CTEL 1 - Chapter 4: Lessons 7, 8, and 9 Flashcards
the listening skill that allows learners to repeat the sounds and understand what they hear.
A___ C____
aural comprehension,
is the ability to recognize and manipulate the spoken parts of words
phonemic awareness
TRUE OR FALSE
It helps to be aware about the characteristics of your ELLs’ first language in order to understand where certain pronunciation and comprehension issues with phonemes are coming from.
True
When you give your students a straightforward explanation of a language feature
explicit instruction.
the reduced vowel sound in an unstressed syllable of a multisyllable word ((‘i’ in ‘animal,’ ‘e’ in ‘answer,’) or the reduced vowel sound in a function word (‘o’ in reduced form in ‘to’)
S_____a
Schwa
What are the 4 common phonemes students need to learn about through explicit instruction?
D
D
S
CC
Digraphs
Dipthongs
Schwa
Initial, media, and final consonant clusters
What are 4 strategies to promote phonemic development
Explicit …
Practice reading …
Use the student’s…
Practice auditory ….
Explicit instruction
Practice reading aloud
Use the students first language
Practice auditory discrimination
For example, Karla’s teacher knows that the Spanish vowels include the ‘a’ sound as in ‘apple’. Thus, the teacher asks Karla about the sound of ‘a’ in Spanish and then gives Karla some English words with this same sound.
Strategy?
Use the students first language to understand where the issues are coming from.
Have your students LISTEN to phonemes they have difficulty with in contrast with sounds they find similar.
That is to help with _____
Practice auditory discrimination
The arrangement and relationships of the smallest units in language (the arrangement of morphemes); The study of a language’s parts and how the parts interact
morphology.
the smallest meaningful unit of language
morpheme
A morpheme which can function independently as a word. An example of this is the word ‘‘plant,’’ which cannot be broken down into any smaller part.
free morpheme
a morpheme which has to be attached onto another morpheme or a word. In short, it can’t be independent. Using ‘‘plant’’ as an example again, we can pluralize it and make it ‘‘plants.’’ Now we can add ‘‘-ed’’ to the end and make the word ‘‘planted.’’ However ‘‘-ed’’ isn’t a word by itself (other than as a proper noun in the shortened name Ed, but for our purposes that obviously doesn’t count).
bound morpheme
note to self: look for exercises on line
Are morphemes that alter the word’s function as a part of speech.
Example: Take the word ‘‘man,’’ which is a noun, and add the bound morpheme ‘‘-ly’’ and you get ‘‘manly,’’ an adjective. See? All the morpheme did was change it from a noun to adjective.
d______l morpheme
derivational morphemes
note to self: look for exercises on line
Alters the TENSE of a verb or the number of a noun.
Example: To change the number of a noun, you take a singular word, like ‘‘cat,’’ and add ‘‘-s’’ to make it plural, ‘‘cats.’’
i________ morpheme
inflectional morpheme
note to self: look for exercises on line
