Their Way)

    b.  A unit of phonics that has a vowel and a consonant that are in one syllable. 

    c. 

    d. This is important because this will help them to how to write and read words in the future. This will help them to see if the letters form together or not. 

Vocabulary Words 3

1. Interactive Writing- 
    a. A cooperative instructional strategy whereby a text is composed with student input and the writing is done largely by the students under supervision to create an accurately spelled final version. It can be used to model writing strategies and concepts about print. (Words Their Way)
    b.  A concept where you interact with your students about learning how to write a letter.
    c. 

    d. This is important because this helps students learn how to properly write a letter and other structural papers with the guidance of the teacher. 

2. High-Frequency Words- 
    a. Words that makeup roughly 50 percent of any text- those that occur most often. (Words Their Way)  
    b.  Words that are in the English language that make up half of the words.
    c. 

    d. This is important because students need to know these words because they occur more often than other words.

3. Orthography- 
    a. The writing system of a language- specifically the correct sequence of letters, characters, or symbols. (Words Their Way)
    b. This is a system that relates to the correct order of characters, symbols, and letters in words.
    c. 

    d. This is important because students need to know the correct sequence when writing stories in the future.

4. Word Solving- 
    a. When students have engaged in word sorting activities in your classroom, they are actively and independently sorting words into categories. Categorizing is a fundamental way that humans make sense of the world.
    b.  Students figuring out the solve new words. 
    c. 

    d. This is important because students need to learn how to solve words on their own so they can excel in their reading and writing.  

Vocabulary Words 6

1. Pretend Reading-
    a. A paraphrase or spontaneous retelling told by students as they turn the pages of a familiar storybook. (Words Their Way)
    b.  Students reading a book aloud without actually reading the words on the pages of the book.
    c.

    d. This is important because this helps the student to imagine and create a story in their heads. This means they are using their mind to create a storyline. 
2. Memory Reading-
    a. An accurate recitation of text accompanied by fingerprint reading.(Words Their Way)
    b.  A student reading aloud with the help of pointing at the words.
    c.

    d. This is important because they are following along with the story. They are helping them to read and follow along with the story. 
3. LaunguageExperince Approach- 
    a. an approach to teaching reading in which students dictate teacher, who records their language.
    b.  Students learning how to spell words without actually knowing the correct spelling.
    c.

    d. This is important because when the student writes we will have a better understanding that they are in the emergent stage. This will help us to be able to form a plan for them.
4. Dialogic Reading-
    a. An approach to reading aloud that is designed to stimulate oral language and dialogue while enhancing students' ability to retell stories. (Words Their Way)
    b.  Students reading a story aloud.
    c.

    d. This is important because this will help form them relating the words they are reading aloud to the words they are seeing on the page. This helps them see what the word looks like and how it is properly spelled. 

5. Interactive Read Aloud-
    a. A reading format to support emergent reading where the teacher reads aloud to the students and invites discussion and other participation. (Words Their Way)
    b.  A type of support system for students in the emergent stage where a teacher will read aloud to them.
    c.

    d. This is important because this will help the student to be able to think deeper when reading a story and to help follow along to the story by it being read aloud. 
  6. Mock Linear-
    a. A kind of pretend writing where children beginning to approximate the broader contours of the writing system, starting with a linear arrangement of print. (Words Their Way)
    b.  Students pretend to write words to see how they write.
    c.

    d. This is important because the teacher will be able to see how they do with writing letters and words to establish what to teach in the classroom. 

 7. Alliteration- 

    a. The occurrence in a phrase of speech of two or more words having the same beginning sound.
    b. Having the same letter or phrase in a sentence with the same sound which is normally in the beginning.
    c.

    d. This is important because when writing or reading you can see what is a part if the story and a know how the author is writing. 

Vocabulary Words 4

1. Invented Spelling- 
    a. Also known as spelling "as best as you can"; allows students to write even before they can read during the emergent stage. (Words Their Way)
    b.  Students learning how to spell words without actually knowing the correct spelling.
    c.  

    d. This is important because when the student writes we will have a better understanding that they are in the emergent stage. This will help us to be able to form a plan for them. 
2. Word Walls- 
    a. A word wall is a collection of words that are displayed in large visible letters on a wall, bulletin board, or other display surfaces in a classroom. The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading. (ReadingRockets.org) 
    b.  A portion of a wall in the classroom that displays words that you have or had taught your students.
    c. 

    d. This is important because students have something in the room that they can look at to see previous or present words. This helps display all the words they have learned.
3. Word Sorts- 
    a. An extension activity in which students write the words they have sorted into categories. (Words Their Way)
    b.  An activity that is given by the teacher to form different types of categories by using words.
    c.  

    d. This is important because this shows the many similarities and differences of words to students. 
4. Morphemes- 
    a.  Meaning units in the spelling of words, such as the suffix-ed, which signals past tense, or the root graph in the words autograph and graphite. (Words Their Way)
    b.  A unit part of spelling.
    c. 

