Domain One - Language and Linguistics

Question 1

Language

Answer 1

Written words and spoken sounds that create meaning for human understanding

Question 2

Linguistics (three main aspects)

Answer 2

Study of language ; morphology (unit of meaning) ; phonology (speech sounds) ; semantics (analysis of word meaning)

Question 3

Alphabetic principle (3 rules)

Answer 3

3 rules for writing and speaking letters

1. Letters named w/ upper and lower case letters
2. Each letter/group of letters(words) represent sounds
3. The relationship between letters and letter-sounds (phonemes) provides the context to identify, pronounce, and spell

Question 4

Affix

Answer 4

Non-word (bound) morpheme combined with a word, stem, or phrase to make a word
Ex/ adjoining , ad- (prefix), -ing (suffix), join (affix)

Question 5

Automaticity

Answer 5

Ability to read and recognize a word or series of words accurately and without effort

Question 6

Blending

Answer 6

Ability to fluidly combine individual sounds to form words ; ability to combine onsets and rimes to form syllables and combine those into words

Question 7

Concepts of print

Answer 7

Important predictor of learning to read
Understanding we read left to right or top to bottom, direction of print on a page, use of spaces, ideas that print is representative of words

Question 8

Decoding

Answer 8

Process of translating print to spoken word in order to understand meaning of written letters; basically word identification

Question 9

Denotative meaning

Answer 9

Literal, dictionary meaning

Question 10

Derivational morpheme

Answer 10

Added to a word to create another word (morpheme=smallest unit of a word with meaning); ex/ sing

Question 11

Idiolect

Answer 11

Specific speech habits of an individual; peculiarities of language, grammar, pronunciation

Question 12

Morphology

Answer 12

Study of word formation ; analysis of structure, word stems, and affixes

Question 13

Onset-rime

Answer 13

Onset= 1st phonological unit of a word / part of word before vowel

Rime = vowels and consonants that follow the onset

Example- b(onset) ook(rime)

** not all words have this ; helps with decoding new words

Question 14

Phoneme

Answer 14

Smallest unit of spoken language that helps to determine meaning
English has about 41

"A" = one
"Oh" = one
"If" = two /i/ /f/
"Check" = three /ch/ /e/ /k/
"Stop" = four /s/ /t/ /o/ /p/

Question 15

Phonemic awareness

Answer 15

Ability to hear, identify, and manipulate the phonemes in spoken words
Sounds work together to make words
** most important determinant of being a successful reader

Question 16

Phonics

Answer 16

Method of teaching reading and spelling that stresses symbol-sound relationships
Predictable relationship between phonemes and graphemes (letters and spellings that represent those sounds in written language)

** goal to help children learn/use the alphabetic principle

Question 17

Phonological awareness

Answer 17

Listening skill usually developed pre-k
Ability to hear, think about, and manipulate sounds

Competency:

1. know sounds make up words
2. Know sounds can be manipulated into new words
3. Know words can be separated into sounds, syllables, and rhymes
4. know words have meaning

Important bc if sounds are related to print then they can start to decode and make sense of how sounds and letters are organized in print
** not interchangeable with phonemic awareness

Question 18

Pragmatics

Answer 18

Ability to engage in conversational speech (allowing time for response)
Studies how verbal/nonverbal communication can change meaning of communication and comprehension
Meaning of language changes based on context

Question 19

Prosody

Answer 19

Component of fluency referring to reading with expression (appropriate use of emphasis, stress, intonation, pitch, pauses, and phrasing based on understanding of syntax and mechanics)

Can also reflect the emotional state of the speaker

Question 20

Segmenting

Answer 20

Breaking words into their individual phonemes

Breaking words into syllables and syllables into onsets and rimes

Question 21

Semantics

Answer 21

Analysis and study of meanings of words, phrases, and sentences

Question 22

Syntax

Answer 22

The study of how sentences are formed and the pattern or structure of word order in sentences

Study of ways words are organized to create meaning

Question 23

Child-directed speech (1st stage of early childhood aquisition)

Answer 23

0-24 months

Primary caretakers play an active role in the development of their child’s language
Child-directed speech = modified speech to make it easier for a child to learn language (ex/ modifying sentence structure, repeating key words, and focusing on present objects

