Chapter 4&5 Flashcards
(26 cards)
Ending part of a word that connects the vowel and the remainder of the word.
Rimes
A form of conversation revolving around narrative literature in which children interpret and discuss what has been heard or read in relation to themselves
Aesthetic talk
A daily massage written by the teacher, on large chart paper about items of interest to the children. The teacher uses it for teaching skills
Morning message
Favorite words generated by children, written on index cards, and kept in containers for them to read and write
Very own words
A formal mode of conversation about expository txt used to inform and persuade
Efferent talk
Putting words together to form thoughts or express oneself
Expressive language
A type of bulletin board or classrooms display that features challenging and/or high-frequency words organized alphabetically
Word wall
Loss of brain cells
Neural shearing
Ability to process, comprehend, or integrate spoken language; being able to understand what someone says to you
Receptive language
Connecting of brain cells or rapid development of neural connections
Synaptogenesis
Initial letter or letters before the first vowel in a word
Onsets
An independent clause with all its dependent clauses attached that is helpful in measuring a child’s language complexity
T-unit
Based on Vygotsky’s theory, this refers to the period of time when a child has been guided by an adult and no longer needs the help. The adult retreats and allows the child to work on his or her own
Zone of proximal development
Familiar Print found in the surroundings, such as logos, food labels, and road signs
Environmental print
The words that are known immediately by the reader. Once a word becomes a sight word, the reader does not need to use word-attack skills to read it.
Sight words
Letters that make up individual sounds
Grapheme
Words that are frequently found in reading materials for children
High-frequency words
A reading instruction method aimed at linking oral with written language on the premise that what is thought can be said, what is said can be written, and what is written can be read
Language experience approach (LEA)
A strategy that bivalves learning the alphabetic principles of language and knowledge of letter-sound relationships. Children learn to associate letters with the phonemes or basic speech sounds of English, to help them break the alphabetic code and become independent readers in the pronunciation of words
Phonics
Knowledge about print, including the use of phonics context and syntax to decipher unknown words; the development of sight vocabulary; and the use of word configuration and structural analysis
Word-study skills
Sounds made by individual letters and combinations of letters that make a single sound
Phonemes
Sounds made by individual letters and combinations of letters that make a single sound
Phonemes
Knowing that words are composed of a sequence of spoken sounds and being able to hear and identify these sounds. Includes the ability to segment and blend individual sounds. It’s an oral activity without association to symbols
Phonemic awareness
Meaning that language communicates
Semantics
