Lit 1 Vocab For The Semester

Front 1

Symbols that look like conventional letters of the alphabet b/c they are composed of letter features, but are not conventional letters.

Back 1

Mock letters:

Front 2

Conscious attention to properties of language. This includes phonological awareness but also awareness of other aspects of language, such as concept of written word, sentence structure, and concept of story.

Back 2

Metalinguistic Awareness

Front 3

A mental structure in which one stores information necessary for the understanding of a concept.

Back 3

Schema

Front 4

Of the four linguistic systems, the on that has to do with how language is used in everyday life to get done that which would be difficult or impossible without language. (Ex. “Please, may I have a cookie?”)

Back 4

Pragmatics

Front 5

The smallest units of sound that is combined and contrasted in meaningful ways in a language’s words.

Back 5

Phonemes

Front 6

Of the four linguistic systems, the one that has to do with meanings. Includes vocabulary knowledge, knowledge of word parts, and knowledge of how words work together

Back 6

Semantics

Front 7

Of the four linguistic systems, the one that has to do with sentence structure

Back 7

Syntax

Front 8

smallest unit of meaning

Back 8

Morpheme

Front 9

Of the four linguistic systems, the one that has to do with sounds.

Back 9

Phonology

Front 10

partitioned spaces in classrooms, created by an arrangement of bookshelves and other dividers, such as a library center, computer center, art center, etc.

Back 10

Centers

Front 11

A large, display edition of a children’s book

Back 11

Big books

Front 12

Contain reading and writing materials relevant to the theme. Availability of such materials and teacher modeling promote childresns’ reading and writing

Back 12

Dramatic-play-with-print centers

Front 13

Materials that, although used for instructional purposes in school, also serve real world purposes outside of school, for example, telephone books, catalogs, newspapers.

Back 13

Authentic Materials

Front 14

A form of reading aloud to children in which, in addition to reading for enjoyment and understanding, the teacher and children read for teaching and learning literacy concepts and strategies

Back 14

Shared Reading

Front 15

Instruction in which the teacher selects a particular text for children to read and then directs and supports children as they read that text

Back 15

Guided Reading

Front 16

Any activity to determine a person’s state of knowledge of, understanding about, or ability with reading and writing

Back 16

Assessment

Front 17

A unit of study planned around a broad them that include concepts from more than one content area. Instructional activities provide for active inquiry and incorporate all the language arts.

Back 17

Integrated Content Units

Front 18

Ways of looking at, holding, turning pages, and otherwise manipulating books in order for their texts and illustrations to be accessible for accurate meaning making

Back 18

Bookhandling Skills

Front 19

A book-sharing experience by a child and a more knowledgeable other person, usually and adult, to which both contribute

Back 19

Interactive bookreading

Front 20

A person’s schema for story. A child’s concept of story develops from very simple notions, such as that story has a beginning, middle, and an end, to the more complex notions embodied in story grammar.

Back 20

Concept of story

Front 21

Text found in everyday settings, such as print on signs, clothing, and storefronts, and in logos

Back 21

Environmental Print

Front 22

Familiar, expected actions and language that accompany book reading.

Back 22

Booksharing routines

Front 23

Learned patterns of movement. Motor schemes for drawing and writing including controlled, intentional making of lines and shapes, usually with a hand-held pen, pencil, crayon, or marker

Back 23

Motor schemes

Front 24

A representation of the structure of a typical narrative, including the required elements of a main character or characters; a setting; a problem-setting action or even; a goal, etc.

