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51 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Phonological awareness |
The ability to perceive sound structures in spoken words such as syllables and the individual phonemes within syllables. |
A sub skill of literacy which entails the ability to sound out phonemes and syllabication. |
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Phonemes |
They are the sounds represented by the alphabet. |
44 units of sound in English represented by letters. Onset |
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Onset sounds |
The sounds at the beginning of words. |
The phoneme or sound which occurs at the beginning syllable of a word. |
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Rime |
Syllable rhyme of similar sounding words in isolation not in poetry. |
The vowel and any onset that follows the onset. Every syllable has a time but not every syllable has an onset. |
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Literacy |
The ability to read to write language. |
The ability to identify,understand, interpret, create, communicate , compute and use written materials. |
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Writing Literacy |
Literacy in writing includes spell , structure sentences, use correct grammar. |
Literacy which focus is spelled written words in a variety structures. |
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Visualization |
This is the ability to draw what we see or think in our minds. |
This is the ability to draw inputs we process cognitively or to see pictures in our heads of what we think and understand. |
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Cognitive Approach |
Developed in the 1970’s by Piaget, this theory states that children must develop appropriate cognitive skills before they can acquire knowledge. |
This theory states children must develop cognitive skills before they can acquire language. |
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Linguistic Approach |
Championed by Noam Chomsky , this approach was developed in the 1950’s. It proposes that children learn languages innately and inductively. T |
This theory explains language development as a biological approach as opposed to cognition or social patterning. |
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Learning Approach |
This theory assumes that language is first learned by imitating the speech of adults. Later is is solidified in school with explicit instruction at school. |
Language is learned in school explicitly and naturally before school. All language is learned! |
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Sociocognitive Approach |
Language development is a complex interaction of linguistic, social, and cognitive influences. In the 1970’s researchers suggested that poor , neglected and uneducated children lack language skills to due a lack of rich inputs. |
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Semantic Approach |
This approach emphasizes the meanings of words.It involves choosing the best words to make sense in a given sentence. |
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Syntactic Approach |
This learning approach emphasizes the order of words in a sentence. Syntax indicates a skill to know which words comes next in a sentence. |
This language approach includes the ability to put English words in sentences in the right order. |
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Outlook |
Perspective like from a puppet character or story character.” |
“ Becoming” a character in a show or play by thinking and experiencing ideas. |
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Big Books |
Oversized books which teach big printed words to class guided reading or interactive reading groups. |
Large oversized books used to teach tracking from right to left, word concepts and print. |
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Phonics |
The process of learning to read by learning how Spoken language is represented by letters. |
A process by which students learn to read spoken sounds and blending phonemes into words by sounding them out. |
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26 |
Number of letters in the English alphabet. |
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Fluency |
The ability to learn to read accurately and quickly. Students need to decide few words because they know many sigh words. |
The ability to recognize and read words quickly to comprehend while reading. Only difficult words must be decoded. |
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Decoding |
The ability to make sense of printed words of how to pronounce new words phonetically in units. |
To do this a student must know the relationships between letters and sounds, including letter patterns like blends. |
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Phoneme |
The smallest and 44 in number of units of sound in English. |
Speech sound units |
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Phonology |
This the study of the way sound units are present in a given language. |
Study of the sound units of a given language. |
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Phonological rules |
The ways in which sounds change in words depending on the positions in which they are placed. |
These rules determine word stress , unstressed sounds, etc. |
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International Phonetic Alphabet |
This assigns a different symbol to each sound commonly found in languages around the world. |
An alphabet used by linguists of many languages to represent sound and letter correspondence. |
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Graphemes |
Individual letters or groups of letters that depict how a sound is written in a given language. |
T an tt are graphemes for /t/. |
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Diagraph |
Any two letter grapheme such as tt or ch. |
Graphemes written with two letters. |
