Chapter 4&5 Flashcards

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1
Q

Ending part of a word that connects the vowel and the remainder of the word.

A

Rimes

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2
Q

A form of conversation revolving around narrative literature in which children interpret and discuss what has been heard or read in relation to themselves

A

Aesthetic talk

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3
Q

A daily massage written by the teacher, on large chart paper about items of interest to the children. The teacher uses it for teaching skills

A

Morning message

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4
Q

Favorite words generated by children, written on index cards, and kept in containers for them to read and write

A

Very own words

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5
Q

A formal mode of conversation about expository txt used to inform and persuade

A

Efferent talk

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6
Q

Putting words together to form thoughts or express oneself

A

Expressive language

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7
Q

A type of bulletin board or classrooms display that features challenging and/or high-frequency words organized alphabetically

A

Word wall

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8
Q

Loss of brain cells

A

Neural shearing

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9
Q

Ability to process, comprehend, or integrate spoken language; being able to understand what someone says to you

A

Receptive language

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10
Q

Connecting of brain cells or rapid development of neural connections

A

Synaptogenesis

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11
Q

Initial letter or letters before the first vowel in a word

A

Onsets

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12
Q

An independent clause with all its dependent clauses attached that is helpful in measuring a child’s language complexity

A

T-unit

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13
Q

Based on Vygotsky’s theory, this refers to the period of time when a child has been guided by an adult and no longer needs the help. The adult retreats and allows the child to work on his or her own

A

Zone of proximal development

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14
Q

Familiar Print found in the surroundings, such as logos, food labels, and road signs

A

Environmental print

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15
Q

The words that are known immediately by the reader. Once a word becomes a sight word, the reader does not need to use word-attack skills to read it.

A

Sight words

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16
Q

Letters that make up individual sounds

A

Grapheme

17
Q

Words that are frequently found in reading materials for children

A

High-frequency words

18
Q

A reading instruction method aimed at linking oral with written language on the premise that what is thought can be said, what is said can be written, and what is written can be read

A

Language experience approach (LEA)

19
Q

A strategy that bivalves learning the alphabetic principles of language and knowledge of letter-sound relationships. Children learn to associate letters with the phonemes or basic speech sounds of English, to help them break the alphabetic code and become independent readers in the pronunciation of words

A

Phonics

21
Q

Knowledge about print, including the use of phonics context and syntax to decipher unknown words; the development of sight vocabulary; and the use of word configuration and structural analysis

A

Word-study skills

22
Q

Sounds made by individual letters and combinations of letters that make a single sound

A

Phonemes

23
Q

Sounds made by individual letters and combinations of letters that make a single sound

A

Phonemes

25
Q

Knowing that words are composed of a sequence of spoken sounds and being able to hear and identify these sounds. Includes the ability to segment and blend individual sounds. It’s an oral activity without association to symbols

A

Phonemic awareness

26
Q

Meaning that language communicates

A

Semantics

26
Q

The structure of language or rules that governs how

Words work together in phrases,clauses,and sentences

A

Syntax

26
Q

The ability to identify and manipulate individual speech sounds as well as syllables and whole words. Children can segment and blend single phonemes, syllables, and words

A

Phonological awarnessess