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98 Cards in this Set
- Front
- Back
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Phonology |
The language component that consists of producing and understanding speech. (speech sounds known as phonemes)
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Morphology
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The component of language that has to do with meaningful word parts, such as roots and affixes. (word formation)
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Syntax (Syntatic)
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The language component that has to do with the way in which words are arranged in a sentence. (sentence formation)
*decoding word meaning from sentence structure *patterns |
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Semantics (Semantic)
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The component of language that has to do with word and sentence meaning. (word and sentence meaning)
*decoding pictures *looking for patterns *noticed patterns in writing *concepts about print *days of the week |
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Prosody
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The component of language that has to do with the intonation and rhythm of speech: pitch, stress, and juncture. (intonation and rhythm of speech)
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Pragmatics
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The component of language that has to do with engaging in effective communication. (effective use of language: knowing how to take turns in a conversation, using proper tone, using terms of politeness, etc.)
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Efferent Stance
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Refers to a kind of reading in which the focus is on obtaining or carrying away information from the reading. (i.e. directions, a science text, or a math problem)
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Aesthetic Stance
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Refers to a type of reading in which the reader focused on experiencing the piece: the rhythm of the words, the past experiences the words call up.
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Zone of Proximal Development (ZPD)
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The difference between independent performance and potential performance as determined through problem solving under the guidance of an adult or more capable peer.
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Scaffolding
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Refers to the support and guidance provided by an adult or more capable peer that helps a student function on a higher level.
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Emergent Literacy
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Consists of the reading and writing behaviors that evolve from children’s earliest experiences with reading and writing and that gradually grows into conventional literacy.
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Invented Spelling
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The intuitive spelling that novices create before learning or while learning the conventional writing system. Invented spelling is also known as temporary, developmental, constructive, phonics-based, or transitional spelling. These terms indicate that this spelling marks a passing stage in the child’s development.
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Phonological Awareness
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The consciousness of the sounds in words. It is a broad term and includes the ability to perceive syllables and rhymes, as wells as individual speech sounds.
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Concepts of Print (CAP)
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Understandings about how print works – that printed words represent spoken words, have boundaries, are read from left to right in English, and so on.
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Prephonemic Stage
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Also called Prealphabetic stage. Students use letters but don’t realize that the letters represent sounds.
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Phonemic Awareness
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the consciousness of individual sounds in words. It is the realization that a spoken word is composed of a sequence of speech itself.
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High Frequency Word
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Words such as the, of, and them that appear in printed material with a high rate of occurrence.
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Sight Word
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a word that is recognised immediately. Many sight words occur with high frequency, and some are learned through visual memorization. However, the vast majority of words are learned through phonics.
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Fluency
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freedom from word identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading.
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Accuracy
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being able to pronounce or sound out a word and also knowing the word's meaning.
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Automaticity
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tasks that can be performed without attention or conscious effort.
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Choral Reading
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A group or whole class reading a text aloud, in unison, in conjunction with the teacher in order to develop reading fluency; also models correct language being used in context.
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Phonics
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Way of teaching reading and spelling that stresses symbol-sound relationships
*The symbol 'm' is used to represent the sounds in the following words: haM, juMp, My |
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Word Building Approach
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Students create words from onsets and rimes. They might be given a rime and add onsets to create words.
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Sorting
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Sorting forces children to analyze the elements in a word or picture and select critical features as they place the words or pictures in piles.
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Closed Syllable Pattern
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The syllable is closed because it ends with a consonant. The vowel is usually short. (cat, hot, Pattern).
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Open Syllable Pattern
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The syllable is open because it ends with a vowel. The vowel is usually long. (he, go, open).
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Making Words
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Students put letters together to create words.
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Stage 0: Pre-Reading
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The learner...
*gains familiarity with the language & its sounds *becomes aware of sound similarities between worda *learns to predict the next part in a familiar story *may start to recognize a few familiar written words *typically developing readers achieve this stage about the age of 6 |
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Stage 1: Decoding
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The learner...
* becomes aware of the relationship between sounds and letters and begins applying the knowledge to text *is learning sound-symbol correspondences (alphabetic principle) *typically developing readers usually reach this stage by the age of 6 or 7 (1st grade) |
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Stage 2: Confirmation
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The learner...
*is confirming the knowledge acquired in the previous two stages and gaining fluency in those skills *is beginning to develop speed in addition to accuracy in word recognition *gives attention both to meaning and to the print *typically developing readers achieve this stage around the age of 8 |
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Stage 3: Reading to learn
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The learner...
