ELAR Flashcards
Why teach oral language ?
Oral language and good reading skills go hand in hand
Oral language skills translate to written skills.
Oral language skills help support reading and writing skills.
The three ways groups can be arranged are…
Randomly- no consideration
Homogeneously- similar (best for differentiation)
Heterogeneously- different (best for collaboration)
What is language acquisition?
The process by which individuals learn a language
Phonemes are…
the smallest individual sounds in a word
Phonetics is…
sounds of speech
Phonology is..
The organization of sounds in languages
Phonics is..
The relationship between symbols of writing and sounds
Morphology is..
The study of forms of words. This includes prefixes, roots, and suffixes. Each of these individual meaningful parts are called morphemes
Morphemes are..
a combination of sounds that have meaning in speech or writing and can’t be divided into smaller grammatical parts
Orthography is..
Conventions for proper spelling in a language
Syntax is..
Rules that govern the contraction of words in order to make phrases clauses and sentences
Semantics is..
The study of word or symbol meaning
Pragmatics is..
The study of language in use not in structure; the appropriate use of language
Segmentation is..
The recognizing of boundaries between words, syllables, or phonemes in spoken language
What are the smallest units of meaning in a word?
Morphemes
What are the smallest individual sounds in a word?
Phonemes
The ability to recognize individual phonemes in a word
Phonemic Awareness
Using knowledge of phonemes to read and write new words
Phonics
The ability to read with speed accuracy and inflection
Fluency
Vocabulary is..
The words a person knows and understands
Best taught in use not just in lists
The ability to read a text and understand its meaning
Reading Comprehension
In order to effectively increase a students oral language abilities and literacy development, teachers must focus their instruction on…
Phonemic awareness Phonics Fluency Vocabulary Reading Comprehension
Common sentence starters provided to use when generalizing, summarizing or transitioning between ideas
Sentence Stems
An instructional strategy in which the teacher demonstrates a concept or skill and students learn by observing
Modeling
These are useful in developing students oral language for specific purposes
Single word prompts
are words in two languages that share a similar meaning spelling and pronunciation
cognates
Oral language instruction works best when…
activities are geared towards the specific needs of the students but also built upon prior knowledge and lead the group to higher understanding.
Correctly ID phonemes in written or oral testing
Read a passage fluently and with the correct pronunciations
Modify speech inflection and volume as appropriate
Follow directions as appropriate for age
Carry on convo both with peers and the teacher
Use variety of sentence types and structures
are examples of ….
Oral Language assessments
The study of language in use, not in its structure; or the appropriate use of language
Pragmatics
Homogeneous Group
Group comprised of individuals working on the same level
A small group of students reading a book together on the same reading level is a homogeneous group
method of communication that focuses on mutual understanding to prevent confusion. Includes attending, listening, and responding.
Active Listening
Using the relationship between symbols (letters and words) and sounds of a language to read and write
Phonics / Graphophonemic Principle
group comprised of individuals working on various levels
Heterogeneous Group
questions that require more than a simple “yes” or “no” response and promote whole class and small group discussion
Open-Ended Question
a tool for assessing a students mastery of oral language skills
Growth Chart
The ability to read with appropriate speed, accuracy, and prosody
Reading Fluency
Phonemic Awareness / Sound Awareness
the ability to hear, identify, and re-create individual sounds in spoken words
The system that relates sounds to meanings through communicating by word of mouth.
Oral Language
the ability to effectively know and use words in their listening, speaking, reading, and writing
Vocabulary / Vocabulary Development
Teachers must. understand the developmental stages of phonological awareness so that they can …
Determine where a child is in their phonological development and plan activities that help them build to the next level
sounds in a syllable that comes before the vowel
Ex: FLOP the onset is FL
Onset
a string of letters that follow the initial letter usually a vowel and final consonants
Ex: MOP the rime is OP
Rime
What are the 8 phonemic awareness activities
Isolation identity Categorization Blending Segmentation Deletion Addition Substitution
Students hear individual sounds in words
Ex: TOP what is the first letter you hear ? (t) and the last letter ? (p)
Isolation
Students hear and identify the same sound in different words
Ex: what is the same sound in “teacher” “table” and “tree”
(t)
Identity
Students ID which word is different from in a list of words based on sounds
Ex: which word doesn’t belong,
cat king face
face doesn’t belong bc it doesn’t begin with (k)
Categorization
Student puts sound together to make word
Ex: what is /k/ /a/ /t/ ? cat
Blending
Students break words into their individual sounds and or count the number of sounds in a word (opposite of blending)
Segmentation
Students remove a sound from a word and ID what remains
Ex: CLAP without the /k/ is .. LAP
Deletion
Students create a new word by adding sound
Addition
Students change one sound in a word to a different sound and ID the new word
Ex: I’m thinking of a word that sounds like man but starts with /r/ … RAN
Substitution
A conversation or dialogue between two people
discourse
Listening Vocabulary
the words we need to know to understand what new hear
Speaking vocabulary
the words we use when we speak
reading vocabulary
the words we need to know to understand what we read
Writing vocabulary
the words we use in writing
Individualized instruction that is based on student strengths needs and learning styles
Differentiated instruction
language used to express ones ideas needs and feelings
Expressive language
receptive language
language that used to understand the thoughts needs and feelings of others
Based on current research, what is the best way for ELL students to be grouped in a content area class for a discussion activity?
