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186 Cards in this Set
- Front
- Back
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phonology
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study of the sound system of a language
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phonemes
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basic unit of sounds
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graphemes
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individual letters represent phonemes
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7
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how many graphemes does through have
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morphology
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study of the structure of words and word formation
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lexicon
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vocabulary of a language
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semantics
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way that meaning is conveyed in a language through the use of its vocabulary
based on culture and context |
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connotation
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implied meaning of words; knowledge of culture
idioms: Its raining cats and dogs |
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pragmatics
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describe how context can affect the interpretation of communication.
common sense rule: How are you? Not bad (ELL student might want to tell him his whole day.) |
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syntax
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entails the way in which words are organized and arranged in a language
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Katrina was a hurricane
Noun verb predicate nominative |
Example of a kernel sentence
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denotation
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literal meaning of words and ideas
a sign that says DOG BITES (tells you the dog is aggresive) |
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Morphemes
2 Morphemes |
smallest representation of meaning.
how many morphemes does cars have? |
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Babies can identify words
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Begins in Early Childhood
By 1 |
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they have decent vocabularies
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Begins in Early Childhood
By 2 |
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they have more advanced skill in listening than in speaking
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Begins in Early Childhood
By 3 |
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they use longer sentences, retell stories, count and scribble messages
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Begins in Early Childhood
By 4 |
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children are ready to start examining phonics
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Begins in Early Childhood
By 5 |
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Speaking vocabulary at 1,000 words and can understand 3,000 word.
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4 years old
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2100 words and working knowledge of grammer
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5 years old
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20,000 words and well-constructed sentences using all parts of speech. uses language to have their needs met.
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6-7 years old
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Become language makers is an academic setting
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8-12 years old
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voice, fluency, articulation, language processing
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4 classifications of language disorders
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phonation and resonance
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what are the 2 voice disorders
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phonation
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abnormality in the vibration of the vocal folds
hoarseness or extreme breathiness |
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resonance
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abnormalities created when sound passes through the vocal tract
hyper nasal sounds |
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stuttering and cluttering
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what are the two fluency disorders
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stuttering
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multiple false starts
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cluttering
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excessively fast mode making comprehension difficult
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lisping
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the most common articulation disorder
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lisping
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term used when children or adults produce sound
/s/, /sh/, /z/ and /ch/ with their tongue between the upper and lower teeth |
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receptive, expressive, global
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3 types of aphasia are known as: (brain based disturbances)
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receptive
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affects listening comprehension
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expressive
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affects speaking
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global
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affects both listening and speaking
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*encourage meaningful conversation "reading a book"
*dramatic play and Role Playing- pretend play *language play-rhyme alliteration, songs and repeating patterns *show and tell *puppet show *predictable books *sing the alphabet sound *Big books |
What activities promote oral language (communication)
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*Begin using relative pronoun clauses: The boy that you met is my friend.
*Begin to use subordinate clauses that begin with when, if and because |
8 year olds
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*use of gerunds becomes common: cheating, eating etc.
*begin to use more complex sentences, vocabulary, verb construction *speech is more coherent through the use of connectors like first, during, after and finally |
9 year olds
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*Begin to make use of roots, prefixes and suffixes to understand new words
*Sentence structure is more complex |
10-12 years old
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babbling or pre-language stage
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0-6 months understand patterns used to ask questions
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holophrastic one- word stage
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11-19 months imitating inflections and facial expressions
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Two word stage
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13-24 month use pivot (no, up, see, more, gone) words and open class words (home, milk, juice, pants) and produce utterances
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phonemic awareness
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when a child can acknowledge sounds and words (not necessarily written letters associated with sounds)
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phonics
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the study of the connection between the sounds and letter on a page
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phonological awareness
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when a child can recognize a sound, blend the sounds, segment the sounds and switch them around
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1. rhyming and syllabification
2. blending sounds into words 3. identifying the beginning/ending sounds of words 4. breaking words down into sounds (segmenting) 5. recognizing smaller words in bigger words |
phonological awareness 1-5
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Linguistic Approach Chomsky
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Language is innate and is learner through syntax
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Cognitive Approach Piaget
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Language is learned from syntax and semantics
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Socio-Cognitive Approach
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Appropriateness is just as important as syntax and semantics
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*Children mimic the language they hear
*Influences the ability to read and write *higher levels of thinking can be stimulated through experiences. *Example teachers should use inferential, and how and why questioning *daily varied opportunities for discussion |
In Competency 1 Oral language what happens
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*have procedures that will indicate to students that it is now time to focus and listen to the teacher's voice Prek
*Discuss/extend interesting ideas and elaborate thoughts everyday *Interpretive listening |
How can we foster listening language skills
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The first Language (L1) of an ELL may interfere in the pronunciation of English.
