Chapter 4/5

Question 1

Emergent Literacy

Answer 1

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.

Question 2

Concepts About Print

Answer 2

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

Question 3

Teaching Print Concepts

Answer 3

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

Question 4

shared (interactive) writing

Answer 4

student and teacher compose a story. students may tell the teacher what letters to write or may actually write them in the piece.

Question 5

language-experience approach

Answer 5

can foster emergent literacy. students dictate a story which is then used as a basis for reading and writing instruction.

Question 6

drawing

Answer 6

The drawing is not an illustration for a story rather it is the story itself.

Question 7

scribbling

Answer 7

resembles a line of writing may look like a series of waves.

Question 8

letterlike forms

Answer 8

Writing reflects manuscript or cursive letters that are seen as separate forms rather than a continuous form.

Question 9

prephonemic spelling

Answer 9

Letters are a random collection or meaningless pattern.

Question 10

copying

Answer 10

The child copies print from their environment.

Question 11

invented spelling

Answer 11

One letter may represent the whole word. “I KN RT” = “I can write”

Question 12

conventional spelling

Answer 12

students spelling is conventional.

Question 13

phonological awareness

Answer 13

ability to detect beginning sounds and to hear separate sounds in words.

Question 14

Emergent storybook reading

Answer 14

children who have been read to imitate the process and engage in readinglike behaviors.

Question 15

Shared book experience (shared reading)

Answer 15

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)

Question 16

Print conventions

Answer 16

generally accepted ways of putting words on a page: words left to right, capitals, punctuation, quotation marks.

Question 17

Phonological Awareness:

Answer 17

the conciousness of the sounds in words. Individual speech sounds (phonemes). the sensitivity to any unit of sound in language

Question 18

Phonemic Awareness

Answer 18

the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words.

Question 19

Phonemes:

Answer 19

The smallest unit of speech sounds that makes a difference in communication / /

Question 20

Graphemes:

Answer 20

English letter(s) that represent phonemes
/b/ in bat
/k/ in duck

Question 21

Phonics:

Answer 21

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.

Question 22

Phonetics:

Answer 22

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.

Question 23

Onset:

Answer 23

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

Question 24

Rime:

Answer 24

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

Question 25

Phonograms:

Answer 25

Rimes that have the same spelling. Ex. at. Word family: cat, bat, sat.

Question 26

Phonemic Awareness Tasks

Answer 26

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.

Question 27

Pre-alphabetic stage

Answer 27

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.

Question 28

Alphabetic stage (letter name)

Answer 28

students use the names of the letters to figure out the sounds they represent. The name of b, contains its sound

Question 29

Consolidated alphabetic stage (within word)

Answer 29

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.

Question 30

Dictation

Answer 30

student tells the teacher a story as she writes it down.

Question 31

Segmentation

Answer 31

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.

Question 32

Continuants

Answer 32

consonant sounds that are articulated with a continuous stream of breath: /s/ /f/ /h/ /w/

Question 33

Stops

Answer 33

consonant sounds that are articulated by partially obstructing the flow of breath /b/ /d/ /k/ /g/ /p/

Question 34

partial alphabetic Stage

Answer 34

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.

Question 35

full alphabetic Stage

Answer 35

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”

Question 36

Digraph

Answer 36

(di, = two) two letters that represent one sound. sh, shop. ch, child. ng, sing.

Question 37

Cluster

Answer 37

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.

Question 38

Long Vowel

Answer 38

long vowels are the vowel sounds heard in cake, sleep, pie, boat, and use. cake, sleep, pie, boat, and use.

Question 39

Short Vowel

Answer 39

short vowels are the vowel sounds hear in cat, pet, sit, hot, and cut.

Question 40

CVCe Pattern

Answer 40

final e, vowel usually long. (wave/pine)

Question 41

analogy

Answer 41

the student compares an unknown word to a known word. analogy

Question 42

context

Answer 42

the student uses context to decode a word. context

Question 43

Word part

Answer 43

the student identifies word parts that are known to decode a word. word part

Question 44

Word Building Approach Closed Syllable Pattern

Answer 44

Closed-Syllable Word - CVC such as cat, hot, van, pet. Vowel usually short.

Question 45

Open Syllable Pattern Making Words

Answer 45

Open-Syllable Word - CV such as he, go, open. Vowel usually long

Question 46

High Frequency Word

Answer 46

words that appear in printed material with a high rate of occurrence. (as, the, of, them)

Question 47

Sight Word

Answer 47

a word that is recognized immediately

Question 48

Sorting

Answer 48

student classify words and pictures on the basis of sound and spelling and construct an understanding of the spelling system.