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Language Development for Educators > FINAL > Flashcards

FINAL Flashcards

1
Q

what does Marie Clay call concepts about print?

A

rules of the road

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2
Q

When should teachers focus on teaching concepts about print?

A

early on to print conventions through experiences in both reading and writing

especially through focused instruction in the first 6 months of school

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3
Q

alphabetic principle

A

the fact that many letters in english map reasonably onto sounds

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4
Q

what does concepts about print have to do with the alphabetic principle?

A

alphabetic principle is an important concept about print

they go hand-in-hand in the process to learning how to read and write literacy

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5
Q

the CAP test tests children’s awareness of 8 benchmarks. what are these?

A
  1. Orientation or layout of text/front of book
  2. Print, not pictures, carries the message
  3. Direction of print
  4. Page sequencing
  5. Difference between letter and word
  6. Return sweep
  7. One-to-one correspondence
  8. Punctuation
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6
Q

how can home experiences impact students’ concepts about print?

A

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

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7
Q

be able to define and visually identify environmental print

A

classified as the print of every day life

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8
Q

how might environmental print vary?

A

regionally

different for different cultures

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9
Q

what is the connection between environmental print and sight/high frequency words?

A

sight words can become part of environmental print

students will know the environmental print without deciphering the meaning

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10
Q

know why teachers teach some words as sight words - instead of teaching students to decode them.

A

some words do not sound like they are spelled

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11
Q

sight words

A

words that are recognized immediately upon sight.

also referred to as high frequency words

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12
Q

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).

A
  1. they should appear frequently in print/should be high-frequency words.
  2. should have meanings that are in a reader’s oral vocabulary.
  3. often cannot be recognized or pronounced by applying phonic generalizations.
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13
Q

what are 2 main ways context clues can be used to help readers? what can context clues help students with?

A

determine the meaning of familiar and unfamiliar words

determine how to pronounce a word (does it make sense)

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14
Q

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?)

A

/leed/ - long e

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15
Q

do context clues always help readers determine the meaning of words or pronunciations of words?

A

both

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16
Q

context clues help students know…

A

what to read (decode) when words look alike.

what to write (encode) when words sound alike

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17
Q

know the hallmarks of the 5 stages/phases of developmental spelling (how is spelling described for each of the 5 stages?)

A

precommunicative

semiphonetic

phonetic

transitional

standard/conventional

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18
Q

precommunicative stage

A

first transitional spelling stage.

the child uses letters from the alphabet, but without any letter-sound correspondence.

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19
Q

phonetic stage

A

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.)

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20
Q

transitional stage

A

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.

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21
Q

standard/conventional

A

almost all words are spelled correctly.

teach highly irregular words and words for specific content areas.

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22
Q

suffix

A

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

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23
Q

prefix

A

additions to the beginning of words

changes the meaning of the word but not the spelling

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24
Q

root/stem

A

main parts of the word

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25
Q

inflectional suffixes

A

Often changes the grammatical function but not the core meaning of the root word to which it is added

expresses plurality or possession when added to a noun, tense when added to a verb, and comparison when added to an adjective and some adverbs

examples:

  • ing
  • ed
  • s or -es
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26
Q

derivational suffix

A

bound morphemes that may change the way a word is used in an utterance or sentence

words formed by the attachment of lexical affixes are derived from other words
derivational affixes are those affixes which help in this derivation

ex. dis-, re-, in-, be-, en-, -ly, -ance, -able, -ize, -ish, -like, -ment, -ing:
if it is used to turn the verb into a noun: example: build –> a building, two buildings, nourish–>nourishing

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27
Q

how to determine the difference between inflectional and derivational suffixes

A

when seeing if an affix is inflectional or derivational, you need to look at its part of speech and decide whether or not the root word’s meaning has changed

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28
Q

what are 3 things that teaching syllables helps learners do?

A
  1. Helps with reading bigger words (decoding)
  2. ^ pronunciation of unfamiliar words
  3. ^ spelling and writing (encoding)
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29
Q 
which word in the row is incorrectly syllabicated? 
la/bor 
so/da 
gra/vy 
ca/mel
A

ca/mel

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30
Q

how do vowels help you know how many syllables are in a word?

A

because there are as many syllables in a word as there are vowel sounds

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31
Q

is the second syllable in de/mon open or closed?

A

closed

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32
Q 
which word in the row has a closed first syllable? 
la/bor 
so/da 
gra/vy 
cam/el
A

cam/el

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33
Q

if the first syllable in the word “tamel” is open, does it rhyme with ham or pay?

A

pay

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34
Q

what percent of English words come from Latin origins?

A

80%

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35
Q

what percent of English words come from Greek or Latin roots?

A

over 60%

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36
Q

what percent of English words in science and technology disciplines are generated from Greek and Latin roots?