Back 24

Story grammar

Front 25

language that greatly depends on itself for meaning. Spoken language usually occurs amid people, objects, actions, and events, and along with facial expression, gesture, and other forms of body language

Back 25

Decontextualized language

Front 26

Short written descriptions of events of brief duration, making note of participants’ speech, reading, writing, or other actions, without judgment of quality

Back 26

Anecdotal notes

Front 27

A food box-front or other environmental print item cut into puzzle pieces and store with an identical, uncut item

Back 27

Environmental print puzzles

Front 28

The aspect of phonological awareness that involves conscious attention to the phonemes of a spoken language

Back 28

Phonemic awareness

Front 29

A classroom routine in which children begin their day by writing their names on a special from, the sign-in sheet

Back 29

Sign-in procedure

Front 30

One of the two major categories of sounds in a language. Involve a more restricted flow of sound than do vowel sounds and so they are sometimes described as having friction

Back 30

Consonant Phoneme

Front 31

DIBELS

Back 31

Dynamic Indicators of Basic Early Literacy Skills

Front 32

A two-letter spelling of a consonant phoneme

Back 32

Consonant digraph

Front 33

One of the two major categories of sounds in a language. Involve a more open, unrestricted flow of sound than do consonant sounds and for that reasons are sometimes described as lacking friction

Back 33

Vowel phoneme

Front 34

Book containing all the letters of the alphabet with clues that help them to remember the letters.

Back 34

Alphabet book

Front 35

Text found in everyday settings, such as print on signs, clothing and store front logos

Back 35

Environmental print

Front 36

A telling of the content of a book, rather than an actual reading of the text, but performed as if it were an actual reading, by a child who cannot read conventionally, usually of a very familiar or favorite book, one that the child frequently has heard read to him or her.

Back 36

Pretend readings

Front 37

a letter of the alphabet and immediately saying its name

Back 37

Alphabet recognition

Front 38

Conscious attention to the sounds of spoken language

Back 38

Phonological awareness

Front 39

The aspect of phonological awareness that involves conscious attention to the phonemes of a spoken language

Back 39

Phonemic awareness

Front 40

Understandings about how texts work, how they are configured, and how a reader approaches them, including that alphabet letters are a special category of visual symbols and that one reads the print rather than the pictures in the picture book

Back 40

Concepts about print

Front 41

A guiding rule for reading and writing whereby both processes depend on the systematic use of sound-letter correspondences

Back 41

Alphabetic principle

Front 42

A text of a sufficient number of words to require building a meaning across words, as in a poem, a storybook, or an information book.

Back 42

Contextual dependency

Front 43

Messages or information explicitly staged in the words of a text or shown in an illustration

Back 43

Literal meaning

Front 44

Messages or information inferable from but not explicitly stated in the words of a text nor shown in an illustration

Back 44

Inferential meaning/implied meaning

Front 45

Understanding of speech. In school settings, oral comprehension usually refers to understanding of classroom conversation, spoken directions, story telling, and books read to children

Back 45

Oral comprehension

Front 46

A mixture of letters, numbers, other symbols, and letter-like forms

Back 46

Symbol salad

Front 47

Horizontally arranged wavy lines. These are also called Linear Scribble Writing

Back 47

Mock cursive

Front 48

Discussion that goes beyond the literal meaning presented in a text or in illustrations; children infer character traits and motivations, infer problems, and connect events across parts of a book.

Back 48

Analytic talk

Front 49

A text of a sufficient number of words to require building meaning across words, as in a poem, a storybook, or an information book

Back 49

Continuous/authentic/functional texts

Front 50

Putting a finger or other pointer such as a ruler onto a discrete part of a text for each spoken part of a reading, using left-to-right directionality, but without necessarily correctly mating spoken and written words and without being able to correctly identify the same written words in other contexts

Back 50

Finger-point reading

Front 51

Reassembling a sentence of other short text from word cards, one for each word of the text.

Back 51

Text reconstruction

Front 52

Sheet or place where students sign in their whole name

Back 52

Extended sign-in procedure

Front 53

A form of reading aloud to children in which, in addition to reading for enjoyment and understanding, the teacher and children read for teaching and learning literacy concepts and strategies

Back 53

Shared writing

Front 54

A short text written by the teacher, on a topic that is relevant to students’ classroom lives, and posted for children’s easy access

Back 54

Morning message

Front 55

Two or three consonants together in a word, for example, cl and st

Back 55

Consonant cluster

Front 56

A word that a reader can identify by applying phonics

Back 56

Decodable words

Front 57

Words that appear often in just about any text that is longer than a few sentences. These words usually are grammatical words, that is, words that create sentence structures

Back 57

High-frequency words

Front 58

Instruction in which the teacher and students write on chart paper. The teacher helps the children to determine what will be written and then selects children to step up to the chart and write words or parts of words.

