Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CST Early Childhood & Childhood > Literacy > Flashcards

Literacy Flashcards

You may prefer our related Brainscape-certified flashcards:
Early Childhood Education flashcards Sight Words (Ages 4-6) flashcards
1
Q

Soliloquy

A

Express a characters hidden thoughts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Hans Christian Andersen author know for?

A

Fairy tales that appeal to both children and adults

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Verbs

A

action, state of being (seemed, was)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

noun

A

people, places, or things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

pronoun

A

Substitution for nouns

I, me, she, we, they, who, that, yours, his, her

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Orthography

A

Representing sense and meaning

spelling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Morphology

A

Structure and sequencing of meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Etymology

A

Interrelation of sense and meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Phonology

A

Units of speech that construct meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Homophones

A

words with the same pronunciation but different meanings.

example: plain and plane , bear and bear
they are marked by their different orthographic representation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

semantic

A

The meaning of language.

Encode the meaning of a word and relate it to similar words with similar meaning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Discourse Processing

A

Focus on the ways in which readers and listeners comprehend language.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Syntactic Processing

A

The order and arrangement of words in phrases and sentences. You might depend in part on syntactic processing to know the difference between “the cat is on the mat” and “the mat is on the cat.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

cloze exercise

A

passage rewritten with some words deleted. figure out what words go in the blanks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

visual clues

A

use them by taking “picture walks” through a book and predict the book.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

vocabulary

A

can be developed through oral discussions and reading (daily classroom read-aloud are crucial for this)
graphic organizers help to activate and review vocab

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Reading fluency

A

students can automatically recognize the words in the text and can read easily without frequently stopping to decode words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Sight-word recognition

A

very important because a number of common words in the English language have irregular spelling (Dolch list)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Suffix

derivational suffix

inflectional suffix

A

letters attached to the end of a word to modify its meaning or change it into a different word class

derivational: new word has new meaning
teach- teacher care- careful

inflectional suffix (grammatical): changing singular to plural dog- dogs , past tense to present tense walk- walked

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Prefix

A

a group of letters placed before the root of a word

example: un- , re-

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

syllabication

A

the division of words into syllables, either in speech or in writing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Syntactic cues

A

beginning readers use knowledge of grammar and the parts of speech to figure out a word.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

semantic cues

A

using knowledge of the world and objects within it to figure out what would make sense in a particular text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

phonograms

A

word families

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

CVC

A

consonant- vowel- consonant pattern in words

example: dog, bat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

diphthong

A

when two vowels are in one syllable but both are heard

“oy” in oil
“oi” in voice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

consonant blends (clusters)

A

two consonant letters that stand for two consonant sounds that are blended together without an intermediate vowel sound (dr-> drive)

can be 3 consonants as well

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Digraph

A

when one sound is written with a combination of two letters

example: ch, gr

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

track print

A

tracking each word in a story.

know that English print begins at the top of the page and is read left to right.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Conventions of Written English

A
  • leaving a space in between words
  • ending sentences with different types of punctuation
  • starting sentence with a capital letter
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

phonological awareness

A

includes phonemic awareness
awareness of sound structure.

breaking apart a word of syllables
blending onset and rimes
identifying initial sound of a word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

phonemic awareness

A

individual sound of language
ability to hear, identify and manipulate the individual sounds- phonemes- in spoken words.
examples:
blending individual sounds into a word
breaking a word down in their individual sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

phoneme

A

smallest part of spoken language that makes a difference in the meaning of a word.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

grapheme

A

smallest part of written language that represents a phoneme in spelling of a word.
maybe 1 letter “b” or several letters “sh”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

phoneme isolation

A

recognize individual sounds in a word

teacher: what is the first sound in van?
student: the first sound in van is /v/

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

phoneme identity

A

recognize the same sounds in different words

teacher: what sound is the same in fix, fall, and fun?
student: the first sound, /f/, is the same.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

phoneme categorization

A

recognize a word with a sound that does not match the sounds in other words

teacher: what word doesn’t belong? bus, bun, rug.
student: rug does not belong, it does not begin with /b/

38
Q

Phoneme blending

A

combine the phonemes to form a word. then they write and read the word.

Teacher: What word is /b/ /i/ /g/?
Children: /b/ /i/ /g/ is big.
*Teacher: Now let’s write the sounds in big: /b/, write b; /i/, write i; /g/, write g.
*Teacher: (Writes big on the board.) now we’re going to read the word big.

39
Q

Phoneme segmentation

A

break a word into its separate sounds, saying each sound

Children break a word into its separate sounds, saying each sound as they tap out or count it.
Then they write and read the word.
Teacher: How many sounds are in grab?
Children: /g/ /r/ /a/ /b/. Four sounds.
*Teacher: Now let’s write the sounds in grab: /g/, write g; /r/, write r; /a/, write
a; /b/, write b.
* Teacher: (Writes grab on the board.) Now we’re going to read the word grab.

40
Q

Phoneme deletion

A

recognize the word that remains when a phoneme is removed from another word

Teacher: What is smile without the /s/?
Children: Smile without the /s/ is mile

41
Q

Phoneme addition

A

make a new word by adding a phoneme to an existing word

Teacher: What word do you have if you add /s/ to the beginning of park?
Children: Spark.

42
Q

Phoneme substitution

A

substitute one phoneme for another to make a new word

Teacher: The word is bug. Change /g/ to /n/. What’s the new word?
Children: bun.

