Exam 3 Flashcards
3 categories of early writing - define and provide example for each.
-prephonemic spelling (random selection of letters w/o considering the specific sounds represented by the letters ex. “gusfjb”)
-phonemic spelling
1. early phonemic spelling (only 1 or 2 sounds per word are represented ex. “snow white” = “SW”)
2. letter-name spelling (each letter name is used to represent a sound ex. “lady” = “lade”)
3. transitional spelling (words that have conventional features and consonant vowel patterns although they are not spelled conventionally ex. “Eagle” = “Egul”
-conventional spelling (small writing vocabulary of high frequency words ex. “love”, “daddy”
diagraphs use 2 letters to represent 1 sound ex. “ph” in “phone”
Semantic knowledge of kindergarten students - vocabulary development
- emphasize the appearance or function of an object when stating its definition
- definitions are likely to change from being based on individual experiences to having a more socially shared definition
- children definitions don’t share the elaboration of adult definitions
Semantic knowledge of kindergarten students - figurative language
- when storybooks containing figurative language are shared and discussed, children are able to develop an understanding of the similes and metaphors
- although direct and concrete metaphors are more easily understood, there is some evidence that even kindergarteners are beginning to understand more abstract comparisions
Semantic knowledge of kindergarten students - humor
- riddles and jokes that children create are often based in semantic comparisons or words that have multiple meanings
- some can’t fully appreciate jokes until primary grades
- knock-knock jokes = predictable and easily created
- reflect an awareness of language patterns and the ability to manipulate words to create a humorous idea
- may show awareness of incongruity
Why is it important to provide opportunities for children to ask questions?
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Why is it necessary for them to be flexible in questioning strategies and use of prep landing?
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Observing language competencies - oral language: listening and speaking
- does the child establish eye contact and engage in turn-taking conversations w/ you and other children?
- speaking clearly?
- listen attentively?
- orally identify rhyming words?
- connect phoneme with a letter?
Observing language competencies written language competencies
- can identify by name, individual letters of the alphabet?
- notice environmental print and attempt to read it?
- attempts to emergently “read” a familiar storybook?
Observing language competencies - metalinguistic knowledge of literacy-related concepts
- can distinguish between letters and words?
- distinguish between author and illustrator roles?
3 characteristic of advancements in morphemic knowledge - define and provide an example for each.
- verb tenses (develop an awareness of how to show verb tense by using morphemes ex. “ed” is added to the word, more irregular verbs are mastered, kindergartners may still overgeneralize)
- comparatives and superlatives (add -er and -est to root word or add “more” or “most” to front of root word”, ex. “even more dirtier” - using both forms of making comparitives)
- noun suffix “-er”- children know that when they add this suffix to a verb, they can make the name for the person who does the verb action, ex. “teach-teacher”, can also create own words ex. ‘fixer-upper”
Syntactic language knowledge- describe pronoun acquisition at the kindergarten level- which pronouns?
- clearer use of pronouns
- mastered pronoun use for indicating subjects (I, you, she, he, they) and objects (me, him, her, them)
- just beginning to master the use of reflexives (myself, himself, herself, themselves)
Unreferenced pronouns- define and provide an example
- a pronoun whose noun referent is not clearly indicated by the pronoun and sentence structure
- in oral speech, they may be clarified by the context in which they are used and by the gesture
- in written language, they interfere with comprehension
- ex. “she had a block on her head” (?)
How to foster family connections in your classroom- provide 3 specific examples
- book bags (includes: 1-3 books, spiral notebook, several markers ~ increases a family’s accessibility to books appropriate for a kindergartner, creates a connection between books read at school and those shared at home, this repetition is important for emergent reads/writers and ELLs, parents observe child’s developing language and literacy)
- family literacy activity packs (includes: book and activities centered around the book, logbook/journal, introduction letter to parents ~ increases a family’s accessibility to books, provides related activities to extend and reinforce learning, parents can interact and observe child’s language development
- classroom newsletters (includes: main topics, bullet points > paragraphs, relatively brief, 1-page max., web and print ~ teachers can share info about ongoing curriculum and classroom events, provide families with ideas for interacting with their kindergartners to extend and enhance learning and development,
4 key interaction patterns for the kindergarten classroom, identify and provide an example for each pattern
NEED MORE INFO
- Linguistic scaffolding (wait time)
- Questioning (high level, more advanced language usage, preplanned & spontaneous)
- Instructional conversations (increased attention span, able to follow multiple step directions)
- verbal mapping and mediation
What a kindergarten curriculum should consist of
- DAP (curricula to meet individual needs, higher expectations for language use)
- balance of exploratory, teacher guided, and routine activities
- informal and formal opportunities(time of transition from informal to more formal learning activities, environmental change, seat work, formal but still fun)