1st words spoken by 12 months ; usually holophrases
1st sentences by 18-24 months ; usually two-word sentences (telegraphic speech)

Question 24

Holophrase (2nd)

Answer 24

8-12 months

One word and non-verbal gesture to express a complete/meaningful thought (recognition that words represent a specific object, desire, or event)
Includes symbolic and representational gestures

Example/ symbolic = shaking head to indicate “no”, representational = holding up bottle to signal thirst

Question 25

Telegraphic speech

Answer 25

2 years old Early form of speech; omitting/ simplifying words in a phrase/ sentence to communicate their message Usually two-word sentence with just enough words to show meaning (example/ “no… hot” = the food is too hot)

Question 26

Fast mapping

Answer 26

2-5 years old Used to figure out meaning Using context of a word/phrase to accurately determine a word's meaning Easier with nouns than verbs Example/ kid knows blue, blue and beige ball, told to get beige, knowledge of blue helps them determine beige

Question 27

Private speech

Answer 27

3 years old Talking out loud by oneself without the intention of communicating with others Helps integrate language and thought as well as self-regulation ** vygotsky = private speech is responsible for all higher levels of intellectual functioning

Question 28

Overregularization

Answer 28

4-5 years old Misuse of regular grammatical patterns of past tense or plural words (noun or verb) Example/ feet= foots; sang = singed

Question 29

Universal language acquisition theory

Answer 29

Noam chomsky Language is innate and universally inherited by all humans Infants = prewired to learn language ** contemporary linguists: language acquisition occurs when they interact with their social environment; when exposed to hearing people talk, new brain pathways are formed (neuroplasticity); cognitions, behaviors, and emotions caused by changes in environment enhance language abilities

Question 30

Critical period for language acquisition

Answer 30

All children experience a critical period when it is easier to acquire verbal skills in their native language (corresponding with brain development) Infancy-puberty First few years are optimal time

Question 31

Vygotsky's second language acquisition theory

Answer 31

Lev Vygotsky Thought development is determined by language Language: center of all learning experiences, shapes all thoughts and perceptions (w/o language these wouldn't exist) 2nd language: must think before formulating new ideas (must be competent in native language to be able to think about a second)

Question 32

Krashen's second language acquisition theory

Answer 32

Stephen Krashen Primary language acquisition is an unconscious mental process (implicit) English language learners must consciously learn (explicit)

Question 33

Stages of second language acquisition (first)

Answer 33

Preproduction Developmental Expectations: English is beginning to be internalized, Minimal/no language and comprehension skills, usually use physical gestures (nodding, pointing, drawing, acting out) Instructional Strategies: Use visual aids, gestures, simple question prompts; focus on minimal key vocab words and phrases; assign writing exercises that combine pics and words; provide instruction that is sensitive to cultural norms and academic competencies

Question 34

Stages of second language acquisition (second)

Answer 34

Early production Developmental expectations: Limited comprehension and language skills but can speak familiar one or two word responses (telegraphic speech) Instructional strategies: Use pre-production strategies; use questions that require yes/no or either/or answer; question prompts that require familiar one or two word response; help expand those responses; use games/role-playing to help with new vocab; use handouts and worksheets with fill-in-the-blank (cloze) exercises

Question 35

Stages of second language acquisition (third)

Answer 35

Speech emergence Developmental expectations: Increased comprehension and language abilities, begin to produce simple sentences/phrases (basic errors in grammar and speech), reading comprehension and writing skills are limited Instructional strategies: use prompts that require them to answer  who, what, where, why and how in writing and those that require a written/oral response of 1+ sentence; daily journal; games and role-playing to show oral/ written text; use media, technology, and the internet to illustrate examples; problem-solve using real-world events

Question 36

Stages of second language acquisition (fourth)

Answer 36

Intermediate fluency Developmental expectations:  advanced command of english language and comprehension; combine phrases/sentences and a good command of oral/written communication Instructional strategies: analyze complex reading, writing, and speaking assignments; reading instruction assignments that show ability to paraphrase, define, compare, contrast, summarize, describe, and explain text; help expand knowledge through oral presentation/discussion; daily journal; reading assignments; encourage use of media, tech, and the internet; increase problem-solving in reading/writing