Back 58

Interactive writing

Front 59

Text found in everyday settings, such as print on signs, clothing, and storefronts, and in logos

Back 59

Environmental print

Front 60

Children’s systematic but not conventional matching of sounds in words with letters. This is developmental, that is, it moves from less to more sophisticated representations

Back 60

Invented spelling

Front 61

Putting a finger or other pointer such as a ruler onto a discrete part of a text for each spoken part of a reading, using left-to-right directionality, but without necessarily correctly mating spoken and written words and without being able to correctly identify the same written words in other contexts

Back 61

Finger-point reading

Front 62

Decoding and encoding text by systematically using sound-letter correspondences

Back 62

Alphabetic reading and writing

Front 63

properties of language. This includes phonological awareness but also awareness of other aspects of language, such as concept of written word, sentence structure, and concept of story.

Back 63

Metalinguistic awareness

Front 64

An aspect of concept of written word. Children’s knowledge that words in written text are bounded by the spaces b/t them

Back 64

Concept of word boundaries

Front 65

Horizontally arranged wavy lines. Also called Linear Scribble Writting

Back 65

Mock cursive

Front 66

One of three interrelated systems for linking the forms of written language to its meanings. This is the more or less regular linking of letters and combinations of letters with sounds and combinations of sounds

Back 66

Phonics

Front 67

Lines of letters that do not include words and are not invented spellings

Back 67

Letter strings

Front 68

Knowledge that words are composed of combinations of letters, that words in written text are bounded by the spaces b/t them, and that the sounds within them are related to alphabet letters.

Back 68

Concept of written word

Front 69

The smallest units of sound that is combined and contrasted in meaningful ways in a language’s words

Back 69

Phoneme

Front 70

The aspect of phonological awareness that involves conscious attention to the phonemes of a spoken language

Back 70

Phonemic awareness

Front 71

The initial consonant, consonant blend, or consonant digraph of a syllable

Back 71

Onset

Front 72

The part of the syllable from its vowel though its end

Back 72

Rime

Front 73

A child’s slowly speaking a message or telling a story as a teacher or other adult writes it, usually for later reading by the adult and child

Back 73

Dictation

Front 74

Use of the same sound at the beginning of two or more words

Back 74

Alliteration

Front 75

A whole class word work and punctuation activity in which children look for and correct errors deliberately included in a teacher-written text (DOL)

Back 75

Daily Oral Language

Front 76

A display on a classroom wall or large bulletin board of word cards for children’s reference when reading and writing, usually of undecodable and high-frequency words, grouped by initial letter

Back 76

Word Wall

Front 77

Words that one can read immediately upon seeing them, automatically, and without sounding them out

Back 77

Sight Words

Front 78

Readers who take initiative in solving their own reading difficulties by recognizing problems and choosing appropriate strategies for solving them.

Back 78

Strategic readers

Front 79

Forming small groups for reading and writing instruction based on students’ similar abilities and needs and using texts carefully matched to those abilities and needs.

Back 79

Dynamic ability groups

Front 80

A series of books used for reading instruction that are calibrated and labeled by degree of difficulty

Back 80

Leveled texts

Front 81

A combination of letters that is reliably associated with a particular pronunciation, especially in the middle and final position of a word.

Back 81

Phonograms

Front 82

A list of skills students in a particular grade are expected to learn and that their teachers are required to asses and teach

Back 82

Scope and sequence

Front 83

A word study activity in which children collect words by making word cards for them, and then, after several days of collecting, arrange the cards according to the words’ spelling patterns.

Back 83

Word sorts

Front 84

A system of associating word parts with individual letters or combinations of letters.

