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22 Cards in this Set
- Front
- Back
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Phoneme |
The smallest unit of spoken language thst makes a difference in a word's meaning |
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Phonological Awareness |
Ability to detect, identify, abd manipulate the variois parts of spoken language: words > syllables > onset & rime > phoneme |
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Phonemic Awareness |
Ability to blend individual sounds into words and segment words into individual sounds |
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Which is easier to blend? Two phonemes or three phonemes? |
Words with two phonemes (so) is easier thanbl blending words with three phonemes (soap) |
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Continuous Sounds |
/s/, /m/, /f/ and /l/. These are easier to blend |
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Stop Sounds |
/d/ /p/ and /k/. Harder to blend |
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Morpheme |
The meaningful parts of a word. Can be an entire or word like "play" or part like "-ful" |
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Free Morpheme |
Can stand alone as words. Anglo-Saxon root words are free morphemes |
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Bound Morpheme |
Must be attached to another morpheme to make a word |
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Derivational Suffixes |
Anglo-Saxon suffixes. Often change the root word's part of speech (playful, lovely) or alter the base word's meaning (loveless), pronunciation, or spelling |
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Inflectional Suffixes |
Don't change a word's part of speech. Show possession or plurality (boxes), verb tense (helped), and comparison (louder) |
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Subordination Conjunction |
A conjunction that introduces a subordinate clause. Examples include "although, because, since" |
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Antecedent |
A word that appears earlier in a sentence where later words might replace. Ex: "The carpenter" is an antecedent for "his" |
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Piaget's 4 Stages of Development |
1. Sensorimotot (0-2) 2. Proeperational (2-7) 3. Concrete Operational (7-11) 4. Formal Operational (11-adulthood) |
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ZPD |
Zone of Proximal Development, aka difference betweem what children can accomplish independently and what children can achieve with guidance. Learning is greatest when it is in ZPD |
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Preproduction Stage |
Student has minimal comprehension, still internalizing new language. Responses are nonverbal |
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Early Production |
6 mos-1 yr. Student has limited comprehension and communicates with one word and formulaic (short familiar speech) speech patterns. |
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Speech Emergence |
(1-3 yrs. Student has excellent cocomprehension and can produce simple sentences) |
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Intermediate Fluency Stage |
3-5 yrs. Student has excellent comprehension and communicates using newly acquired vocab |
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Advanced Fluency |
Near native |
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BICS |
Basic Interpersonal Communication Skills (everyday and social language) |
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CALP |
Cognitive Academic Language Proficiency |