The most noticeable form of language interference happens when students use the phonology of their 1st language to pronounce words in English The second form of language interference occurs with word stress: putting the accent on the wrong syllable. |
Explain language Interference
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*English uses a linear rhetorical pattern that allow little flexibility to deviation from the topic
*other languages, such as Russian, Spanish and Arabic allow for a more flexible program to convey information. This flexibility is identified as a curvilinear style because it allows the speakers the option of deviating from the main topic without being penalized. |
Explain Communication style and culture
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*(DLTA) Directed Listening/ Thinking Activity
-ask students to make predictions -teacher and students read several pages aloud together -teacher summarizes and elicits additional predictions *Read Alouds-Planned Themed Oral Reading *Engage students in Oral discussion *Have students read orally to each other |
What activities promote active listening
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1. Discussion with open-ended questions
2. Write exactly what the children say 3. make sure children can see what you write 4. write and form letters correctly 5 read dictation while pointing 6 Encourage children to re-read the story |
(Important ) LEA Language Experience Approach ia an activity that directly connects oral language to written language
Give me 1-6 |
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what I think is important
what I think, I can say what I say can be written down by me and others what is written down can be read by me or by others |
What is the philosophy of the language experience approach
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studying the rules and patterns found in a language
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phonics
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used to help students understand the connection between letters, their patterns, short and long vowel sounds and the collective sounds they all make.
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how does phonics help students?
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ability to break down and hear separate and/or different sounds and distinguish between the sounds one hears
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phonemic awareness
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Songs, Rhymes and Read Alouds
Phonics |
What activities increase phonemic awareness?
Phonemic awareness is required to studying _____? |
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upper and lower case letters
discriminate phonemes auditorally |
What is first best predictor of early success in reading is a pre-readers knowledge of?
What is the 2nd best predictor of early success in reading is a pre-reader's ability to |
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*clapping syllables in words
*distinguishing between a word and a sound *using visual clues to help students understand when a speaker goes from one sound to another sound *oral segmentation activities on syllables rather than sounds *singing familiar songs and replacing key words *picture cards: Identify different sounds |
give me 6 methods to increase phonemic awareness
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ate/eight
bass/base close/clothes |
homonyms give me examples of it
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bow/bow/bow
fine/fine down/down |
homographs give me examples of it
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eye/I
buy/by cell/sell die/dye |
homophones give me examples of it
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abuse/abuse
lead/lead produce/produce present/present Polish/polish |
heteronyms give me examples of it
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5/5
1 Spanish |
Phonological systems
Spanish ___ vowel sounds represented by ___ letters ___ sound represented by b and v Th sound written with a d in _____ |
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bit/bite/bat/bate
bother/bow/bought eagle/entire/enough sit/sigh/siege |
English Phonology
In English each written vowel can represent more than one sound: give me example |
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onset
r |
usually the first sound (phoneme) of a word
In the word rat what letter would be the onset |
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11/5/vowels
2 three |
Phonological systems
English ___ vowel sounds represented by ___ written ___ b and v have __ distinct phonemes Th sound in __ |
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Rime
rat and at will be the rime |
is the part of a syllable which consists of its vowel and any consonant sounds that come after it
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phonemic awareness
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refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words.
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parts such as words, syllables, onsets, and rimes
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Phonological awareness identify and manipulate units of oral language. What are the four parts?
