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33 Cards in this Set
- Front
- Back
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Grapheme |
A letter or combination of letters that represents a phoneme. Ex: b in bat or ph in phone |
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Dipthong |
A single vowel sound made up of a glide from one vowel sound to another in immediate sequence and pronounced in one syllable. Ex: /ou/ in house or /ow/ in owl |
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Closed Syllable |
Any syllable ending with a consonant phoneme. Ex: come, love, ran |
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Fluency |
Implies a reader can accurately and automatically recognize a large bank of words; read at an appropriate rate, which is about 75 words per minute with 98% accuracy; and read with expression |
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Phonological System |
The sound system of English with approximately 44 sounds and more than 500 ways to spell them |
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Phonological Awareness |
Knowledge about the sound structure of words, at the phoneme, onset-rime, and syllable levels |
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Semantics |
meaning of words and sentences |
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Free Morpheme |
a morpheme that can stand alone as a word |
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Morpheme |
the smallest meaningful unit of language |
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Syntax |
the grammar of sentence |
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Syntactic System |
The structural system of English that governs how words are combined into sentences. |
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Semantic System |
the meaning system of English that focuses on vocabulary |
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Pragmatic System |
the system of English that offers language choices according to social and cultural uses |
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Phonics |
instruction about phoneme-grapheme correspondences and spelling rules |
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Fluent Reading and Writing |
- Read fluently and with expression - Recognize most one-syllable words automatically and can decode other words efficiently - Use decoding and comprehension strategies effectively - Spell most high frequency and other one-syllable words |
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Beginning Reading and Writing |
- Learn phonics skills - Recognize 100 high-frequency words - Spelling phonetically - Spell 50 high frequency words - Use capital letters to begin sentences |
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Emergent Reading and Writing |
- Develop an interest in reading and writing - Acquire concepts about print - Develop book-handing skills - Develop handwriting skills |
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Metacognition |
Student's awareness of their own thinking and learning processes |
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R-Controlled Vowel |
When a vowel letter is followed by the letter r, it makes the vowel sound neither long nor short |
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Graphophonic |
letter-sound relationships, "Does it look right?" |
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Onset |
The consonant sound(s) of a syllable that comes before the vowel sound |
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Consonant Blend |
Sounds in a syllable represented by two or more letters that blend together without losing their identity |
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Rime |
The part of a syllable that includes the vowel sound of any consonant sound(s) that comes after it. Ex: at in mat |
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Language Experience Approach |
A student's dictated composition is written by the teacher and used as a text |
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Bound Morpheme |
a morpheme that must be attached to a free morpheme |
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Phoneme |
the smallest unit of sound |
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Phonemic Awareness |
a child's understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds |
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Pragmatic |
situational context of the passage, it reflects the social and cultural aspects of language |
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Diagraph |
Two letters that stand for a single phoneme. Ex: Thin, Shop or boy |
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Open Syllable |
Any syllable ending with a vowel phoneme. Ex: see /e/, may /a/, boy /oi/ |
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Lau vs. Nichols |
Students who were not native English speakers had to receive instruction that they could understand |
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CALP |
Cognitive academic language proficiency |
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BICS |
Basic Interpersonal Communicative Skills |
