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Trigraphs: A sound that is represented by three letters, e.g: ear, chr, igh, eau.

Prosody: it refers to the intonation, rhythm and stress pattern used during reading.

Environmental print: name given to the print of everyday signs, labels and logos.

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Transitional spelling: knows most of the orthographic patterns and usually chooses the correct letter patterns; "Is is on a spaceship sershing for a krater" (morphology and alternate spellings)

Automaticity (not to be used interchangeably with fluency) it is the fast, effortless word recognition but not with expression

environmental print: things you come across a lot during the day (eg cereal boxes, candy wrappers)

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Grapheme is the smallest unit used in describing the writing system of a language, originally coined by analogy with the phoneme of spoken languages; may or may not carry meaning by itself, and may or may not correspond to a single phoneme. /c/ in cat

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Eiman Nour

1- Digraphs: a single sound which a pair of characters; one phoneme (a distinct sound) /kn/ which makes the /n/ sound. In digraphs, consonants join together to form a kind of consonant team, which makes a special sound. For instance, p and h combine to form ph, which makes the /f/ sound as in phonemic. They are combinations of letters that make a unique sound that is unlike the sound made by any of the individual letters within the digraph

Examples:

Digraphs | Words
kn | know
sh | Shake, shine, shark
ie | lie
ph | Phone, photo, phonics
th | Thunder, thirty, thumb
ch | Chair, chew, cheese
wh | Whale, wheel, white

2- Diphthongs: two vowel sounds joined in one syllable to form one speech sound. /ou/ /oi/ glided sounds made by vowel combinations

Examples:

Diphthong | Words
oi | Oil, boil, voice
oa | Oat, boat
au | August, sauce
ue | Glue, true
oy | Boy, joy, toy
ow | Owl, brown, down
oo | Goose, moose, choose
ew | Flew, chew

3- Trigraphs: three letters spelling a single consonant, vowel, or diphthong

Examples:

Trigraphs | Words
chr | chrome
air | Hair, chair, flair, repair, pair, repair
ear | Hear, fear, fear
ear | bear
ure | Pure, sure, measure
eau | Beauty,
igh | High, sigh, night,
tch | Batch, witch, watch, catch, pitch
ire | Vampire, admire, wire
are | Scare, hare, care, dare, rare

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Graphophonemic awareness: a sound-symbol mistake that indicates that the reading level is too high, because the student is only reading to decode and not picking up on the fact that the substitution doesn't make sense in context
Semantic errors: mistakes where the student is substituting for something that makes sense based on the context, but is very different from the actual word on the page. Need to be taught phonics.
Tier 3 words: domain-specific words

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Phonograms: Letters and groups of letters that represent a sound. Words that share phonograms can be grouped into "families."

Graphophonemic errors (aka visual errors): mistakes in processing the symbol with the sound it creates relationships

Tiers of Academic Vocabulary: The idea that you can classify a students reading vocabulary into tiers, with 1 being very commonly spoken words, 2 being slightly more mature words, and 3 being academically specific and likely unfamiliar

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Joy Meng/ Galileo Academy/ SDC English 2

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Joy Meng/ Galileo Academy/ SDC English 2

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Systematic, Explicit Phonics and Other Word Identification Strategies

Morphology: the study of word formation based on morpheme (a smallest unit of meaning). Morphological clues are used to identify words when they rely on root words, prefixes, and suffixes (aka structural analysis). All lessons on morphology should teach the meaning of root words, prefixes, and suffixes. Morphology is based on etymology: the study of the origin of words and the way in which their meanings have changed throughout history.

Purpose of Assessment
Graphophonemic errors (aka visual errors): errors related to sound-symbol relationships “My feather (should be father) and I walked to the store”.

Substituting: feather, father; words sound alike, but feather doesn't make sense in a sentence about father. A child who makes graphophonemic errors is: 1. reading word-by-word; depending too much on phonics to read each word; 2. Reading a passage that is too difficult, doesn't understand it and can only decode.

Solution: Children reading word by word need to learn to speed up through more practice to gain automaticity. They need to self-question for better comprehension as to “does this make sense”. Teacher can model and practice “thinking aloud”.  Also, teacher may need to model using context clues.

This aspect is the most difficult part for an English learner like me to teach students who struggle with reading in high school setting-
Comprehension

“Fluent decoding is an absolute prerequisite to comprehension…comprehension---the goal of decoding---won’t improve unless we also pay serious attention to building students’ word and world knowledge” (Hirsch, 2003, p. 20).

Three levels: literal, inferential, and evaluative.

Literal Reading Comprehension Strategies: identifying explicitly stated main ideas/details; sequences; cause/effect; patterns and elements of story grammar.

Inferential Reading Comprehension Strategies:  inferring main ideas; comparisons; cause/effect relationships (not clearly stated); drawing conclusions/generalizations from a text; using textual evidence to predict outcomes; inferring themes.