43
Q

onset

A

initial consonant sound of a syllable

“b” in “bag”

44
Q

rime

A

the part of the syllable that contains the vowel and all that follows it
“im” in “Swim”

45
Q

When teaching phonemic awareness, the student will benefit more from focusing on…

A

no more than two types of phoneme manipulations.

46
Q

Child who may be at risk of having reading difficulties will benefit from?

A

Systematic and explicit phonic instruction.

47
Q

Metacognition

A

“thinking about thinking”, strategies to think about and have control over their reading

48
Q

Another name for a persuasive essay is?

A

argumentative essay

49
Q

A syllable must contain

A

a vowel

50
Q

of the three tiers of words, the most important words for direct instruction are

A

Tier-two words (academic words)

51
Q

A cloze test evaluates a student’s

A

Understanding of context and vocabulary

52
Q

Most important when designing a reading activity or lesson for students?

A

determining a purpose for instruction.

53
Q

“decoding” is also called?

A

Alphabetic principle

54
Q

Phonological awareness activities are

A

Oral

55
Q

“Since,” “Whether,” and “accordingly” are examples of which type of signal words?

A

cause-effect words

these words describe outcome, outcomes have causes.

56
Q

Signal words

A

give the reader hints about the purpose of a particular passage.

57
Q

Signal words use.

A 
Comparing & contrasting
cause and effect
temporal sequencing
physical location
problem and its solution
58
Q

A class is reading The Heart Is a Lonely Hunter. The teacher asks students to write a short paper explaining the story’s resolution. She is asking them to locate and discuss the story’s:

A

Outcome

59
Q

Story action can be analyzed in terms of

A

rising action, story climax, falling action, and resolution

60
Q

Rising action

A

consists of those events that occur before and lead up to the story’s most dramatic moment, or climax

61
Q

Climax

A

occurs towards the end of the book, but rarely, if ever, right at the end.

62
Q

Falling action

A

after the climax, the consequences of that dramatic moment.

63
Q

Resolution

A

the outcome of the falling action

64
Q

A teacher is teaching students analogizing. She is teaching them to

A

Identify and use groups of letters that occur in a word family.

65
Q

free morpheme

bound morpheme

A

word that can stand on its own
example: bad

word that has to be attached with another morpheme
they are also the affixes (suffix, prefix)
example: ly

together: badly

66
Q

Lexical words are called open class words and include

A

nouns, verbs, adjectives and adverbs

New words can regularly be added to this group

67
Q

Function words, or closed class words are

A

conjunctions, prepositions, articles and pronouns; and new words cannot be (or are very rarely) added to this class.

68
Q

antonyms

A

a word with opposite meaning to another

example: bad and good

69
Q

Folktale

A

a story originating in popular culture, typically passed on by word of mouth.

fairy tales, gables, trickster tales, and “why” stories.

70
Q

Fable

A

a short story, typically with animals as characters, conveying a moral.

71
Q

Legends

A

Story or group of stories told about a particular person or place.

72
Q

Realistic fiction

A

stories that could have actually occurred to people or animals in a believable setting.

73
Q

six basic syllable types

A
  1. closed syllables (most common)
  2. open syllables
  3. Vowel-Consonant-E syllables
  4. Vowel team syllables
  5. R-Controlled syllables
  6. Consonant-le syllables
74
Q

closed syllables

A

most common- (CVC)
have one vowel, followed by one or more consonants. Vowel has a short sound.
Closed in on the right side by one or more consonants

example: map, itch

75
Q

open syllables

A

ends in one vowel and the vowel says its name (long sound)

example: me, so, fly, flu

76
Q

Vowel-Consonant-E syllables

A

vowel followed by a consonant and silent e.
The silent e makes the vowel before it says its name

Example: hate, mile, hole

77
Q

Vowel team syllables

A

contains two vowels next to each other.
vowel makes one sound
example: wait, beach, beet, play

78
Q

R-controlled syllable

A

a vowel followed by the letter r.
R controls vowel
example: car, bar, tar, or, sailor, regular

79
Q

Consonant-le syllable

A

normally found at the end of a word.
sounds like ul
example: turtle, little, stable

80
Q

syntactic categories

A

nouns, verbs, adjectives, adverbs, and prepositions.

81
Q

Development of Oral Language

A
  1. cooing (infants)
  2. babbling (around 4-6 months)
  3. one-word stage (around 1 year)
  4. telegraphic stage (toddlers)
  5. beginning oral fluency (by age 3-4)
82
Q

Development of reading

A
  1. Emerging pre-reader (6 mo to 6 yrs)
  2. Novice reader (6-7 yrs)
  3. Decoding reader (7-9 yrs)
  4. Fluent, comprehending reader (9-15 yrs)
  5. Expert reader (16 yrs +)
83
Q

Development of spelling

A
  1. Preliterate
  2. Phonetic
  3. Skill Development
  4. Word Extension
  5. Derivational Constancy
84
Q

syntax

A

the arrangement of words and phrases to create well-formed sentences in a language.

85
Q

Preposition

A

word proceeding after a noun or pronoun

86
Q

conjunction

A

words that link other words, phrases, or clauses together.

and, but, or, because, then, etc.

87
Q

adjectives

A

a word or phrase naming an attribute

88
Q

Morpheme

A

Smallest unit of grammar

89
Q

prosody

A

Pace and rhythm that is appropriate for a text

90
Q

Phrase Boundaries

A

Slashes added to text to help students chunk bits of text/improve prosody

CST Early Childhood & Childhood (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions