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32 Cards in this Set
- Front
- Back
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Types of Literacy
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general, emergent, developmental, content, workplace, survival
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Reading Development Continuum
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Pre-Independent Stage
1. magical stage 2. self-concepting stage 3. bridging stage Independent Stages 1. Takeoff 2. independent 3. skilled reader |
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Phonemic Awareness
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understanding sounds are represented by the letters of the alphabet
- blending: /g/ /o/ /t/ -segmenting: got - what sounds? |
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Word Attack strategies
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Phonics: decoding using sound symbol associations
structural analysis: use parts of word to provide clues on recognition |
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Word recognition strategies
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automaticity: leads to comprehension - know automatically
mediated: needs to work through - not immediate |
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Graphemes
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letters of the alphabet - 26 letters
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Phonemes
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smallest unit of sound - 44 sounds
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Consonants
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more consistent in sound representation than vowels
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Consonant hard/soft sounds
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c = /k/ /s/
g= /g/ /j/ s= /z/ /s/ i= /e/ /i/ k= /c/ /k/ |
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consonant blends
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2 or more adjacent consonants in which the sound of each letter can be heard
- br: bread - cl: clothes - dr: drum - fr: frog - st: fast |
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consonant digraphs
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2 adjacent consonants that make an unusual sound or represent another sound
- ch: chop, chef - sh: ship - th: then |
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Vowels
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variability in the sounds - a,e,i,o,u
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short and long vowels
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CVC pattern: vowel is short; red,bug
CVCe pattern:vowel is long; kite,cube CV pattern: vowel is long; go, be CVVC patten: vowel is long, makes the sound of the 1st vowel - vowel diagraph; coat,rain |
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Vowel diagraph
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CVVC - when 2 vowels go a walking, the first one does the talking - 2 vowels = 1 phoneme which is long; ai, ae, oa, ee; grain, meat, pie
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Dipthongs
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make unique vowel sounds
/ow/ - ow, ou - cow, cloud /oi/ - oi, oy - coin, toy /aw/ - aw, au - awful, August |
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R controlled vowels
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single vowels followed by "r" become a blended sound, isn't long or short, but a new sound
-er or ir /er/: her, after, herd, fir, sir - /ur/ - /ar/: car - /ar/: care, bear, scare - /or/: manor, orchard |
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Letter "y"
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- y as a consonant sound /y/: yellow, canyon
- y as a /e/: bunny, silly - y as a /i/ (long): fly, thy - y as a/i/ (short): cylinder, system |
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oo sound
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2 different sounds
1. boot and spoon 2. book and foot |
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letter s
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s is rep by 2 phonemes /s/ /z/
(teach s first) |
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letter x
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rep 3 phonemes: /z/ /ks/ /gz/
sox: /ks/ exit: /gz/ xylophone: /z/ |
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schwa sound
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An unstressed sound commonly occurring in unstressed syllables
- can steal any vowels sounds; it makes a “uh” or types of grunt sound • The letter a : about, banana • The letter e: open, travel, item • The letter i: animal, family • The letter o: above, gallon, dinosaur, another • The letter u: particular |
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Rime
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spelling pattern or “chucnk” that help to form rhyming words such as: -ate, -ump, -ake (make, rake, lake, shake)
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Onset
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the letter or letters before a vowel or rime (h-, sl-)
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Morpheme
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smallest unit of sound
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Inflectional endings
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• Added to make something plural
• Added to indicate person • Added to verbs to change the tense or person • Added to adjectives to change degree • Sometimes referred to as inflectional suffixes • -ly; verb to adverb |
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Affixes
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Added to root words to change the meanings and/or parts of speech
-prefixes - placed before the root word -suffixes - placed after the root word - can change the meaning of the word - un, less, ment |
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phonological awareness
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knowledge about the sound structure of words
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phonics
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instruction about phoneme-grapheme correspondences and spelling rules
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syntax
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structure/grammar of sentence
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semantics
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The meaningful system of English that focus on vocab
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pragmatics
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the system of English that varies language according to social and cultural uses.
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Environmental Print
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Words around the children that they connect meaning with
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