A

90%

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37
Q

sight words (Dolch and Fry Word Lists) account for what percent of words in K-3 reading material?

A

50%

38
Q

environmental print

A

words that children frequently see in the world around them

39
Q

morpheme

A

smallest unit of meaning in a word

40
Q

affix

A

both prefix and suffix

41
Q

prefix

A

a syllable or word that comes before a root word to change its meaning

42
Q

suffix

A

a word or letter placed after the root.

43
Q

root/stem

A

main part of the word

44
Q

inflectional morpheme

A

a bound morpheme that changes a word to correspond to syntactic rules

45
Q

derivational morpheme

A

bound morphemes that may change the way a word is used in an utterance or sentence

46
Q

word study

A

an alternative to traditional spelling instruction. It is based on learning word patterns and generalizations.

47
Q

compound word

A

two or more words combined to create a new or specific word

48
Q

open syllable

A

syllable which ends in a vowel

long sound

49
Q

closed syllable

A

syllable which ends in a consonant

consonant slammed the door at the end

short sound

50
Q

decodable text

A

text in which most of the words are made up of sound-letter relationships

51
Q

high frequency words

A

small group of words (300-500) that account for a large percentage of the words in print;

can be regular or irregular words

often referred to as “sight words” because automatic recognition of these words is required for fluent reading.

52
Q

decoding

A

Using sound/symbol relationships to READ written words

53
Q

encoding

A

WRITING words using sound/symbol relationships

54
Q

homophone

A

each of two or more words having the same pronunciation but different meanings, origins, or spelling

55
Q

homograph

A

each of two or more words spelled the same but not necessarily pronounced the same and having different meanings and origins

56
Q

decodable or sight word?

“pot”

A

decodable

57
Q

decodable or sight word?

“snail”

A

decodable

58
Q

decodable or sight word?

“as”

A

sight

59
Q

suffix, prefix, or root/stem?

fartS

A

suffix

60
Q

suffix, prefix, or root/stem?

CATERing

A

root/stem

61
Q

suffix, prefix, or root/stem?

UNdetermined

A

prefix

62
Q

how many morphemes?

“undetermined”

A

3

63
Q

how many morphemes?

“tricycle”

A

2

64
Q

how many morphemes?

“catering”

A

2

65
Q

how many morphemes?

unbelievable

A

3

66
Q

Is the suffix “-er” derivational or inflectional?

A

derivational

67
Q

What stage of spelling?

FEPIRI FPBCZS

A

precommunicative

68
Q

What stage of spelling?

“I wl b hope wen skul iz t I lk t pla wt mi fredz in te sumr tatz ltz ov fn”

A

phonetic

69
Q

What stage of spelling?

“We went out west last sumer. We drove a littel camper bus. we sheped in alot of nashal parks and went hikeing in the mountins. It was relly cool”

A

transitional

70
Q

What stage of spelling?

“My favorite day of the week is Wednesday. I get to go to school on Wednesday. I like history at school. Sometimes we get to go see Mrs. Holly’s animals. We get to see her cats Copper.”

A

conventional

71
Q

what are homophonic words?

A

words that sound the same

72
Q

what are homographic words?

A

words that have different spelling

73
Q

what can the student do in the precommunicative stage in spelling?

A

write with the appearance of random strings of letters, numbers, and other common symbols

74
Q

what can the student in the semi-phonetic stage of spelling do?

A

represent the main sounds in words

75
Q

what can the student in the phonetic stage of spelling do?

A

represent the surface-sound features of words

76
Q

what can the student in the transitional stage of spelling do?

A

place vowels in syllables

77
Q

what can the student in the standard/conventional stage of spelling do?

A

almost spell correctly

78
Q

if the suffix is “-er” derivational or inflectional?

A

derivational

79
Q

if a word is VCC, what do you do when adding -ing?

A

let it be

80
Q

if a word is VC, what do you do when adding -ing?

A

double that “c”

81
Q

if a word is VCe, what do you do when adding -ing?

A

drop the “e”

82
Q

if a words is VVC, what do you do when adding -ing?

A

let it be

83
Q

if a word is VC, what do you do when adding -ed?

A

let it be

84
Q

if a word is VCC, what do you do when adding -ed?

A

let it be

85
Q

if a word ends with a consonant -y, how do you add -ing?

A

just add it

86
Q

if a word ends in a vowel -y, how do you add -ing?

A

just add it

87
Q

if a word ends with a consonant -y, how do you add -ed?

A

change y to i

88
Q

if a word ends in vowel -y, how do you add -ed?

A

just add it

89
Q

if a word ends in consonant -y, how do you add -es?

A

change y to i

90
Q

if a word ends in -y, how do you add -s?

A

just add it

Language Development for Educators (3 decks)

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