*has enough reading skill to begin to read text in order to gain information *accelerates in vocabulary knowledge *typically developing readers achieve this stage in 4th grade around the age of 9 |
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Stage 4: multiple viewpoints
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The learner...
*begins to be able to analyze what they read *understands different points of view *reacts critically to what they read *typically readers are developing this skill set during the high school years, around ages 14 to 19 *some never get here |
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Stage 5: construction & judgment
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The learner...
*reads selectively and forms their own opinions about what they read *construct their knowledge from that of others *not usually reached until college age, or later, and may in fact only be achieved by those who have an intellectual inclination |
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Conosonant
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A sound represented by any letter of the English alphabet excpet a, e, i, o, u. Sounds made by closing or restricting the breath channel
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Consonant Blend
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Sounds in a syllable represented by two or more letters that are blended together without losing their own identities
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Vowel
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A sound represented by a, e, i, o, u and sometimes y and w in the English alphabet. Sounds made without closing or restricting the breath channel.
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Diphthong
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A single vowel sound made up of a glide from one vowel sound to another in immediate sequence and pronounced in one syllable. Only four
*oy - boy *ou - house *ow - cow *oi - boil |
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R-Controlled Vowel
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When a vowel letter is followed by the letter r, it affects the vowel sound so that it is neither short nor long.
Bossy 'r' *ar - far *er - water/fern *or - for *ir - fir/chair *ur - fur |
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Schwa Sound
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An unstressed sound commonly occurring in an unstressed syllables. Represented by the symbol /e/ and resembles the short sound for u.
a in about o in occur i in pencil u in circus |
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Grapheme
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A letter or combination of letters that represent a phoneme
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Digraph
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Two letters that stand for a single phoneme
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Onset
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The consonant sound(s) of a syllable that come(s) before the vowel sound
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Rime
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The part of a syllable that includes the vowel sound and any consonant sound(s) that come(s) after it.
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Long Vowels
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/a/- age
/e/-ease /i/- ice /o/- old /u/- use |
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Short Vowels
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/a/-an
/e/-end /i/- in /o/-odd /u/-up |
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Diphthongs
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/oi/- oil, boy
/ou/- out, owl /ew/- few |
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Reader Response
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Reading is a transaction in which the reader affects the text and is affected by it.
Implimentation: emphasize personal responses and interpretations. encourage students to make personal connections to what they have read. |
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Social Constructivism
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A cognitive philosophy of learning that describes learning as an active process i which the learner constructs mental models of reality individually and in interaction with others.
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Constructivism (constructionism)
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A cognitive philosophy of learning that describes learning as an active process in which the learner constructs mental models of reality.
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Cognitivism
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A philosophy of learning that describes the activities of an organism in terms of observable actions or behaviors and internal or mental states.
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Behaviorism
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A philosophy of learning that describes all the activities of an organism in terms of observable actions or behaviors.
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Interactionists
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hold the theoretical position that reading involves processing text and using one's background knowledge and language ability.
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Bottom-up Approach
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Refers to a kind of processing in which meaning is derived from accurate, sequential processing of words. The emphasis is on the text rather than the reader's background knowledge or language ability.
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Top-down Approach
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Refers to deriving meaning by using one's background knowledge, language ability, and expectations. The emphasis is on the reader rather than the text.
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Graphophonic
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Focuses on letter sound correspondence (/a/). less than 50% match. Visual correspondence, read the word correctly.
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Drawing
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The drawing is not an illustration for a story but is the story itself. The child reads the drawing as though it were text
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Scribbling
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The scribbling resembles a line of writing. It may have the appearance of a series of waves or, in a more advanced representation, may resemble a series of letterlike forms
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Conventional Spelling
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Student's spelling is conventional
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Copying
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The child copies from print found in his or her environment. Signs, labels, etc. One child copied from a crayon box, but when asked to read his piece, told a story that had nothing to do with crayons.
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Prephonemic Spelling
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The child writes with real letters, but the letters are a random collection or meaningless pattern, such as repeating the same letter. Although the letters are real, they do not represent sounds.
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Letterlike Forms
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Letterlike forms resemble manuscript or cursive letters and are generally written as separate forms rather than the continuous forms seen in scribbling. They are not real letters and care needs to be taken that poorly formed real letters are not placed in this category.