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Spelling |
The arrangements or letters in written English to reflect the sounds heard in spoken English. |
Alone this is not a reliable guide to English pronunciation. |
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Onset |
The phoneme or sound that that occurs at the beginning of a syllable. Only CONSONANTS in English are insets. |
Consonants that occur at the beginning of the syllable before the time. |
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Rime |
The vowel and any consonants that follow the onset. “ And “ has no onset only a rime.Band has the onset B and the time and. |
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Beginning phoneme |
The first phoneme in a word. |
/b/ in the word bat. |
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End phoneme |
The last phoneme in a word. |
The /t/ in the word bet. |
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Medial phoneme |
The letter /a/ in the word cat. |
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Positive Transfer |
When a student learns knowledge in one discipline or language and can apply it effectively to another. |
A way students integrate and synthesize knowledge and applications across disciplines and types of instructional contents and contexts. |
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44 |
Number of phonemes in English. |
44 units of English sounds which do not have necessarily static correspondence with spelling or pronunciation. |
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Diagraphs |
Combinations of two or more letters to produce a unique phoneme such as /ch/ in Dnglish. |
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Diphthongs |
Combinations of two or more vowels in a single syllable often resulting in an unpredictable sound. |
The word chair is pronounced with the /ur/ sound. |
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Consonant Cluster |
A combination of two or more consonants to form a single sound. We |
Wr as in wreck. |
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Topic Sentence |
This sentence presents the main idea of a written paragraph. A |
All the info in a written paragraph should be related to this sentence. All other sentences contain facts, proofs or examples of this sentence. |
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Textual markings |
Highlighting, text notes or Cornell notes where a reader indicated importance, personal meanings or key points. Maybe even questions or misunderstandings. |
Written text shorthand marks of highlighting. Margin notes. |
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Essential Questions |
Big take away questions which express main ideas, synthesis, metacognition and higher order learning. The cornerstone of UbD education. |
Questions that generally relate knowledge and data to real work applications and critical thinking. |
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Background awareness |
Identified prior knowledge and is considered during pre- assessments to measure learning needs and or readiness. |
Determined by using informal and formal evaluation or data and student interest as well as past experiences to gage goals for learning. |
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Metacognition |
Thinking about thinking. This includes self - monitoring, goal setting and evaluating learning strategies. |
Independent skills to learn to learn strategically with goal setting and critical thinking. It include high order Bloom’s skills like analysis, synthesis and inference. |
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Critical Thinking |
Thinking and understanding inferences, conclusions, organization, tone, various meanings, explicit and implicit language as well as abstract figurative language and arguments. The ability to differentiate fact and fiction. |
The highest level of thinking analytically to solve problems, make judgements and formative decisions. |
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Context Clues |
Words that help the reader figure out the meanings of an unknown word. |
Words a reader learns and understands because they are built into a sentence by the writer to develops clear understanding of the writer’s message. |
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IPA |
International Phonetic Alphabet based on Greek and Latin used by world linguists to refer to sounds reproduced in each language. |
A globally used phoneme system created in 1988 by linguists. |
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Articulation |
The way a phoneme is produced with speech organs. |
The physiology aspect of sound formation by speakers of a language. |
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Vowels |
A, E, I, O, U
All voiced sounds which are classified as high, mid or low, front , central or back. |
Letters expressed as long or short sound in English. |
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Consonants |
Letters and their sounds excluding a, e, i, o, u. They may be voiced or unvoiced. They may be nasal, guttural, glottal, stops, fricatives, glides, bilabial, labiodental, affricates,interdental, alveolar, velar or veopalatal. |
The antonym of vowels. |
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Recordings |
Playback recordings are great tips to help ELL’s monitor their pronunciation skills of well modeled speech. |
Playback to check ELL pronunciation. |
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Prosodic Features of Language |
Pitch ( Tone and Intonation) Stress |
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Pitch |
Difference in the frequency of the vibration of the vocal cords. A continuum between low and high of tone and intonation. |
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Intonation |
If a pitch rises or falls over the course of a sentence, it is referred to as intonation. |
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