Reading and Language Arts Flashcards
Emergent Literacy
First stage of becoming literate. Between birth and early elementary.
Language Experience Approach (LEA)
Is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. Use Students own words to help them read. Ex: a student draws a picture of dad in a car, so you write underneath “Dad is in the car.” Great for emergent readers.
Three steps in the listening process
receiving, attending, and assigning meaning
Listening process
pre-listening, during listening, and after listening
Pre-listening activities
- Establish what is already known about the topic; connect to personal experiences.
- Build necessary background; clarify information and eliminate potential confusion.
- Set the purpose for listening. Ex: aesthetic listening (for enjoyment), critical listening (to evaluate a message).
- Ask students to develop questions or make predictions about what they are about to hear.
Listening activities
- Ask students to predict what might happen next and to provide evidence to support their predictions.
- Encourage students to form mental pictures to help them remember certain details or images while listening.
- Ask students questions to clarify what they hear.
After listening activities
- Ask questions of themselves and the speaker to clarify their understandings.
- Summarize the content orally, in writing, or as a chart, timeline, or map.
- Analyze and make critical judgments about what they listened to.
- Engage in activities that build on and develop concepts acquired during the listening experience.
Phonological awareness
Is an understanding that words are composed of sound units and that sound units can be combined to form words. Detecting and identifying word boundaries, syllables, and rhyming words. Awareness that language is composed of sounds and the understanding of the relationship of these sounds.
Orthography
The system used to write the sounds of a language.
Syllable
A basic unit of speech sounds that can be divided into two parts—onsets and rimes.
Onset
The consonant sound that precedes the vowel of the syllable.
Rime
The vowel and any consonant sound that follows the onset. Ex: the word cat has one syllable that contains one onset /k/ and one rime /at/.
Phonemes
Able to manipulate individual sounds. Individual sounds of letters.
Phonemic Awareness
The ability to focus on, hear, identify, and manipulate phonemes, or the individual sounds that make up spoken words.
Phoneme segmentation
A child’s ability to recognize the separate sound units of words.
Phoneme blending
A child’s ability to string together phonemes in a meaningful way to create words.
Phoneme isolation
recognizing the individual sounds in words. For example, “Tell me the first sound you hear in the word top (/t/).”
Phoneme identity
Recognizing the common sound in different words. For example, “Tell me the sound that is the same in pig, pot, and pie (/p/).”
Phoneme substitution
Turning one word into another by substituting one phoneme for another. Phoneme substitution can take place for initial sounds (top-mop), middle sounds (top-tap) or ending sounds (top-tot).
Oral segmenting
Identifying the individual sounds of a word. For example, knowing that the word top is composed of the phonemes /t/, /o/, and /p/.
Oral blending
Being able to blend phonemes into words. For example, if the teacher says the phonemes /t/, /o/, /p/, the children respond with the word top
Phoneme deletion
Being able to identify a sound that has been deleted from a word. For example, the teacher says the word top and asks the children to repeat it. Then he or she instructs the children to repeat the word leaving out one of its sounds.