Evaluative Reading Comprehension Strategies: recognizing bias; unsupported assumptions; propaganda and faulty reasoning in texts; distinguishing fact vs. opinions; reacting to text’s: content, characters, use of language; analyzing themes.

Explicit Instructional Strategies for Students Comprehension:

Discussion, summarizing, retelling, sharing reactions, text to self, text to text, text to world connections, creating pictures, semantic maps, Venn diagrams, use of other visuals/graphic organizers.

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Grapheme is the smallest unit used in describing the writing system of a language. It is a letter or a number of letters that represent a sound (phoneme) in a word.

Phoneme the smallest units of speech. Ex. hat has 3 phonemes: "h", "a", and "t".

Digraphs are a pair of letters that make a single sound: ph>/f/

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Tactile and kinesthetic letter production:
tactile - lessons that use concrete materials to practice the configurations of letters
kinesthetic -  lessons that ask children to make exaggerated movements with their

Evaluative Reading Comprehension Strategies:  recognizing bias; unsupported assumptions; propaganda and faulty reasoning in texts; distinguishing fact vs. opinions; reacting to text’s: content, characters, use of language; analyzing themes.

Semantic Errors/Cue (aka meaning-related errors):  a child who makes semantic errors understands what they are reading but needs to be taught phonics skills to be sure that every word read makes sense (graphaphonemic sense). They are using the meaning cue to help them read the word.

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... Did anyone stare at "ch is a phonogram that says /k/ for clock" in the essential RICA terms doc for so long feeling extreme confusion?

lol

Anyway:

Phonograms:
Written markings that represent a sound. Could be one like "c" or multiple like "igh"

Alphabetic Principle
The idea that letters represent / are connected to sounds. Comes after Phonemic awareness and before Phonics.

Digraph:
When a sound is represented by two letters, for example "ck" in "quack"

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Grapheme: The smallest meaningful contrastive unit in a writing system. The name grapheme is given to the letter or combination of letters that represents a phoneme. For example, the word 'ghost' contains five letters and four graphemes ('gh,' 'o,' 's,' and 't'), representing four phonemes.

Frustration Reading Level: Frustration reading levels include text for which a reader does not have adequate background level for a topic and/or cannot meet criteria for instructional levels of accuracy and rate. Think of frustration levels as those levels that require extensive or even moderate assistance from an educator.

Alphabetic principle: The understanding that there are systematic and predictable relationships between written letters and spoken sounds. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.

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Phonograms: A letter or combination of letters that represent a sound

Syllabic Analysis: decoding multisyllabic words composing of common syllable patterns such as open (the /i/ sounds in “hi” the vowel says the letter name) and closed syllables (the /i/ sounds in “hit” the vowel says a short sound)

Morphological clues are used to identify words when they rely on root words, prefixes, and suffixes (aka structural analysis). All lessons on morphology should teach the meaning of root words, prefixes, and suffixes. Morphology is based on etymology: the study of the origin of words and the way in which their meanings have changed throughout history.

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rime: the vowel sound and any consonants that follow

/h/ /app/ /y/

Grapheme is the smallest unit of written language

Phonograms: letter(s) put together to represent one sound

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Structural analysis: a strategy that can be used to facilitate decoding as students become more proficient readers. The decoding strategies in structural analysis aid students in learning parts of words (prefixes, suffixes) so they can more easily decode unknown multi-syllabic words.

Graphophonemic errors: a) reading word by word and depending too much on phonics to decode each word or b) reading a passage that is too difficult.

The "onset" is the initial phonological unit of any word (e.g. c in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. at in cat). Not all words have onsets. Similar to teaching beginning readers about rhyme, teaching children about onset and rime helps them recognize common chunks within words. This can help students decode new words when reading and spell words when writing.

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Diphthongs: two vowel sounds joined in one syllable to form one speech sound. /ou/ /oi/ glided sounds made by vowel combinations -eg oi in oil, oy in boy

Grapheme is the smallest unit used in describing the writing system of a language, originally coined by analogy with the phoneme of spoken languages; may or may not carry meaning by itself, and may or may not correspond to a single phoneme. /c/ in cat

Digraphs: a single sound which a pair of characters; one phoneme (a distinct sound) /kn/ which makes the /n/ sound. However, many people will simply use the term 'digraph' generally to describe both combinations. In digraphs, consonants join together to form a kind of consonant team, which makes a special sound. For instance, p and h combine to form ph, which makes the /f/ sound as in phonemic. They are combinations of letters that make a unique sound that is unlike the sound made by any of the individual letters within the digraph

-eg ph in phone; sh in share

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rime - the vowel and consonant proceeding the initial sound of a word, which is the onset
syllabic analysis - breaking down words with more than one syllable into their parts and identifying the type of vowel sound made in each syllable
LEA - Language Experience Approach: an experience in which an individual interacts with something in their environment; things, books, print, etc., and a record is made of it.

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Frustration Reading Level -- child cannot understand/read at this level, even with help; reads less than 90% accuracy and can answer less than 60%; can understand if someone else reads it.

