LA Flashcards
Consonant digraphs
two consonant letters that represent only one distinct speech sound (th, sh, ch, wh, gh, ck, ng)
Vowel Digraphs
combinations of two vowel letters together in words representing only one distinct speech sound (ee, oo, ie, ai)
Onset
defined as all sounds in a spoken syllable that come before the vowel sound. For example, str – /s/-/t/-/r/– in street or /f/ in fit are onsets
Phoneme
is the smallest unit of sound in a spoken word
Morpheme
smallest unit of meaning in language
Semantics
involves connecting one’s background experiences, knowledge, interests, attitudes, and perspectives with spoken or written language to construct meaning
Expressive
requires the sender of a message to “encode” or to put his or her thoughts into a symbolic form. Most often takes the form of spoken or written words but may also be represented visually through gestures, art, pictures, video, or dramatization
Letter name knowledge
being able to state the name of the letter and not just the sound (saying the alphabet and not the sounds of the letters)
Schema theory
the belief that new knowledge is connected to related ideas one already knows
Diphthongs
combinations of two vowels together in words producing a single, glided sound (oi in oil, oy in boy)
Phonics
grasping the relationships between letters and sounds
Grapheme
a printed or visual symbol, usually a letter such as a, r, m, s, or o, that represents a phoneme
Free Morpheme
a free morpheme stands along as a word having meaning. Words like ball, peninsula, and chain consist of a single morpheme
Bound Morpheme
a bound morpheme must be connected to another morpheme. Examples include –ocracy, -ante, and bio- as well as other prefixes and suffixes like re-, -ed, and –es.
Inflected Morpheme
are added suffixes or meaningful word endings, such as –s, -ed, -ing, and –est.
Oral language
the spoken form of communication
Receptive
requires the receiver of a message to “decode” or unlock the code of the spoken or written communication used by the sender in order to understand the message
Compound word
combining two words with separate meanings together for example dog and house = doghouse, note and book = notebook, hair and spray = hairspray
Neuroplasticity
when you encounter new language, your brain will often modify your existing knowledge network (schema) to “rewire itself” to accommodate new learning into permanent schema structures
Syntax
involves an understanding of how words are combined into larger language structures, especially sentences
Rime
defined as the vowel sound and every other sound that follows the vowel sound in a spoken syllable. The spoken words, an, it, a, ok, and I all contain a rime that includes the vowel sound (/a/, /e/, /i/, /o/, /u/) and the other sounds that follow the vowel sound
Phonemic awareness
Students’ awareness of phonemes
Alphabetic principle
is a critical insight that young children must achieve in learning to reach and write
Weak Syllable Deletion
Example – telephone, elephant, banana
Description – kids take out a weak syllable, unstressed syllable
Final Consonant Deletion
Example – ball, dog
Description – drop off last consonant of a word
Substitution
Substitute one class of sounds for another
- fronting = back sound to front (key to tey, go to do)
- stopping = fricative becoming a stop (shoe to toe, sun to ton)
- gliding = (kelly to kewy, little to ylittle)
Blending
Sh, ch, gr, pl, sn, sw
Segmenting
This involves hearing a word, splitting it up into the phonemes that make it, using knowledge of GPCs to work out which graphemes represent those phonemes and then writing those graphemes down in the right order. This is the basis of spelling.
Closed Syllables
A syllable in which a single vowel is followed by a consonant. The vowel sound is usually short. (rabbit, camel, ham*ster)
Open Syllables
A syllable ending with a single vowel. The vowel is usually long. (me, ve*to)
CVe Syllables
A syllable with the long vowel-consonant-silent e pattern. (shape, cube, slide, be*have)
R-Controlled Syllables
A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long nor short and when heard, sounds like it is controlled by the r. (chart, fern, pour, target, whisper)
Vowel Team Syllables
A syllable containing two letters that together make one vowel sound. The vowel sound can be long, short, or a diphthong. (plain, show, heavy, boy, cow, cloudy, boil*ing)
Consonant + le Syllables
An unaccented final syllable containing a consonant plus –le. (apple, turtle, table, little)
Flunecy
the ability to speak easily and smoothly – related to reading reading with easy
Prosody
the patterns of rhythm and sound used in poetry.
Accuracy
Reading words in text with no errors.
Rate
The speed at which a person reads.
Stages of Developmental Writing
Stage 1: Random Scribbling (ages 2-3) Stage 2: Controlled Scribbling (age 3) Stage 3: Mock Writing (ages 3-4) Stage 4: Writing Letters (ages 4-5) Stage 5: Writing Words (ages 5-6)
Random Scribbling Writing Stage
Stage 1. Ages 2-3. Child makes random contact with the paper and exhibits little muscular control
Controlled Scribbling Writing Stage
Stage 2. Age 3. Pretend writing is produced as child scribbles across paper in a linear fashion. Patterns may be repeated over and over. Shows increased muscular control.
Mock Writing Stage
Stage 3. Ages 3-4. Writing includes letter-like forms, often arranged in groups and word-like strings. Mock letters may include characteristics of familiar letters but may be misshapen, combined, reversed, or inverted.
Writing Letters Writing Stage
Stage 4. Ages 4-5. Children name and write recognizable letters, although letters are frequently reversed.
Writing Words Writing Stage
Stage 5. Ages 5-6. Using invented spelling, children group letters to write many words. Mature writing grip has developed. Children write letters, including lowercased letters, more smoothly and automatically.
Qualitative evaluation of the text
Levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative evaluation of the text
Readability measures and other scores of text complexity
Matching reader to text and task
Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Primary Source
A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include: ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records CREATIVE WORKS: Poetry, drama, novels, music, art RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings
Secondary Source
A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of seconday sources include:
PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias
Examples of secondary sources include:
A journal/magazine article which interprets or reviews previous findings
A history textbook
A book about the effects of WWI
Paraphrasing
To express the meaning of (the writer or speaker or something written or spoken) using different words, especially to achieve greater clarity.
Plagiarizing
the practice of taking someone else’s work or ideas and passing them off as one’s own.