Back 84

Spelling

Front 85

two letter spelling of a consonant phoneme

Back 85

Consonant digraphs

Front 86

Teaching of phonics by following a sequence of skills considered necessary for efficient word decoding and spelling

Back 86

Systematic phonics instruction

Front 87

Teaching by providing a meaningful reading and writing experience for whole class or small group of children that includes opportunities for individual children to participate at levels appropriate to their unique needs and phases of development

Back 87

Embedded phonics instruction

Front 88

All that a teacher might do or say during embedded instruction to support a child in successfully applying phonics generalizations

Back 88

Decoding coaching

Front 89

All the words that one can read immediately, on sight, without having to use decoding strategies.

Back 89

Automatic sight vocabularies

Front 90

A component of writing instruction, in which a teacher provides to a whole-class group a short period of focused instruction about some small part of the writing process

Back 90

Mini-lessons

Front 91

The components of a well-crafted story: setting, character, plot, point of view, style, mood, and theme

Back 91

Literary elements of narratives

Front 92

The smallest unit of meaning

Back 92

Morpheme

Front 93

Words that appear often in just about any text that is longer than a few sentences. These words usually are grammatical words, that is, words that create sentences

Back 93

High frequency words

Front 94

Words that one can read immediately upon seeing the, automatically, and without sounding them out

Back 94

Sight words

Front 95

One of the three interrelated systems for linking the forms of written language to its meanings. This is the use of meanings of words and word parts to make effective use of written forms

Back 95

Grapho-semantics

Front 96

One of three interrelated systems for linking the forms of written language to its meanings. This is the use of sentence structure knowledge to make effective use of written form

Back 96

Grapho-syntax

Front 97

Letters whose function is not to represent their own sounds but instead to indicate the long quality or other non-short quality of neighboring vowel

Back 97

Vowel markers

Front 98

A group of words that rhyme; they have the same onset but different rimes.

Back 98

Word families

Front 99

An approach to teaching writing that includes regularly scheduled time for children to work as writers by using the processes of drafting, revising, editing, and sharing.

Back 99

Writing workshop

Front 100

what readers know about a topic before reading about it

Back 100

Prior knowledge

Front 101

Pronouncing all the phonemes of a printed word by making use of all its letters and letter combinations

Back 101

Fully phonemic decoding

Front 102

Identifying an unknown word by using familiar word parts and knowledge of orthographic patterns, such as phonograms, suffixes, and affixes

Back 102

Decoding by analogy

Front 103

different parts of the writing prcoess

Back 103

Rehearsing, drafting, revising, editing, and publishing

Front 104

reading aloud

Back 104

Choral reading

Front 105

the retelling of a story

Back 105

Story retelling

Front 106

Spelling instruction for small groups of children with similar abilities

Back 106

Guided spelling

Front 107

A journal in which readers record their reactions to and thoughts about books they read

Back 107

Response journals

Front 108

A kind of character, event, or other story element recurring across many folk or fairy tales

Back 108

Motif

Front 109

The smallest unit of meaning

Back 109

Morphemes

Front 110

bound morpheme attached either at the beginning of a base word, in which case, it is a prefix, or at the end of a base word, in which case, it is a suffix

Back 110

Affixes

Front 111

selection of books with a common theme, author or illustrator, literary element, or genre

Back 111

Literature text sets

Front 112

Words that sound alike but are not spelled the same

Back 112

Homophones

Front 113

Words that are spelled the same but do not sound alike

Back 113

Homographs

Front 114

Study of a particular topic for which children observe, participate in experiments or other hand-on experiences, read from a variety of texts, and communicate their findings often through writing

Back 114

Inquiry units

Front 115

small group of children who decide to read a particular book or set of books together.

