Literacy Flashcards
Soliloquy
Express a characters hidden thoughts
Hans Christian Andersen author know for?
Fairy tales that appeal to both children and adults
Verbs
action, state of being (seemed, was)
noun
people, places, or things
pronoun
Substitution for nouns
I, me, she, we, they, who, that, yours, his, her
Orthography
Representing sense and meaning
spelling
Morphology
Structure and sequencing of meaning
Etymology
Interrelation of sense and meaning
Phonology
Units of speech that construct meaning
Homophones
words with the same pronunciation but different meanings.
example: plain and plane , bear and bear
they are marked by their different orthographic representation.
semantic
The meaning of language.
Encode the meaning of a word and relate it to similar words with similar meaning.
Discourse Processing
Focus on the ways in which readers and listeners comprehend language.
Syntactic Processing
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.”
cloze exercise
passage rewritten with some words deleted. figure out what words go in the blanks
visual clues
use them by taking “picture walks” through a book and predict the book.
vocabulary
can be developed through oral discussions and reading (daily classroom read-aloud are crucial for this)
graphic organizers help to activate and review vocab
Reading fluency
students can automatically recognize the words in the text and can read easily without frequently stopping to decode words
Sight-word recognition
very important because a number of common words in the English language have irregular spelling (Dolch list)
Suffix
derivational suffix
inflectional suffix
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
Prefix
a group of letters placed before the root of a word
example: un- , re-
syllabication
the division of words into syllables, either in speech or in writing.
Syntactic cues
beginning readers use knowledge of grammar and the parts of speech to figure out a word.
semantic cues
using knowledge of the world and objects within it to figure out what would make sense in a particular text
phonograms
word families
CVC
consonant- vowel- consonant pattern in words
example: dog, bat
diphthong
when two vowels are in one syllable but both are heard
“oy” in oil
“oi” in voice
consonant blends (clusters)
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
Digraph
when one sound is written with a combination of two letters
example: ch, gr
track print
tracking each word in a story.
know that English print begins at the top of the page and is read left to right.
Conventions of Written English
- leaving a space in between words
- ending sentences with different types of punctuation
- starting sentence with a capital letter
phonological awareness
includes phonemic awareness
awareness of sound structure.
breaking apart a word of syllables
blending onset and rimes
identifying initial sound of a word
phonemic awareness
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
phoneme
smallest part of spoken language that makes a difference in the meaning of a word.
grapheme
smallest part of written language that represents a phoneme in spelling of a word.
maybe 1 letter “b” or several letters “sh”
phoneme isolation
recognize individual sounds in a word
teacher: what is the first sound in van?
student: the first sound in van is /v/
phoneme identity
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.
phoneme categorization
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/
Phoneme blending
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.
Phoneme segmentation
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.
Phoneme deletion
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
Phoneme addition
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.
Phoneme substitution
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.
onset
initial consonant sound of a syllable
“b” in “bag”
rime
the part of the syllable that contains the vowel and all that follows it
“im” in “Swim”
When teaching phonemic awareness, the student will benefit more from focusing on…
no more than two types of phoneme manipulations.
Child who may be at risk of having reading difficulties will benefit from?
Systematic and explicit phonic instruction.
Metacognition
“thinking about thinking”, strategies to think about and have control over their reading
Another name for a persuasive essay is?
argumentative essay
A syllable must contain
a vowel
of the three tiers of words, the most important words for direct instruction are
Tier-two words (academic words)
A cloze test evaluates a student’s
Understanding of context and vocabulary
Most important when designing a reading activity or lesson for students?
determining a purpose for instruction.
“decoding” is also called?
Alphabetic principle
Phonological awareness activities are
Oral
“Since,” “Whether,” and “accordingly” are examples of which type of signal words?
cause-effect words
these words describe outcome, outcomes have causes.
Signal words
give the reader hints about the purpose of a particular passage.
Signal words use.
Comparing & contrasting cause and effect temporal sequencing physical location problem and its solution
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:
Outcome
Story action can be analyzed in terms of
rising action, story climax, falling action, and resolution
Rising action
consists of those events that occur before and lead up to the story’s most dramatic moment, or climax
Climax
occurs towards the end of the book, but rarely, if ever, right at the end.
Falling action
after the climax, the consequences of that dramatic moment.
Resolution
the outcome of the falling action
A teacher is teaching students analogizing. She is teaching them to
Identify and use groups of letters that occur in a word family.
free morpheme
bound morpheme
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
Lexical words are called open class words and include
nouns, verbs, adjectives and adverbs
New words can regularly be added to this group
Function words, or closed class words are
conjunctions, prepositions, articles and pronouns; and new words cannot be (or are very rarely) added to this class.
antonyms
a word with opposite meaning to another
example: bad and good
Folktale
a story originating in popular culture, typically passed on by word of mouth.
fairy tales, gables, trickster tales, and “why” stories.
Fable
a short story, typically with animals as characters, conveying a moral.
Legends
Story or group of stories told about a particular person or place.
Realistic fiction
stories that could have actually occurred to people or animals in a believable setting.
six basic syllable types
- closed syllables (most common)
- open syllables
- Vowel-Consonant-E syllables
- Vowel team syllables
- R-Controlled syllables
- Consonant-le syllables
closed syllables
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
open syllables
ends in one vowel and the vowel says its name (long sound)
example: me, so, fly, flu
Vowel-Consonant-E syllables
vowel followed by a consonant and silent e.
The silent e makes the vowel before it says its name
Example: hate, mile, hole
Vowel team syllables
contains two vowels next to each other.
vowel makes one sound
example: wait, beach, beet, play
R-controlled syllable
a vowel followed by the letter r.
R controls vowel
example: car, bar, tar, or, sailor, regular
Consonant-le syllable
normally found at the end of a word.
sounds like ul
example: turtle, little, stable
syntactic categories
nouns, verbs, adjectives, adverbs, and prepositions.
Development of Oral Language
- cooing (infants)
- babbling (around 4-6 months)
- one-word stage (around 1 year)
- telegraphic stage (toddlers)
- beginning oral fluency (by age 3-4)
Development of reading
- Emerging pre-reader (6 mo to 6 yrs)
- Novice reader (6-7 yrs)
- Decoding reader (7-9 yrs)
- Fluent, comprehending reader (9-15 yrs)
- Expert reader (16 yrs +)
Development of spelling
- Preliterate
- Phonetic
- Skill Development
- Word Extension
- Derivational Constancy
syntax
the arrangement of words and phrases to create well-formed sentences in a language.
Preposition
word proceeding after a noun or pronoun
conjunction
words that link other words, phrases, or clauses together.
and, but, or, because, then, etc.
adjectives
a word or phrase naming an attribute
Morpheme
Smallest unit of grammar
prosody
Pace and rhythm that is appropriate for a text
Phrase Boundaries
Slashes added to text to help students chunk bits of text/improve prosody
