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37 Cards in this Set

  • Front
  • Back
Phonology
The study of the sound system of language.
Phonemes
The basic units of sound.
Morphology
The study of the structure of words and word formations..
Morphemes
The smallest representation of meaning.
Ex: cars has two morphemes: the basic word or root word car and the plural morpheme s.
Syntax
The ways in which words are organized and arranged in a language.
Lexicon
The vocabulary of a language.
Semantics
The way that meaning in conveyed in a language through the use of its vocabulary.
Connotation
Refers to the implied meaning of words and ideas.
Denotation
Refers to the literal meaning of words and ideas.
Pragmatics
Describes how context can affect the interpretation of communication. Describes the hidden rules of communications understood by native speakers of the same language.
Phonemic awareness
Refers to a child's ability to understand that words have smaller components called sounds, and that these sounds together create syllables and words. This is the basic linguistic principle required to help develop an understanding of oral and written communication.
Phonological awareness
The ability to recognize and manipulate components of the sounds system of a language. It includes ability to segment words into smaller units like syllables and phonemes (sounds). It also encompasses the ability to identify and separate words within a sentence, identify stress in individual words, and identify the intonation pattern used in sentences.
Bottom-up approach (skills based)
This approach leads from the specific to the general, or from parts to the whole. This approach begins with phonemes and graphemes, and continues by expanding to the syllable, words, sentences, paragraphs, and then the whole reading selections. The best representation of this approach is phonics instruction.
Top-down approach (meaning-based)
This approach begins with the whole and then proceeds to its individual parts. Begins with whole stories, paragraphs, sentences, words and then proceeds to the smallest units of syllables, graphemes, and phonemes. The approach that best represents this view is the whole language approach.
Miscue analysis
A process that begins with the child reading a selection orally, and an examiner noting variations of the oral reading from the printed text. Each variation from the text is analyzed for type of variation.
Balanced reading program
-read alouds
-shared and guided reading, and reading workshops
-student-directed reading and independent reading
-teacher directed writing
-shared writing as in language experience/interactive writing, writing workshops
-student-directed writing and independent writing activities
Semantic cues
Requires a child to think about the meanings of words and what is already known about the topic being read.
Syntactic cues
The word order in a sentence.
Structural cues
Letter groups in words.
Derivational morphemes
Come in the form of prefixes.(pre-, anti-, sub-, etc)
Inflectional morphemes
Do not change the syntactic classification in a word. Always function in suffixes.
(short plural, long plural, third person singular, possessive, progressive, regular past tense, past particle, comparative and superlative)
Homonyms
Words that have the same sound and same spelling but differ in meaning.
Homophones
Words that sound the same but are spelled differently and have different meanings. (blue, blew)
Convergent questions
Indicates that only one answer is correct.
Divergent questions
Indicates that more than one answer is correct.
Cloze test
A passage with omitted words that the test taker must supply.
Semantic mapping
Can be used as a strategy to make direct connections between the vocabulary words or words they are learning in the classroom and those that they may have seen, heard, or learned priorly.
SQ4R
Survey, question, read, reflect, recite, and review. Students often use this when reading text in content areas.
Reciprocal teaching
An instructional activity designed for struggling readers in which the teacher engages students in a dialogue about specific portions of a text. The main purpose of this activity is to guide children to construct meaning and to monitor reading comprehension.
1. summarizing the content of a passage
2. asking a question about the main idea
3. clarifying difficult parts of the content
4. predicting what will come next
DRTA
Stands for Directed Reading Thinking Activity.This teacher-directed strategy helps students to establish a purpose for reading a story or reading expository writing from a content book.
Elements of writing
1. organization
2. ideas
3. voice
4. word choice
5. sentence fluency
6. conventions
7. presentation
Narrative writing
A story or and account. It may recount an incident or a series of incidents. May be fiction or nonfiction.
Descriptive writing
Writing to provide information about a person, place, or thing. Can be fiction or nonfiction.
Expository writing
Writing to explain and clarify ideas. Found in many textbooks.
Functional writing
Writing that describes activities in which which writing is used to achieve a specific purpose. Ex: labeling areas and objects in the classroom.
Running records
A way to assess students' word identification skills and fluency in oral reading.
Summative evaluation
Occurs at the end of a specific time or course of study. Usually applies a single grade or score to represent a student's performance.