    d. This is important because this is the basics of writing when students need to know for writing and spelling in the future. 
5.Phonemes- 
    a. the smallest unit of speech that distinguishes one word from another. (Words Their Way)
    b.  The smallest unit in the English language of writing.
    c. 

    d. This is important because this is also a basic in phonics that students should know. 
6. Synthetic Phonics- 
    a. Phonics instruction that begins with an individual; sounds and the blending of those sounds to form words. (Words Their Way)
    b.  The sound or letter that is in the beginning of the word.
    c.  

    d. This is important because students need to know what the sounds and letters are to help them to figure words. 
7. Analytic Phonics- 
    a. Phonics instructions that begins with whole words that are divided into their elemental parts through phonemic, orthographic, and morphological analysis. (Words Their Way)
    b.  An instruction of phonics that is divided into parts.
    c.  . 

    d. This is important because to figure out new words, you need to break it apart to the sound of the word. 

Vocabulary Words 5

1. Spelling Inventory- 
    a. Assessments that ask students to spell a series of increasingly difficult words used to determine what words used to determine what spelling features students know or use but confuse, as well as a specific developmental stage of spelling. (Words Their Way)
    b.  An assessment that helps provide teachers knowledge of where the student is on their spelling.
    c.

    d. This is important because this helps the teacher guide the student in the right direction and help them grow their knowledge of spelling words. 
2. Static Reversal- 
    a. A handwriting error that is the mirror image of intended letter. (Words Their Way)
    b.  An error of writing the wrong letter by making it backward.
    c. 

    d. This is important because if the teacher sees this in her classroom then she will know what it is and know how to help that student. 
3. Kinetic Reversal - 
    a. An error of letter order.
    b.  The word spelled in the wrong order. 
    c.  

    d. This is important because teachers will be able to know what is happening with the student. They will be able to identify it and help with the problem. 
4. Feature Guide- 
    a. A tool used to classify students' errors within a hierarchy or orthographic features. Used to score spelling inventories to assess students' knowledge of specific spelling features at their particular stage of spelling development and to plan word study instruction to meet individual needs.
    b. A guide to help you figure out where the student process is in writing.
    c. 

    d. This is important because this helps the teacher guide the student in the right direction and help them grow their knowledge of spelling words

Vocabulary Words 2

1. Alphabetic Principle- 
    a. The Traditional Phonics Approach versus the Whole Language Approach in an Early Reading Classroom. (Vanderbilt University Institutional Repository) 
    b.  It is a debate between whole language and phonics. This debate been going on for years and years debating which one is better in a classroom setting.
    c.  . 

    d. This is important because teachers should know about the whole language and phonics. It needs to be blended in the classroom. They should adapt both in their activities when teaching the students.

2. Concepts of Print- 
    a. a method of teaching reading in which reading is combined with listening, speaking, and writing practice, and literature is used to decode words in context. (Dictionary.com)   
    b. A method that allows teachers to be more creative in a classroom. Instead of rules to follow, they are able to focus on the comprehension of the words.
    c. 

    d. This word is important because this allows the classroom to be more creative and allow the students to understand why the story is created with their comprehension skills.

3. Letter Recognition  
    a. the direct teaching of a set of letter-sound relationships in a clearly defined sequence. The set includes the major sound/spelling relationships of both consonants and vowels. ( National Institute for Literacy) 
    b. A set of letters and sounds that are set up in a specific sequence for the students to see them clearly. 
    c. 

    d. This is important because the students can see the words very clearly no matter where they are in the room. This will help them to be able to sound out the letters to make the word that is upon the board.  

4. Phonemic Awareness- 
    a. The Traditional Phonics Approach versus the Whole Language Approach in an Early Reading Classroom. (Vanderbilt University Institutional Repository) 
    b.  It is a debate between whole language and phonics. This debate been going on for years and years debating which one is better in a classroom setting.
    c.
    

d. This is important because teachers should know about the whole language and phonics. It needs to be blended in the classroom. They should adapt both in their activities when teaching the students.

5. Blending- 
    a. a method of teaching reading in which reading is combined with listening, speaking, and writing practice, and literature is used to decode words in context. (Dictionary.com)   
    b. A method that allows teachers to be more creative in a classroom. Instead of rules to follow, they are able to focus on the comprehension of the words.
    c. 

    d. This word is important because this allows the classroom to be more creative and allow the students to understand why the story is created with their comprehension skills.

6. Segmenting- 
    a. the direct teaching of a set of letter-sound relationships in a clearly defined sequence. The set includes the major sound/spelling relationships of both consonants and vowels. ( National Institute for Literacy) 
    b. A set of letters and sounds that are set up in a specific sequence for the students to see them clearly. 
    c. 

    d. This is important because the students can see the words very clearly no matter where they are in the room. This will help them to be able to sound out the letters to make the word that is upon the board.