Emergent literacy Flashcards
Accommodations
Assistances or changes to the learning process to allow the student to learn the same material as other (Changes HOW they learn.)
EX: extended time on test
Retell
a comprehension strategy in which students retell or tell differently what they have read or listened to.
EX: when students retell a story, they are demonstrating their comprehension of most important parts
phoneme isolation
the ability to hear recognize the individual sounds in words.
EX: what is the first sound you hear in dog? /d/
syllable
a unit of pronuncation that contains one vowel sound with or without consonant sounds.
EX: the word motorcycle has 4 syllables mo/tor/cy/cle
modification
changes to the curriculum to allow a student to access material at their level ( changes WHAT they learn)
EX: student is only held accountable for capitalization and punctuation in their writing, rather than all standard English conventions
Guided Reading
reading done by students with teacher support. This reading will be done within the framework of a lesson and often in a small group setting with the teacher.
directionality
the direction in which a language is read
EX: the directionality of written English is from left to right
Phoneme Blending
the ability to blend 2 sound to make a word
blend together these sounds to make a word: /b/ /a/ /t/ to form bat
decoding
in reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning.
word wall
an on-going bulletin board with terms used frequently in the classroom; words are often added as they are introduced
phonemic awareness/sound awareness
the ability to hear, identify, and re-create individual sounds in spoken words
EX: a student can hear that /b/ makes first sound in the word “blue”
invented spelling
child’s attempt to spell based on best judgment
transitional spelling
students use some conventional spelling but still misspell many irregular words
Early Reader (Stage of Reading Development)
Early readers begin understanding that reading from the printed page needs to make sense-both from the pictures and from the print
phonological awareness
the understanding and ability to hear individuals words, syllables, and sounds in spoken language apart from print
print concepts
the general rules governing text
EX: text is reading from left to right and top to bottom
inclusion
ensuring students with disabilities are included in classroom activities as much as possible
alphabetic principle
the understanding that there is a logical/systematic relationship between the sound of spoken English and the letters and letter-pattern of written English
comprehensible input
information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols
EX: if a teacher uses comprehensible input for her ELL students, they can understand the essence of what is being said even if they do not know every word or structure used in the message.
genre
various forms of text including short stories, essays, folktales, fairy tales, poetry, historical fiction, biographies and autobiographies, memories, comedies and tragedies
interest survey
questions that ask students the types of books they enjoy reading
EX: given by the teacher at the beginning of the year to determine what books to assign to meet the interest of the class
English Language Learners (ELLs)
students who are learning the English language, or for whom English is not a first language
Gifted and talented learners
students who perform well above grade-level expectations in one or multiple areas
Semi phonetic Spelling
Students have some letter awareness, but are unable to use all letters in the word
EX: Spell “play” p-a
oral language
the system that relates sounds to meanings through communicating by word of mouth
independent Reading
reading done by students independent of the teacher. This reading can be either assigned or students selected. Typically silent
Phoneme Deletion
the ability to recognize and understand a word or sounds(s) that remain when a phoneme is removed
EX: “What is bat without the /b/? “at”
syllable awareness/ syllabication/syllable segmentation
the ability to hear individuals parts/syllables of words
EX: Education has four syllables “ed-u-ca-tion”
syllable deleting
listening to a word and being able to delete a syllable such as beginning or ending one
EX: the word “classroom” has 2 syllables, “class” and “room,” deleting the first syllables leaves us with “room”
syllable blending
the ability to put together parts of a word and make them into a new word
EX: “sib” and “ling” are 2 syllables that blend together to form the word “sibling”
Individualized Education Program (IEP)
a plan created by a committee of general and special educators, parents, specialist, and administrators to provide a free and appropriate public education (FAPE) that is tailored to their needs and goals
word awareness
knowing that individual words make up sentence
EX: “ a brown cat jumped over the car” has 7 words
Individuals with Disabilities’ Education Act (IDEA)
the law mandating that all students with disabilities must receive a free and appropriate education that is tailored to their needs and abilities
EX: IEP goals
Phoneme Substitution
the ability to substitute one phoneme for a different one
EX: replace the first sound in “bug” with r”. Rug
phoneme addition
the ability to make new word(s) by adding a phoneme to an existing word.
EX: what new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.
phonetic spelling
students spell the way they hear the word pronounced
EX: “made” m-a-d
alphabetic knowledge
the ability to recognize, name, and write letters
Rhyme Awareness/Rhyming
the ability first to hear words that rhyme and then to be able to produce a rhyme(s)
EX: “Blue” and ‘Flew” rhyme
pre communicative spelling
students scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms
Phoneme Segmentation
the ability to break down a word into separate sounds, as they say and count each sound
EX: how many sounds are there in the word bug? /b/ /u/ /g/ ? There are 3.
Phoneme
the smallest individual sounds in a word
EX: The word “bit” has 3 phonemes -b-i-t.
Least Restrictive Environment
the classroom or setting where the child can be successful, with or without accommodations, and with typical age/grade level peers
EX: general education classrooms
onset and rime production
the ability to hear and understand that the sounds before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime
EX: in the word cat, the onset is /c/ and the rime is /at/
conventional spelling
when children know and use most basic spelling rules and spell most words correctly
Emergent Reader (stage of reading development)
when children understand that written language has meaning and gives messages
Early Fluent/ Fluent /Proficient Reader (Stage of Reading Development)
readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words
