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15 Cards in this Set

  • Front
  • Back
SCAFFOLD (steps)
-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
Syllables
-blending syllables to form words
-segmenting words into syllables
-counting syllables (ie, clapping and tapping)
Onset
initial consonant or consonant cluster of a word: /r/ in rat
Blending Phonemes
hearing individual phonemes "in isolation" and blending the sounds together to form a word
/t/ /a/ /g/ = /tag/
Rime
part of the word (vowel and consonant) following the onset: /at/ in rat
Phonological Awareness Continuum
Stair steps
-rhyming/alliteration
-sentence segmenting
-syllable blending and segmenting
-onset-rime blending and segmenting
-blending and segmenting individual phonemes
Phonics
letters and sounds
-involves print
-sounds of speech and how they correlate with a letter
Phonemes
smallest units of sounds in a word that make a difference in meaning
44 phonemes (more in Texas)
Extended Discourse
ability to tell a narrative and extend language (beginning stages of TAAS Narrative Writing)
Phonological Awareness
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
Rhyming
match between ending sounds of words
Phonemic Awareness
represents most complex awareness of phonological awareness
Alliteration
recognition or production of words with common initial sounds
scaffolding
Vygotsky, Lev
build on child's strengths
finding what the child knows and taking to the next step
Pragmatics
culturally specific
being aware of the listener and helping them understand