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syllabication
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refers to the ability to conceptualize and separate words into their basic pronunciation components, which are syllables important component of phonological awareness
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phonemic stress
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is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence
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prominence/syllables
accent |
Phonetic Stress is a term also used for similar patterns of phonetic ______ inside ____
The word ___ is sometimes also used with this sense |
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alliteration
peter piper picked a peck of pickled peppers |
Technique used to emphasize phonemes by using successive words that begin with the same consonant sound or letter.
example |
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-activities need to be oral
-oral activities should be fun -taught in small groups to enhance social interaction -explicit instruction, short mini lessons that focus on segmentation, blending and rhyming -focus on one or two types of phonemes at one time -multiple opportunities for students to experiment -context: authentic reading and writing |
Tips for teaching Phonemic Awareness
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onomatopoeia: using words that copy sounds e.g. bang
alliteration clapping syllables rhyming words counting sounds identifying beginning and ending sounds |
phonological & phonemic awareness
auditory activities (6) |
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Graphophonemic Awareness
Graphemes |
is the understanding of the relationship between a grapheme and a phoneme
are the written representation of a Phoneme |
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alphabetic principle
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comprises various skills, such as rhyming, counting, adding and deleting syllables; matching beginning sounds in words; substituting and identifying sounds in selected words; matching and letter naming; and following print with the finger during read-alouds.
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pre-alphabetic
partial full consolidated |
what are the 4 stages of alphabetic principle
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pre-alphabetic
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not connecting letters and sounds
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Partial
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begin connecting the shape of letters with the sound that they represent
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Full
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Begin making connections between the letters, the sounds they represent, and the actual meaning of the word
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Consolidated
onsets/rhymes/letter sequences graphemes/phonemes |
begin conceptualizing that they can use components of words that they know to decode new words
-Children begin discovering how they can create new words with the use of ___,___,and other ___ ____. Main purpose of phonics instruction at this time is to guide children into understanding the connection between ___ and ___ to form words. |
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26/44
5/12 |
Background
English has ___ graphemes to represent ___ Phonemes English has ___ letters to represent ___ vowel sounds which makes decoding and pronunciation more challenging. |
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encoding
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the process of going from sound to print
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decoding
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is the process of using letter/sound correspondence to recognize words, relates to reading.
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r, s, a, m, n
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Types of Sounds
Continuous sounds can be prolonged or stretched out and not be distorted in the process |
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t, d, p
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Types of Sounds
Stop sounds is a short explosive sound that can not be prolonged |
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silent
consonant diagraphs |
examples of Alphabetic principle
S=word/s/ car/z/ /sh/ugar S and L can become ____ in some words Island calm palm English has multiple _______ ________ |
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ch
gh gn kn ght pn rh wr sc |
Consonant Diagraphs
2 consonants together that create a whole new sound give me examples |
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consonant blend
str in the word strong |
means two or more consonants sounded together in a way that each individual consonant sound can be heard by reader
example |
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vowel diagraph
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two vowels together resulting in one sound
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long
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vowel diagraph
o and a are together yet result in only one sound, ____ "o" as boat or goat |
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Diphthong
"oy" as in toy, "oi" as in boil or "turmoil" or "ow" as in "How now brown cow" |
vowel pairs that have sounds that flow from one vowel to the other
example |
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word families
sing, ring, thing, bring, string, wing |
words that have the same ending sound (rime) but a different beginning sound (onset)
examples |
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sight words
a, the, I, my, you, is, are (kinder) |
these are taught to know and read by sight as opposed to sounding out the letters or common structure/pattern
example |
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high frequency words
to, the, in, then, was, a, and, for |
these words appear very frequently in reading
examples |
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irregular high frequency words
once, one, to, of |
words cannot be phonetically sounded out and are therefore very difficult to read for emergent readers.
example |
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use nonsense words
alphabet recognition task encourage invented spelling |
what are good assessments for alphabetic principals
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PK
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stages of literacy development
oral language, drawing, scribbling Early Emergent Literacy |
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(1-3)
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stages of literacy development
Fluent reading and decoding skills beginning reading and writing |
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2-5
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stages of literacy development
Almost fluent Reading and Writing |
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K-1
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stages of literacy development
Understanding Letter Forms and Concepts of Print Emergent Literacy |
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4-12
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stages of literacy development
Fluent Reading and Writing |
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Balanced Reading Program
must have 2 components |
The skills-based approach which emphasizes phonics instruction (Competencies 2 and 3)
The meaning-based approach which promotes reading comprehension and enrichment using authentic literature-based texts to facilitate the construction of meaning. |
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Children's Literature
most common: realistic and historical fiction, science fiction, biographies, informational books, folktales, fables, myths, epics, and legends, young children picture books |
Genre is a particular type of literature than can be classified in multiple categories: Fiction, Nonfiction, and Poetry
what other kind of genres |
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directionality
sequence of print print carries meaning one-to-one correspondence between text and print story structure |
what are the 5 concepts of print
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inform or teach
entertain persuade express feeling |
what is the author's purpose? (4)
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word analysis
Fluent word identification |
refers to the way that children approach a written word in order to decode and obtain meaning from it.
