Chapter 4/5 Flashcards
Emergent Literacy
Literacy development begins in the very early stages of childhood, even though the activities of young children may not seem related to reading and writing. Early behaviors such as “reading” from pictures and “writing” with scribbles are examples of emergent literacy and are an important part of children’s literacy development. With the support of parents, caregivers, early childhood educators, and teachers, as well as exposure to a literacy-rich environment, children successfully progress from emergent to conventional reading.
Concepts About Print
Understanding how print works Books: Teach students: Cover Title, Author, Illustrator Beginning and ending Left-right orientation Top-bottom orientation Print tells story, not pictures
Teaching Print Concepts
Using Environmental Print Word Walls or ABC Wall “I Can Read” books (My Favorite Foods, Signs I See, My Favorite Things, A Trip to the Supermarket) Shared Reading with Big Books Using sticky notes Smooth pointing Word-by-word pointing Fixed or sliding print frames Sentence Builders Let children write (copying words, making lists, writing notes, etc.) & let them watch you write
shared (interactive) writing
student and teacher compose a story. students may tell the teacher what letters to write or may actually write them in the piece.
language-experience approach
can foster emergent literacy. students dictate a story which is then used as a basis for reading and writing instruction.
drawing
The drawing is not an illustration for a story rather it is the story itself.
scribbling
resembles a line of writing may look like a series of waves.
letterlike forms
Writing reflects manuscript or cursive letters that are seen as separate forms rather than a continuous form.
prephonemic spelling
Letters are a random collection or meaningless pattern.
copying
The child copies print from their environment.
invented spelling
One letter may represent the whole word. “I KN RT” = “I can write”
conventional spelling
students spelling is conventional.
phonological awareness
ability to detect beginning sounds and to hear separate sounds in words.
Emergent storybook reading
children who have been read to imitate the process and engage in readinglike behaviors.
Shared book experience (shared reading)
is modeled on the bedtime story situation in which a parent or grandparent reads to a child and through observation and interaction the child discovers the purpose of and satisfaction provided by the print. (repetitive stories)
Print conventions
generally accepted ways of putting words on a page: words left to right, capitals, punctuation, quotation marks.
Phonological Awareness:
the conciousness of the sounds in words. Individual speech sounds (phonemes). the sensitivity to any unit of sound in language
Phonemic Awareness
the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words.
Phonemes:
The smallest unit of speech sounds that makes a difference in communication / /
Graphemes:
English letter(s) that represent phonemes
/b/ in bat
/k/ in duck
Phonics:
Way of teaching reading and spelling that stresses symbol-sound relationships
The symbol ‘m’ is used to represent the italicized sounds in the following words: ham, jump, my.
Phonetics:
The study of the speech sounds that occur in languages, including the way these sounds are articulated
The first sound in pie is a bilabial—it is made with the two lips.
Onset:
the initial part of the word that precedes the first vowel, the consonant or consonant cluster preceding the rime. In a syllable, it is the initial (1st) consonant sound or blend. Syllable Onset Rime Cats c ats In --- in Spring spr ing
Rime:
the part of the word that rhymes, a vowel or vowels and any consonants that follow. The vowel sound and any consonants that follow. Syllable Onset Rime Cats c ats In --- in Spring spr ing
Phonograms:
Rimes that have the same spelling. Ex. at. Word family: cat, bat, sat.
Phonemic Awareness Tasks
Sound Isolation: Ability to identify sounds at B-M-E of words.
leap, the middle sound is /e/
Sound Identity: Ability to identify the same sound across words
lake, light, & low: What sound is the same in each of these words?
Sound Blending: Ability to put sounds back together to form words.
(e.g. /b/-/a/-/t/), children blend them together (e.g., bat)
Sound Segmentation: Ability to separate a word into its component sounds.
Reverse of blending
Sound Substitution: Ability to substitute one sound for another
Cat, cat, cat. Let’s substitute the /b/ sound for the /k/ sound. We get bat, bat, bat.”
Sound Deletion: Ability to delete a sound (works best for consonant blends)
For the word block, take away the b to get lock.
Pre-alphabetic stage
students use letters but don’t realize that the letters represent sounds. (Children associate visual characteristics to a word.) when students associate “nonphonemic visual
characteristics” with spoken words. (Children associate
visual characteristics to a word) McDonald’s golden arches,
Lego logo, tall has 3 tall letters, camel has an “m” which may look like a hump, look: oo = 2 eyes.
Alphabetic stage (letter name)
students use the names of the letters to figure out the sounds they represent. The name of b, contains its sound
Consolidated alphabetic stage (within word)
students are beginning to see patterns such as final e and double vowels. (Children are able to process longer and more sophisticated words.) (within word pattern), students consolidate and process longer and more sophisticated units. (Children are able to process longer and more
sophisticated words.) hen as “h-e-n” becomes h-
en, or light as l-ight. also uses final e such as in cape.
Dictation
student tells the teacher a story as she writes it down.
Segmentation
is the division of sentences into words, compound words into component words, words into syllables, syllables into onset and rime, and finally, words into phonemes.
Continuants
consonant sounds that are articulated with a continuous stream of breath: /s/ /f/ /h/ /w/
Stops
consonant sounds that are articulated by partially obstructing the flow of breath /b/ /d/ /k/ /g/ /p/
partial alphabetic Stage
Children may use just one or two letters to read a word. Students may use a letter or two of a word and combine
the sound of that letter with context. They use partial cues. (Children may use just one or two letters to read a word) “The cat meowed”, student process the “m” and used context and their experience with cats to guess the word is “meowed”. First and last letter “cat” = /c/ and /t/. K for car or KR.
full alphabetic Stage
Children are “glued to print” and read word by word. students begin to process all the letters in words and use their knowledge of letter-sound relationships. “glued to print.” (Children are “glued to print” and read word by word) student read word by word very cautiously. Students then start to see commonalities such as cat and hat have “at”
Digraph
(di, = two) two letters that represent one sound. sh, shop. ch, child. ng, sing.
Cluster
groups of consonants that represent two or even three sounds. two or more letters that represent 2 or more sounds. br- broom, bread. fl- flag, fly. sn- snake, sneakers. tw- twelve, twin.
Long Vowel
long vowels are the vowel sounds heard in cake, sleep, pie, boat, and use. cake, sleep, pie, boat, and use.
Short Vowel
short vowels are the vowel sounds hear in cat, pet, sit, hot, and cut.
CVCe Pattern
final e, vowel usually long. (wave/pine)
analogy
the student compares an unknown word to a known word. analogy
context
the student uses context to decode a word. context
Word part
the student identifies word parts that are known to decode a word. word part
Word Building Approach Closed Syllable Pattern
Closed-Syllable Word - CVC such as cat, hot, van, pet. Vowel usually short.
Open Syllable Pattern Making Words
Open-Syllable Word - CV such as he, go, open. Vowel usually long
High Frequency Word
words that appear in printed material with a high rate of occurrence. (as, the, of, them)
Sight Word
a word that is recognized immediately
Sorting
student classify words and pictures on the basis of sound and spelling and construct an understanding of the spelling system.