Question 37

Stages of second language acquisition (fifth)

Answer 37

Advanced fluency Developmental expectations:  oral/written communication competency; fully participating in grade-level classroom activities Instructional strategies: all grade-level  expectations; adaptations according to academic proficiencies and cultural implications

Question 38

Stages of reading development (1st)

Answer 38

Early childhood to K - pre-alphabetic (early emergent reader) Developmental expectation: rely on story reading from picture books with minimal prompts and beginning to be aware that text goes from left to right; scribble and recognize distinctive visual cues in environmental print (example/ letters in their names); often pretend to read and engage in private speech Reading instruction: begin phonemic awareness and concepts of print instruction by helping students  to: - Recognize print concepts in the environment - recognize print has meaning - text is left to right - make predictions in stories - Enjoy matching words and sounds (rhythm) - name pics associated with their spoken word - Recognize letter shapes by name - learn abc song

Question 39

Stages of reading development (second)

Answer 39

K-1st grade - Alphabetic (decoding) (beginning reader) Developmental expectation: awareness that letters are associated with sounds; begin to identify some printed words by decoding CVC words (sun,pin); usually know letters represent sounds; later spell with the 1st and last consonants (example/ ct for cat) Reading instruction: systematic and explicit instruction: - phonics, phonemic awareness, blending, segmenting, and decoding - Vocab word-attack skills, spelling - text comprehension - listening and writing - Encouraging students to make predictions about stories - fill-in open-ended sentences

Question 40

Stages of reading development (third)

Answer 40

2nd-3rd grade - alphabetic (learning fluency) (beginning reader) Developmental expectation: beginning to develop fluency in reading text and recognize Words by pattern and sight; attempt to read using phonics knowledge; read/reread text in a story; rhyme and blend words; check for meaning of words to make sense of a text ; older students start to recognize chunks or phonograms and identify similarities and differences of sounds in words Reading instruction: systematic and explicit instruction: - phonics, phonemic awareness, blending, segmenting, and decoding - Vocab word-attack skills, spelling - text comprehension - listening and writing - Encouraging students to make predictions about stories - fill-in open-ended sentences

Question 41

Stages of reading development (fourth)

Answer 41

4th-8th grade - orthographic (fluent reader) Developmental expectation:  read larger units of print and use analogy to decode larger words; decoding becomes fluent like an adult reader; reading, accuracy, and speed are stressed Reading instruction: - word-attack skills (multisyllabic words) and words within families - decoding - spelling and vocab - Fluency - Text comprehension (context skills) - utilizing metacognition

Question 42

Stages of reading development (fifth *remedial)

Answer 42

3rd-8th grade (not reading competent) (remedial reader) Developmental expectations: preventative rather than remedial is key with a full range of learners, those struggling to read are taught in the same systematic framework taught from the early grades of successful readers Reading instruction: reteaching all of the modalities of a beginning reader and emphasizing : - assessment of identified reading weakness - teaching explicit strategies based on diagnosis - linking instruction to prior knowledge - Increasing instruction time - Dividing skills into smaller steps while providing reinforcement and positive feedback

Question 43

Phoneme isolation

Answer 43

Isolation of sounds | example/ first sound in ball (b)

Question 44

Phoneme identity

Answer 44

Identify common sound Doll, dig, dog = /d/

Question 45

Phoneme classification

Answer 45

Identify word that sounds different and doesn't belong Example/ ball, bell, run = run

Question 46

Phoneme substitution

Answer 46

Replace phoneme with another to make a new word Example/ ball → tall

Question 47

Phoneme segmenting

Answer 47

Orally separating sounds; word said outloud is broken into individual sounds and phonemes counted Example/ bat = /b/ /a/ /t/

Question 48

Phoneme blending

Answer 48

Orally blending sounds; say phoneme segment sound then student combines to identify the word Example/ /c/ /a/ /t/ = cat

Question 49

Metacognition

Answer 49

Thinking about thinking Pre-reading- purpose for reading/ preview text During- monitor understanding and adjust accordingly After- check understanding

Question 50

Calculate fluency

Answer 50

Total words read minus errors= words correct per minute (wcpm)