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15 Cards in this Set
- Front
- Back
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SCAFFOLD (steps)
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-model the use of extended lang and rich vocab
-use ques./prompts to extend lang -recast and expand child's ideas -request clarification promote questions and conversation among children -provide feedback to encourage, interpret, and evaluate responses |
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Syllables
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-blending syllables to form words
-segmenting words into syllables -counting syllables (ie, clapping and tapping) |
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Onset
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initial consonant or consonant cluster of a word: /r/ in rat
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Blending Phonemes
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hearing individual phonemes "in isolation" and blending the sounds together to form a word
/t/ /a/ /g/ = /tag/ |
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Rime
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part of the word (vowel and consonant) following the onset: /at/ in rat
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Phonological Awareness Continuum
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Stair steps
-rhyming/alliteration -sentence segmenting -syllable blending and segmenting -onset-rime blending and segmenting -blending and segmenting individual phonemes |
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Phonics
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letters and sounds
-involves print -sounds of speech and how they correlate with a letter |
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Phonemes
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smallest units of sounds in a word that make a difference in meaning
44 phonemes (more in Texas) |
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Extended Discourse
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ability to tell a narrative and extend language (beginning stages of TAAS Narrative Writing)
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Phonological Awareness
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1.Enhances reading achievement
2.Involves an awareness of the sounds of spoken language(auditory and structure of spoken words) 3.Recognizes the sounds in spoken language and how the sounds can be combined, broken down, and manipulated. 4.Focuses on the individual sounds(or phonemes) in spoken words |
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Rhyming
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match between ending sounds of words
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Phonemic Awareness
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represents most complex awareness of phonological awareness
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Alliteration
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recognition or production of words with common initial sounds
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scaffolding
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Vygotsky, Lev
build on child's strengths finding what the child knows and taking to the next step |
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Pragmatics
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culturally specific
being aware of the listener and helping them understand |