Matthew Effect-- “rich getting richer and the poor getting poorer”.  When it comes to students’ academic language/vocabulary without effective instruction and intervention. Describes the widening gap between children coming to school with “wealthier” early reading skills as compared to peers with fewer skills such as academic content vocabulary.

LEA (Language Experience Approach) -- develop and support reading and writing -- 1) children share an experience then dictate an account of that experience to an adult, who records it verbatim, 2) together the adult and child read the dictated text, the text is saved and bound in a child’s personal reading book, 3) can be used to teach things like letter recognition, phonics and vocabulary.

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Digraphs: a single sound which a pair of characters; one phoneme (a distinct sound) /kn/ which makes the /n/ sound. However, many people will simply use the term 'digraph' generally to describe both combinations. In digraphs, consonants join together to form a kind of consonant team, which makes a special sound. For instance, p and h combine to form ph, which makes the /f/ sound as in phonemic. They are combinations of letters that make a unique sound that is unlike the sound made by any of the individual letters within the digraph

-eg ph in phone; sh in share

Diphthongs: two vowel sounds joined in one syllable to form one speech sound. /ou/ /oi/ glided sounds made by vowel combinations

-eg oi in oil, oy in boy

suffixes (aka structural analysis). All lessons on morphology should teach the meaning of root words, prefixes, and suffixes.

Morphology is based on etymology: the study of the origin of words and the way in which their meanings have changed throughout history.

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Semantic Errors: Meaning-related errors, often resulting in word substitutions that make sense, but show a lack of graphophonemic awareness (dad for father, say).

Alphabetic principle: the understanding that there are systematic and predictable relationship between written letters and spoken sounds. Letters and letter patterns represent the sounds of spoken language.
VS
Phonics: sound-symbol relationships; the sounds English letters make, knowledge of letter/sound correspondence

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Morphology: the study of word formation based on morpheme (a smallest unit of meaning).

Morphological clues are used to identify words when they rely on root words, prefixes, and suffixes (aka structural analysis). All lessons on morphology should teach the meaning of root words, prefixes, and suffixes. Morphology is based on etymology: the study of the origin of words and the way in which their meanings have changed throughout history.

Graphophonemic errors (aka visual errors): errors related to sound-symbol relationships

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Semantic Errors/Cue: a student understands the meaning of a word from the context, but says a different word, e.g., "dad" instead of "father." Need to work on phonics.

Syntax Errors/Cue: a student reads a word incorrectly, perhaps reading too fast or only the beginning of the word, e.g., "Ants work in ground" instead of "Ants work in groups."

Elkonin Boxes: a strategy to improve word recognition. They build phonological awareness and each box represents a phoneme. https://www.readingrockets.org/strategies/elkonin_boxes

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Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.

Clay, M. (1993). Reading Recovery: A Guidebook for Teachers in Training. NH: Heinemann.

Elkonin, D. (1971). "Development of Speech". In A.V. Zaporozhets and D. B. Elkonin (Eds.). The Psychology of Preschool Children. Cambridge, MA: M.I.T. Press.

Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

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Elkonin boxes build phonological awareness skills by segmenting words into individual sounds, or phonemes. To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme. In some cases different colored tokens may be used for consonants and vowels or just for each phoneme in the word.

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Grapheme is the smallest unit used in describing the writing system of a language, originally coined by analogy with the phoneme of spoken languages; may or may not carry meaning by itself, and may or may not correspond to a single phoneme. /c/ in cat
Structural Analysis: decoding multi-syllabic words by adding prefixes/suffixes to base words/morpheme

Syllabic Analysis: decoding multisyllabic words composing of common syllable patterns

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Digraph: 2 letters that make one sound

Morphology: the study of forms of words

Diphthong: : two vowel sounds joined in one syllable to form one speech sound. /ou/ /oi/ glided sounds made by vowel combinations

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Diphthong, or gliding vowel, is a combination of two adjoining vowels sounds in one syllable. The phrase "no highway cowboy" has a diphthong in each syllable.

Synthetic phonics is the explicit teaching of how letters are converted into sounds or phonemes. Then the letters are combined and the sounds blended to form recognizable words.

Graphophonemic errors (aka visual errors) are ones where words look and sound alike but don't make sense in the sentence.

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Phonemic Awareness
is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words.

Phoneme
the smallest units of speech; a speech sound in a language; signals a difference in meaning (eg. /v/ and /b/ are Eng phonemes because vote is different from boat)

Phonograms
A letter or combination of letters that represent a sound: ch is a phonogram that says /k/ for clock; rimes that have the same spelling; words that share the same phonograms are word families

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3 terms I had to study & review before taking the RICA:

1. rime: vowel sounds and their following consonants that are preceded by the "onset."

2. phonogram: A letter or combination of letters that represent a sound: ch is a phonogram that can be pronounced /k/ for cook.

3. a digraph: a pair of letters that form a single sound, such as ph, which makes the /f/ sound.