_______ needs to be accomplished before a child can readily comprehend text. |
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1.setting
2.character 3.plot 4.conflict 5.style (words) or theme (love, death, betrayal) 6.point of view (1st, 2nd, 3rd person) 7.changing perspective |
what are the 7 literary elements?
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PK
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Stages in Word Analysis
Pre-Alphabetic relying on visual cues |
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automatic alphabetic
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Stages in Word Analysis
children recognize words by sight |
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K-1
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Stages in Word Analysis
Partial Alphabetic Reading sight words and single-syllable words |
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Consolidated Alphabetic
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Stages in Word Analysis
children use letter-sound relationships and predictable letter patterns (-ed, -ing, est) |
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full alphabetic
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children use letter sound relationships
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phonology
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the way a word is pronounced
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syntax
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sentence structure
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context
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the meaning of a word in a particular sentence
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semantics
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the way a word is defined
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orthography
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the way a word is spelled
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segmentation
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the recognition of individual sounds
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semantic clues
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Decoding Clues
Students should use context clues to help identify unknown words: thinking about the meaning of words that have to do with the topic. Meaning |
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syntactic clues
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Decoding Clues
Students should use context clues to help identify unknown words: considering word order in the sentence to predict the syntax of the next word |
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structural clues
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Decoding Clues
Students should use context clues to help identify unknown words: Derivational Morphemes such as prefixes, suffixes and inflectional endings |
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syntactic clues
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Decoding Clues
Students should use context clues to help identify unknown words: considering word order in the sentence to predict the syntax of the next word. |
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derivational morphemes
prefixes-pre, anti, sub suffixes phone, phobia, graphy |
structural clues
come from foreign languages such as Greek and Latin examples |
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Inflectional Morphemes
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structural clues
Short and Long plurals (cars and washes) Third Person Singulars (walks) Possessive (girl's) Progressive-ing Past Tense and Past Particles-ed and -en Comparative and Superlatives -er and -est |
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Dolch words
a, an, am, at, can, had, has, ran, the, after, but |
220 of the most frequently used words in the English language
example |
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Idioms
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figurative sayings keep your shirt on
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Metaphors
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comparing two unlike things
The moon was a silver dollar |
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similes
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comparing two unlike things using as/like (The dog ran as fast as the wind.)
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Decoding
Onset-timing word families blending sounds structural analysis roots, affixes, (prefixes & suffixes) metacognitive strategies |
Teaching practices for Word Identification
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Reading Fluency
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the ability to decode words quickly and accurately in order to read text with the appropriate
Word Stress Pitch Intonation Pattern |
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reading rate
reading accuracy intonation |
what are the 3 reading fluency components?
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reading rate
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the speed at which students read. A fluent reader reads 100 words/minute
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reading accuracy
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the ability to instantly, automatically and correctly recognize most of the words they are reading.
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intonation
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the ability to read with expression
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automaticity
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is the quick and accurate recognition of letters, words and language conventions. It is achieved through continues practice at the correct reading level.
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fluency
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is a pre-requisite for a language comprehension and the bridge between word recognition and reading comprehension.
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1-2nd grade
mid-3rd grade 3rd grade 4th grade |
reading rate guidelines
30 correct wpm 60 correct wpm 40 correct wpm 80 correct wpm |
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read silently for comprehension
read aloud for fluency |
what is good instructional practices
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*model reading fluency
*have student re-read text orally at their independent reading level (<1 out of 20 difficult words) *guided oral repeated reading *choral reading *pairing students *reader's theatre |
how to teach fluency (6)
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reading comprehension
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a complex process involving the text, the reader, the situation and the purpose for reading where the student can construct meaning.
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Reading
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active process that requires the reader to construct meaning from the text, as we want that text means to him or her based on prior knowledge, visual, cues, pictures, what the reader knows about writing and past experiences in reading.
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-Reader: fluency, prior knowledge, self-monitoring
-Text: difficulty and the purpose of the text -Vocabulary: the larger the vocabulary, the easier it is for students to understand the text -Word Study: multiple meanings |
what are the 4 factors that affect reading comprehension?