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transaction
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* Reading takes place as a transaction between the reader and the text.
*The reader and text are 2 aspects of a dynamic situation. |
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alphabetic principle
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Speech sounds are represented by letters.
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shared (interactive) writing
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Students tell the teacher what letters to write or may actually write them themselves in the piece.
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shared book experience
(shared reading) |
The practice of reading repetitive stories, chants, poems, or songs, often in enlarged text, while the class follows along or joins in.
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Environmental Print
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Printed materials that are a part of everyday life. They include signs, billboards, labels, and business logos.
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Phonemes
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The smallest unit of speech sounds that makes a difference in communication / /
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Graphemes
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English letter(s) that represent phonemes
*/b/ in bat */k/ in duck |
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Phonograms
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Rimes that have the same spelling.
ex. at Word Family: Cat, Bat, Sat |
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Phonetics
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The study of the speech sounds that occur in languages, including the way these sounds are articulated
ex. The first sound in pie is bilabial--it is made with the two lips. |
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Phonemic Awareness Tasks
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Sound isolation, sound identity, sound substitution, sound blending, sound deletion, and sound segmentation.
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Sound Isolation
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Ability to identify sounds at B-M-E of words.
/c/ /a/ /t/ position of sound in word |
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Sound Identity
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Ability to identify the same sound across words
"Which word doesn't belong? Cat, Sat, Rake, Bat" |
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Sound Substitution
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Ability to substitute one sound for another
"another word that rhymes with cat" |
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Sound Blending
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Ability to put sounds back together to form words
/r/ /a/ /t/ "What do you say?" "Rat" |
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Sound Deletion
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Ability to delete a sound (works best for consonant blends)
Flat goes to lap. Trap becomes tap or rap |
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Sound Segmentation
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Ability to separate a word in to its component sounds.
Top. "What do you say?" "/t/ /o/ /p/" |
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Decoding
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When a reader uses the letters on a page to retrieve the sounds associated with those letters
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(sight) word recognition
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When readers apply letter-sound knowledge immediately
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Word Attack
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When readers deliberately and consciously apply letter-sound knowledge to produce a plausible pronunciation of an unknown word.
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Encoding
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When an individual uses knowledge of letter-sound relationships to identify the letters that will be needed to make a specific written word (spelling).
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Synthetic Phonics
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Part to Whole. Words are decoding sound by sound
/c/ /a/ /t/ |
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Analytic Phonics
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Whole to Part. Words are taught within the context of whole words.
/h/ in hall |
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Initial Consonant Blends
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Cluster - 3 sounds
*br, fr, tr, cr, gr, dr, pr *bl, fl, gl, cl, pl, sl *sc *sm *sn *sp *st *sw *spr *str |
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Final Consonant Blends
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-ld
-mp -lk -sk -nd -st -nk -ft -nt -lt |
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Initial Consonant Digraphs
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2 letters that represent 1 sound
*ch *Gn *Kn *Ph *Sh *Th *Wh *Wr |
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Ending Consonant Digraphs
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-ch
-ck -ff -gh -ll -mb -ng -ss -th |
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Consonant Vowel Patterns
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Memorized. 8 Patterns
*cVc cat *cVce cake *cV/vc read *cvcc camp, best *cV he, go *vc at *Vce ace *ccvc ship |
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Open Syllable
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Syllables that end with a vowel sound
*see /e/ *may /a/ *boy /oi/ *auth /o/ |
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Closed Syllable
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Syllables that end with a consonant phoneme (sound)
*come /m/ *paste /t/ |
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Word Identification Strategies
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*phonic analysis
*decode by analogy (flat from cat) word family *syllabic analysis (see-weed) *morphemic analysis (bi-cycle) Strategies are most effective for decoding phonetically regular one-syllable words. |
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Final-e generalization
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A vowel is usually long when it is followed by a consonant and a final e (pine)
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Open syllable generalization
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A vowel is usually long when it is found at the end of a word or syllable (mo-ment)
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Closed syllable generalization
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A vowel is short when followed by a consonant (wet)
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Decodable Texts
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Texts that are written around and feature many letter-sound relationships
Ensures that children use phonetic elements of words to decode texts Limitations include language, story, and interest |
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Writing Process
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prewriting
drafting revising editing publishing |
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5 levels of support for writing
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1. Modeled writing (teacher creates)
2. Shared Writing 3. Interactive Writing 4. Guided writing (students writing) 5. Independent writing (students assume all responsibility) |