Back 115

Book clubs

Front 116

Concepts about Print, Understandings about how texts work, how they are configured, and how a reader approaches them

Back 116

CAP

Front 117

MLPP

Back 117

Michigan Literacy Progress Profile

Front 118

A real time documentation of a child’s reading performance, made by observing the child read a grade-leveled text and marking a copy of the text or using checks and other symbols on a separate sheet of paper to show accuracy

Back 118

Running Record

Front 119

an approach to teaching writing that includes regularly scheduled time for children to work as writers

Back 119

Writing Workshop

Front 120

time when a writer takes to think of different topics that he/she can write about

Back 120

Brainstorming

Front 121

writing process in which a writer first commits ideas to paper in a first draft.

Back 121

Drafting

Front 122

writer rereads a current draft of a writing piece, rethinks what he or she has written, and improves word choice, phrasing, and sentence structure

Back 122

Revising

Front 123

writer produces a final draft that meets his or her current standards for punctuation and spelling

Back 123

Editing

Front 124

writer is ready to share his or her with an audience

Back 124

Publishing

Front 125

meeting with a person who can give you ideas on how to make a piece of work better

Back 125

Conferencing

Front 126

chair where author sits and shares their published text

Back 126

Author’s Chair

Front 127

way of coming up with ideas to write about

Back 127

Web/Cluster

Front 128

This is an inclusive term that refers to all methods of word recognition. Phonics is one such method

Back 128

Word analysis

Front 129

This term is an abstraction rather than a description of reading instruction. Some beginning reading materials developed in the first half of the century, however, advocated teaching a limited number of sight words before phonic analysis was introduced. The term sight-word method became common even though it actually described only this initial teaching procedure. Gradually the term was used to imply the existence of an instructional approach that allegedly proscribed phonics and advocated teaching every new word by sight only.

Back 129

Sight word method

Front 130

a sight vocabulary includes any words a reader recognizes instantly, without having to resort to any word-recognition strategies

Back 130

Sight vocabulary

Front 131

The schwa sound is a diminished stress, or a softening of the vowel sound. Schwa is represent by the symbol (bedlam= bed l m;
beckon= bek’ n). Any of the vowels man represent the schwa sound

Back 131

Schwa

Front 132

is a facet of reading instruction that
(a) leads the child to understand that printed letters in printed words represent the speech sound heard when words are pronounced.
(b) Involves the actual teaching of which sound is associated with a particular letter or combination of letters.

Back 132

Phonics instruction

Front 133

: This term refers to the knowledge or understanding that speech consists of a series of sounds and that individual words can be divided into phonemes. Phonemic awareness is an auditory process and is not connected to print. Many children learn to be phonemically aware of syllables, onsets and rimes and phonemes before they enter school.

Back 133

Phonemic awareness

Front 134

is the smallest unit of sound in a language that distinguishes one word from another. Pronouncing the word cat involves blending three phonemes: /k/ /ae/ /t/.

Back 134

Phoneme

Front 135

is the vowel or vowel and consonant(s) that follow the onset. In the word name, the rime is ame

Back 135

Rime

Front 136

An initial consonant or consonant cluster is an onset. In the word name, n is the onset. In the word blame, bl is the onset.

Back 136

Onset

Front 137

These are the smallest meaningful units of language. The word cat is a morpheme whose pronunciation consists of three phonemes. To talk about more than one cat, the letter s forming the plural cats becomes a morpheme because it changes the meaning of cat.

Back 137

Morphemes

Front 138

This term refers to the relationship between printed letters and the sounds they represent; it also covers the deviations found in such a relationship. Often, there is not a one-to-one relationship between graphemes (printed symbols) and phonemes (speech sounds) they represent. Some printed symbols represent several different sounds (car, caress, cake), and one speech sound may be represented by many different letters or combinations of letters. This problem is related to the spelling patterns of words used in our English writing system.

Back 138

Grapheme-phoneme relationship

Front 139

: A grapheme is a written or printed letter symbol used to represent a speech sound or phoneme

Back 139

Grapheme

Front 140

is a vowel blend: two adjacent vowels, each of which is sounded (ou in house, oi in oil, oy in boy, ow in how).

Back 140

Dipthong

Front 141

is a combination of two letters that represent one speech sound (consonant examples: church, show, thank; vowel examples: beet, coat, mail).

Back 141

Digraph