FINAL Flashcards
what does Marie Clay call concepts about print?
rules of the road
When should teachers focus on teaching concepts about print?
early on to print conventions through experiences in both reading and writing
especially through focused instruction in the first 6 months of school
alphabetic principle
the fact that many letters in english map reasonably onto sounds
what does concepts about print have to do with the alphabetic principle?
alphabetic principle is an important concept about print
they go hand-in-hand in the process to learning how to read and write literacy
the CAP test tests children’s awareness of 8 benchmarks. what are these?
- Orientation or layout of text/front of book
- Print, not pictures, carries the message
- Direction of print
- Page sequencing
- Difference between letter and word
- Return sweep
- One-to-one correspondence
- Punctuation
how can home experiences impact students’ concepts about print?
Students all have varying experiences with print (ex. bed time stories and read alouds) and can all be at different levels when they come to school
be able to define and visually identify environmental print
classified as the print of every day life
how might environmental print vary?
regionally
different for different cultures
what is the connection between environmental print and sight/high frequency words?
sight words can become part of environmental print
students will know the environmental print without deciphering the meaning
know why teachers teach some words as sight words - instead of teaching students to decode them.
some words do not sound like they are spelled
sight words
words that are recognized immediately upon sight.
also referred to as high frequency words
according to leu and kinzer, what are the 3 considerations teachers should use when choosing words to teach as sight words? (*note - these are the same considerations that dolch and fry used when they made their lists many years ago).
- they should appear frequently in print/should be high-frequency words.
- should have meanings that are in a reader’s oral vocabulary.
- often cannot be recognized or pronounced by applying phonic generalizations.
what are 2 main ways context clues can be used to help readers? what can context clues help students with?
determine the meaning of familiar and unfamiliar words
determine how to pronounce a word (does it make sense)
you will be presented with a word used in context and will choose which pronunciation of the word is correct. (e.g. Please lead me to the lead. Is the first lead pronounced (/leed/ - long e or /led/ - short e?)
/leed/ - long e
do context clues always help readers determine the meaning of words or pronunciations of words?
both
context clues help students know…
what to read (decode) when words look alike.
what to write (encode) when words sound alike
know the hallmarks of the 5 stages/phases of developmental spelling (how is spelling described for each of the 5 stages?)
precommunicative
semiphonetic
phonetic
transitional
standard/conventional
precommunicative stage
first transitional spelling stage.
the child uses letters from the alphabet, but without any letter-sound correspondence.
phonetic stage
use a letter or group of letters to represent every speech sound that they hear in a word.
although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. (e.g. The letters TAK for take and EN for in.)
transitional stage
the speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words.
ex. EGUL for eagle and HIGHEKED for hiked.
standard/conventional
almost all words are spelled correctly.
teach highly irregular words and words for specific content areas.
suffix
additions to the ends of words
can alter both a word’s grammatical fuction and/or it’s meaning
two important types: inflectional ending + derivational suffix
prefix
additions to the beginning of words
changes the meaning of the word but not the spelling
root/stem
main parts of the word