Emergent literacy

Question 1

Accommodations

Answer 1

Assistances or changes to the learning process to allow the student to learn the same material as other (Changes HOW they learn.)
EX: extended time on test

Question 2

Retell

Answer 2

a comprehension strategy in which students retell or tell differently what they have read or listened to.
EX: when students retell a story, they are demonstrating their comprehension of most important parts

Question 3

phoneme isolation

Answer 3

the ability to hear recognize the individual sounds in words.
EX: what is the first sound you hear in dog? /d/

Question 4

syllable

Answer 4

a unit of pronuncation that contains one vowel sound with or without consonant sounds.
EX: the word motorcycle has 4 syllables mo/tor/cy/cle

Question 5

modification

Answer 5

changes to the curriculum to allow a student to access material at their level ( changes WHAT they learn)
EX: student is only held accountable for capitalization and punctuation in their writing, rather than all standard English conventions

Question 6

Guided Reading

Answer 6

reading done by students with teacher support. This reading will be done within the framework of a lesson and often in a small group setting with the teacher.

Question 7

directionality

Answer 7

the direction in which a language is read
EX: the directionality of written English is from left to right

Question 8

Phoneme Blending

Answer 8

the ability to blend 2 sound to make a word
blend together these sounds to make a word: /b/ /a/ /t/ to form bat

Question 9

decoding

Answer 9

in reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning.

Question 10

word wall

Answer 10

an on-going bulletin board with terms used frequently in the classroom; words are often added as they are introduced

Question 11

phonemic awareness/sound awareness

Answer 11

the ability to hear, identify, and re-create individual sounds in spoken words
EX: a student can hear that /b/ makes first sound in the word “blue”

Question 12

invented spelling

Answer 12

child’s attempt to spell based on best judgment

Question 13

transitional spelling

Answer 13

students use some conventional spelling but still misspell many irregular words

Question 14

Early Reader (Stage of Reading Development)

Answer 14

Early readers begin understanding that reading from the printed page needs to make sense-both from the pictures and from the print

Question 15

phonological awareness

Answer 15

the understanding and ability to hear individuals words, syllables, and sounds in spoken language apart from print

Question 16

print concepts

Answer 16

the general rules governing text
EX: text is reading from left to right and top to bottom

Question 17

inclusion

Answer 17

ensuring students with disabilities are included in classroom activities as much as possible

Question 18

alphabetic principle

Answer 18

the understanding that there is a logical/systematic relationship between the sound of spoken English and the letters and letter-pattern of written English

Question 19

comprehensible input

Answer 19

information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols
EX: if a teacher uses comprehensible input for her ELL students, they can understand the essence of what is being said even if they do not know every word or structure used in the message.

Question 20

genre

Answer 20

various forms of text including short stories, essays, folktales, fairy tales, poetry, historical fiction, biographies and autobiographies, memories, comedies and tragedies

Question 21

interest survey

Answer 21

questions that ask students the types of books they enjoy reading
EX: given by the teacher at the beginning of the year to determine what books to assign to meet the interest of the class

Question 22

English Language Learners (ELLs)

Answer 22

students who are learning the English language, or for whom English is not a first language

Question 23

Gifted and talented learners

Answer 23

students who perform well above grade-level expectations in one or multiple areas

Question 24

Semi phonetic Spelling

Answer 24

Students have some letter awareness, but are unable to use all letters in the word
EX: Spell “play” p-a

Question 25

oral language

Answer 25

the system that relates sounds to meanings through communicating by word of mouth

Question 26

independent Reading

Answer 26

reading done by students independent of the teacher. This reading can be either assigned or students selected. Typically silent

Question 27

Phoneme Deletion

Answer 27

the ability to recognize and understand a word or sounds(s) that remain when a phoneme is removed EX: "What is bat without the /b/? "at"

Question 28

syllable awareness/ syllabication/syllable segmentation

Answer 28

the ability to hear individuals parts/syllables of words EX: Education has four syllables "ed-u-ca-tion"

Question 29

syllable deleting

Answer 29

listening to a word and being able to delete a syllable such as beginning or ending one EX: the word "classroom" has 2 syllables, "class" and "room," deleting the first syllables leaves us with "room"

Question 30

syllable blending

Answer 30

the ability to put together parts of a word and make them into a new word EX: "sib" and "ling" are 2 syllables that blend together to form the word "sibling"

Question 31

Individualized Education Program (IEP)

Answer 31

a plan created by a committee of general and special educators, parents, specialist, and administrators to provide a free and appropriate public education (FAPE) that is tailored to their needs and goals

Question 32

word awareness

Answer 32

knowing that individual words make up sentence EX: " a brown cat jumped over the car" has 7 words

Question 32

Individuals with Disabilities' Education Act (IDEA)

Answer 32

the law mandating that all students with disabilities must receive a free and appropriate education that is tailored to their needs and abilities EX: IEP goals

Question 33

Phoneme Substitution

Answer 33

the ability to substitute one phoneme for a different one EX: replace the first sound in "bug" with r". Rug

Question 34

phoneme addition

Answer 34

the ability to make new word(s) by adding a phoneme to an existing word. EX: what new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.

Question 35

phonetic spelling

Answer 35

students spell the way they hear the word pronounced EX: "made" m-a-d

Question 36

alphabetic knowledge

Answer 36

the ability to recognize, name, and write letters

Question 37

Rhyme Awareness/Rhyming

Answer 37

the ability first to hear words that rhyme and then to be able to produce a rhyme(s) EX: "Blue" and 'Flew" rhyme

Question 38

pre communicative spelling

Answer 38

students scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms

Question 39

Phoneme Segmentation

Answer 39

the ability to break down a word into separate sounds, as they say and count each sound EX: how many sounds are there in the word bug? /b/ /u/ /g/ ? There are 3.

Question 40

Phoneme

Answer 40

the smallest individual sounds in a word EX: The word "bit" has 3 phonemes -b-i-t.

Question 41

Least Restrictive Environment

Answer 41

the classroom or setting where the child can be successful, with or without accommodations, and with typical age/grade level peers EX: general education classrooms

Question 42

onset and rime production

Answer 42

the ability to hear and understand that the sounds before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime EX: in the word cat, the onset is /c/ and the rime is /at/

Question 43

conventional spelling

Answer 43

when children know and use most basic spelling rules and spell most words correctly

Question 44

Emergent Reader (stage of reading development)

Answer 44

when children understand that written language has meaning and gives messages

Question 45

Early Fluent/ Fluent /Proficient Reader (Stage of Reading Development)

Answer 45

readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words