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45 Cards in this Set
- Front
- Back
Phonology |
(Phono= sound) The study of sound. |
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Phonemes |
Smallest part of spoken language that make the difference in the meaning of words. |
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Phonological Awareness |
The ability to hear and manipulate sounds and sound chunks (overarching). |
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Phonemic Awareness |
Ability to hear and manipulate INDIVIDUAL sounds. |
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Onsets |
The sounds in a syllable that come before a vowel. |
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Rimes |
Vowels and everything else. |
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What are the eight Phonemic Awareness Activities? |
Isolation, Identify, Categorization, Blending, Segmentation, Deletion, Addition, Substitution |
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Isolation |
Students hear individual sounds in words. |
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Identify |
Hear and identify same sound in different words. |
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Categorization |
Identify which word is different a list of words, based on sounds. |
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Blending |
Students put sounds together to make words. |
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Segmentation |
Break words into their individual sounds and/ or count the number of sounds in a word. Opposite of blending. |
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Deletion |
Students remove a sound from a word and identify what remains. |
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Addition |
Students create a new word by adding a sound. |
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Substitution |
Students change one sounds in a word to a different sound and identify the new word. |
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What two activities help kids the most with Phonemic Awareness? |
Blending and Segmenting |
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Semantics |
Relating to the meaning of words, group of words, signs symbols and phrases. Studies how meaning is built, understood, deciphered and explained. |
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Morphology |
(Morph=change) The study of how the meaning of a word is changes when a morpheme is added. |
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Morpheme |
The smallest unit of meaning in a language; a part that changes the meaning. Ex: -ed, -ing, re-, pre-, spect |
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Discourse |
A conversation or dialogue between two people. It can also relate to the jargon and vocabulary of a specific group of people such as doctors or teachers. |
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Pragmatics |
The way meaning is implied by context and expressions. Ex: "She's a real genius!" may mean "She's extremely smart", or "She's not very smart" |
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What is TEKS? |
Texas Essential Knowledge and Skills |
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What is included in TEKS Listening? |
- Determine reasons for listening(problem solving) - Listen critically to interpret and evaluate -Listen responsively to stories and texts - Identify musical elements of language (rhymes and repeated sounds) - Listen and speak to share and experience culture - Learn and use new vocabulary Listen to enjoy spoken language |
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What is included in TEKS Speaking?
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- Respond appropriately and courteously - Participate in rhymes, songs, conversations, and discussions - Distinguish and produce sounds in English - Infer meaning using visual and actions - Adapt spoken language to audience and setting - Gain increasing control of grammar when speaking |
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How many types of interrelated vocabularies do we use when we communicate? |
Four |
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What is the listed ordered of vocabularies? |
Listening, Speaking, Reading, Writing |
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Listening Vocabulary |
The words we need to know to understand what we hear |
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Speaking Vocabulary |
The words we use when we speak |
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Reading Vocabulary |
The words we need to know to understand what we read |
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Writing Vocbabulary |
The words we use in writing |
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What is Language Acquisition? |
The process of "picking up" or acquiring a new language |
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What is Differentiated Instruction? |
Individualized instruction that is based on student streangths, needs, and learning styles |
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What is Rich Language Environment? |
Providing students opportunities within all content areas to speak and listen for a variety of purposes. |
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What are the Rich Language Environment expectations and objectives? |
- Be based on the TEKS - Be clearly communicated to students - Build language skills in listening, speaking, reading, and writing - Be measurable - Be written in a child-friendly, comprehensible fashion - Be posted in the room |
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How do you Build Communicative Competence? |
- Speaking slowly and clearly - Using sentence complexity that matches student skill levels - Explaining complex concepts and vocabulary - Avoiding or explaining idioms and expressions - Adding movement, gestures, visuals, props, and non-verbal clues that help students gather meaning - Activating students' prior knowledge - Using hands-on learning activities |
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How do teachers Foster Communication? |
- Clarifying, demonstrating, and repeating directions and requests -Offering students opportunities to use language in a supported setting - Praising effort and communication attempts - Proving engaging topics to discuss - Focusing on communication and meaning as opposed to language correctness and form - Modeling correct language usage - Using cooperative grouping for learning activities and discussion |
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How do teachers Foster Critical Thinking? |
- Assess students' knowledge and skills despite language needs by allowing students to demo thinking in a variety of ways - Focus on content and big ideas - Allow students to demo - Use graphic organizers and project- based learning - Engage parents to support lessons at home |
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What type of student has difficulty with academic concepts at higher levels? |
Second Language Learners |
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What should language skills include? |
Both receptive and expressive natures |
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Expressive Language |
Language used to express one's ideas, needs, and feelings -Specifically speaking and writing - Language that proceeds from a person |
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Receptive Language |
Language that us used to understand the thoughts, needs, and feelings of others -Specifically, listening and reading - Language flows into a person |
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What is ELPS? |
English Language Proficiency Standards |
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Lexicon |
The vocabulary of a particular language, field, social class, person, etc.
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Syntax |
The study of the patterns of formation of sentec-es and phrases from words.
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Linguistic Environment |
Phonetics
Phonology Morphology Syntax Semantics Pragmatics |