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-listening: recognized and understood when spoken (biggest one)
-reading: recognized and understood in silent reading -speaking: number of words used in oral communication -writing: number of different words used in writing |
what are the 4 types of vocabulary
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specific word instruction
semantic maps use of dictionaries use of word walls use of context clues use of word study- synonyms, antonyms, homonyms, idioms, similes, metaphors |
teaching Vocabulary (6 things)
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narrative text
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text posses an artistic style. Flowery language, rich metaphors and deep symbolism are all common to literacy texts.
main character, supporting characters, vibrant setting with rich details |
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text organization narrative text
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1.Story Elements: characters, setting, theme, conflict, plot, conflict resolution
2.Genres: Picture books, realistic and historical fiction, fables, tales 3. Instructional strategy: use story maps |
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expository text
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often have a neutral tone such as you would find in a newspaper article. The reader of an expository text should never feel confused about what they have read.
Consist of an introduction, body and conclusion |
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text organization expository
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1 cause and effect
2 compare and contrast 3 sequence 4 problem-solving 5 headings, glossary, table of contents, index 6 instructional strategy: KWL charts |
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Literal Comprehension
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details, sequence, main idea
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inferential Comprehension
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conclusion, inferences, predictions, cause and effect
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evaluative comprehension
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style. tone, point of view and critical thinking
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Cloze Procedure
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1 choose an excerpt from a book
2 delete every 5th word 3 student read the passage silently 4 student writes the missing words |
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Independent
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Cloze procedure percent of correct word placements
61% |
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instructional
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Cloze procedure percent of correct word placements
41%-60% |
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Frustrational
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Cloze procedure percent of correct word placements
40% or less |
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structure of expository text
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_chronological order and sequencing
-cause and effect -identifying the problem and the solution -comparing and contrasting -sequential materials-such as a set of directions |
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*survey-look at the headings, illustrations, bold letter and major components
*question what do you think this is about *read *write-a summary *recite *review |
What is the acronym for SQ4R
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precommunicative
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spelling stages
drawing, scribbling (left to right, top to bottom) Pseudo Letters (Different Shapes and LInes) |
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Prephonemic
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spelling stages
Initial then random letters (letter strings and spaces) |
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Phonemic
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spelling stages
Invented spelling (letters to represent Phonemes) they get long vowels correctly |
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transitional
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spelling stages
spelling (problems with diagraphs ) |
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convention/Derivational
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spelling stages
spelling (diagraphs and contractions) |
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word wall
spelling journal spelling bees word sort daily reading and writing activities think it out approach |
strategies to teach spelling (6)
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emerging writers
early writers nearly fluent writers fluent writers |
what are the writing stages (4)
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emerging writers
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-dictate an idea or a complete story
-use initial sounds in their writing -use pics, scribbles, symbols, letters or known words to communicate a message -understand the writing symbolizes speech |
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early writers
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-understand that a written message is the same each time it is written
-uses sounds and letters as they progress through the stages of spelling development -Incorporate feedback in revising and editing -Begin to use conventional grammar, spelling, capitalization and punctuation |
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newly fluent writers
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*use pre-writing strategies to achieve their purpose
*address a topic creatively and independently *organize with a Beginning, middle and end *consistently use grammar, spelling, capitalization and punctuation *revise and edit independently *produce many genres of writing |
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Interactive Journals
Communicate with students never correct student's journals |
provides students with the opportunities to use languages authentically in literary context. This should be done on a daily basis
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1 writing center
2 independent writing-children choose what they want to write 3. functional writing activities-greeting cards, invitations, emails, notes |
give me 3 writing activities
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print media
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newspapers, magazines and direct mail, political cartoons
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visual media
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photography, painting, film and posters
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audio media
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sound, sound effects, books on tape
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electronic media
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anything on a television, computer, personal assistant device or the internet, such as blogs, emails and websites
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Visual Impact
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Components of visual grammar
overall appeal through detail, layout and color |
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Visual Coherence
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Components of visual grammar
sense of unity and wholeness using shapes, lines and imagery |
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Visual Salience
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Components of visual grammar
creating an effect though size colors and clip art-making it unique |
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Organization
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Components of visual grammar
layout of the page to create a unique pattern |
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miscue analysis
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refers to a process diagnosing a child's reading. It is based on the premise of analyzing the errors a child makes during oral reading.
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T Chart
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Compare 2 things
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Venn Diagram
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compare and contrast
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