heterogenous English-language levels and content-area knowledge
the ability to hear when words rhyme or sound the same at the end, like blue and flew
rhyme
the ability to identify when words have the same first sound, like candy and cookie
alliteration
knowing that individual words make up a sentence
EX; There are 5 words in the sentence “My dog has black spots.”
Word Awareness
the ability to hear the individual units with vowel sounds that make up a word
Syllable Awareness
hearing the sounds or sounds before the vowel in a syllable as the onset, and the vowel sound and everything after it as the rime
Onset-Rime Production
he ability to separate a single sound in a position of a word
Ex:
Initial Isolation: /j/ is the first sound in jet
Final Isolation: /t/ is the last sound in jet
Medial Isolation: /e/ is the middle sound in jet
Phoneme Isolation
the ability to blend individual sounds to make a word
Ex: /j/ /e/ /t/ makes jet
Phoneme Blending:
The ability to add one phoneme to a word
EX: Jet with /s/ at the end sounds like jets
Phoneme Addition
the ability to remove a phoneme from a word
EX: jet without the /j/ sounds like et
Phoneme Deletion
the ability to replace a phoneme in a word with another
Ex:changing the /j/ in jet to /s/ sounds like set
Phoneme Substitution
written letters that represent a spoken sound
Ex; a student writes the letter B when they hear the /b/ sound
Graphemes
Teachers must understand the developmental stages of phonological awareness as well as their progression s they can..
determine where a child is in their phonological development
plan activities that help them build to the next level
the ability to hear individual parts/syllables of words, is another necessary step in word analysis.
example: How many parts/syllables are there in the word run/dog/classroom/playing?
Syllabication
the ability to put together parts of a word and make them into a new word.
Ex. “sib” and “ling” are two syllables that blend together to form the word “sibling.
Syllable blending
listening to a word and being able to delete a syllable such as the beginning or ending one.
Ex. the word “classroom” has two syllables, “class” and “room,” so deleting a syllable leaves a different word.
Syllable deleting
students’ ability to recognize letters
and their sounds
alphabetic knowledge
alphabetic principle
being able to sound out words by breaking them into simple forms
Decoding
Process of literacy development
students’ ability to recognize letters (alphabetic knowledge) and their sounds (alphabetic principle)
students’ ability to hear words, syllables, and sounds (phonological awareness)
being able to sound out words by breaking them into simple forms (decoding)
reading and comprehending
the ability to write with meaning
when children understand that written language has meaning and gives messages. The students begin to recognize words in the environment or in text such as signs at McDonald’s, Walmart, etc. These students may be able to write a few letters, especially in their names, even though some of the letters could be reversed or in upper case.
emergent stage of development
begin understanding that reading from the printed page needs to make sense - both from the pictures and from the print. The students can usually identify most letters and know the sounds of some. These skills help them decode words and they sometimes even know a few words by sight, including times when they see the words in different locations/texts. Early readers are usually able to write a few words or at least beginning sounds of words and should be able to re-read their own writing.
Early or beginning readers
recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words. Fluent readers do a better job at reading more easily and with accuracy and expression. These students are improving their skills in revising their writing and using correct punctuation and spelling.
Early fluent/fluent readers/proficient readers
When working with ELL’s on comprehension and fluency it is imperative that instruction includes…
phonemic awareness
phonics
decoding
word attack skills
Levels of phonological awareness
Less Complex to More complex
Rhyming and alliteration
Word awareness
Syllables ( blending and segmenting )
Onsets and rimes ( blending and segmenting)
Phonemic (sound) awareness (isolation, blending, segmenting, manipulating)
Phonemic addition, deletion, and substitution are all considered …
Phoneme Manipulation
