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CST Early Childhood & Childhood > Literacy > Flashcards

Literacy Flashcards

(90 cards)

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1
Q

Soliloquy

A

Express a characters hidden thoughts

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2
Q

Hans Christian Andersen author know for?

A

Fairy tales that appeal to both children and adults

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3
Q

Verbs

A

action, state of being (seemed, was)

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4
Q

noun

A

people, places, or things

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5
Q

pronoun

A

Substitution for nouns

I, me, she, we, they, who, that, yours, his, her

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6
Q

Orthography

A

Representing sense and meaning

spelling

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7
Q

Morphology

A

Structure and sequencing of meaning

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8
Q

Etymology

A

Interrelation of sense and meaning

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9
Q

Phonology

A

Units of speech that construct meaning

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10
Q

Homophones

A

words with the same pronunciation but different meanings.

example: plain and plane , bear and bear
they are marked by their different orthographic representation.

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11
Q

semantic

A

The meaning of language.

Encode the meaning of a word and relate it to similar words with similar meaning.

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12
Q

Discourse Processing

A

Focus on the ways in which readers and listeners comprehend language.

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13
Q

Syntactic Processing

A

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.”

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14
Q

cloze exercise

A

passage rewritten with some words deleted. figure out what words go in the blanks

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15
Q

visual clues

A

use them by taking “picture walks” through a book and predict the book.

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16
Q

vocabulary

A

can be developed through oral discussions and reading (daily classroom read-aloud are crucial for this)
graphic organizers help to activate and review vocab

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17
Q

Reading fluency

A

students can automatically recognize the words in the text and can read easily without frequently stopping to decode words

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18
Q

Sight-word recognition

A

very important because a number of common words in the English language have irregular spelling (Dolch list)

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19
Q

Suffix

derivational suffix

inflectional suffix

A

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

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20
Q

Prefix

A

a group of letters placed before the root of a word

example: un- , re-

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21
Q

syllabication

A

the division of words into syllables, either in speech or in writing.

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22
Q

Syntactic cues

A

beginning readers use knowledge of grammar and the parts of speech to figure out a word.

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23
Q

semantic cues

A

using knowledge of the world and objects within it to figure out what would make sense in a particular text

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24
Q

phonograms

A

word families

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25
CVC
consonant- vowel- consonant pattern in words | example: dog, bat
26
diphthong
when two vowels are in one syllable but both are heard "oy" in oil "oi" in voice
27
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
28
Digraph
when one sound is written with a combination of two letters | example: ch, gr
29
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.
30
Conventions of Written English
- leaving a space in between words - ending sentences with different types of punctuation - starting sentence with a capital letter
31
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
32
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
33
phoneme
smallest part of spoken language that makes a difference in the meaning of a word.
34
grapheme
smallest part of written language that represents a phoneme in spelling of a word. maybe 1 letter "b" or several letters "sh"
35
phoneme isolation
recognize individual sounds in a word teacher: what is the first sound in van? student: the first sound in van is /v/
36
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.
37
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/
38
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.
39
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.
40
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
41
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.
42
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.
43
onset
initial consonant sound of a syllable | "b" in "bag"
44
rime
the part of the syllable that contains the vowel and all that follows it "im" in "Swim"
45
When teaching phonemic awareness, the student will benefit more from focusing on...
no more than two types of phoneme manipulations.
46
Child who may be at risk of having reading difficulties will benefit from?
Systematic and explicit phonic instruction.
47
Metacognition
"thinking about thinking", strategies to think about and have control over their reading
48
Another name for a persuasive essay is?
argumentative essay
49
A syllable must contain
a vowel
50
of the three tiers of words, the most important words for direct instruction are
Tier-two words (academic words)
51
A cloze test evaluates a student's
Understanding of context and vocabulary
52
Most important when designing a reading activity or lesson for students?
determining a purpose for instruction.
53
"decoding" is also called?
Alphabetic principle
54
Phonological awareness activities are
Oral
55
"Since," "Whether," and "accordingly" are examples of which type of signal words?
cause-effect words | these words describe outcome, outcomes have causes.
56
Signal words
give the reader hints about the purpose of a particular passage.
57
Signal words use.
``` Comparing & contrasting cause and effect temporal sequencing physical location problem and its solution ```
58
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
59
Story action can be analyzed in terms of
rising action, story climax, falling action, and resolution
60
Rising action
consists of those events that occur before and lead up to the story's most dramatic moment, or climax
61
Climax
occurs towards the end of the book, but rarely, if ever, right at the end.
62
Falling action
after the climax, the consequences of that dramatic moment.
63
Resolution
the outcome of the falling action
64
A teacher is teaching students analogizing. She is teaching them to
Identify and use groups of letters that occur in a word family.
65
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
66
Lexical words are called open class words and include
nouns, verbs, adjectives and adverbs | New words can regularly be added to this group
67
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.
68
antonyms
a word with opposite meaning to another | example: bad and good
69
Folktale
a story originating in popular culture, typically passed on by word of mouth. fairy tales, gables, trickster tales, and "why" stories.
70
Fable
a short story, typically with animals as characters, conveying a moral.
71
Legends
Story or group of stories told about a particular person or place.
72
Realistic fiction
stories that could have actually occurred to people or animals in a believable setting.
73
six basic syllable types
1. closed syllables (most common) 2. open syllables 3. Vowel-Consonant-E syllables 4. Vowel team syllables 5. R-Controlled syllables 6. Consonant-le syllables
74
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
75
open syllables
ends in one vowel and the vowel says its name (long sound) | example: me, so, fly, flu
76
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
77
Vowel team syllables
contains two vowels next to each other. vowel makes one sound example: wait, beach, beet, play
78
R-controlled syllable
a vowel followed by the letter r. R controls vowel example: car, bar, tar, or, sailor, regular
79
Consonant-le syllable
normally found at the end of a word. sounds like ul example: turtle, little, stable
80
syntactic categories
nouns, verbs, adjectives, adverbs, and prepositions.
81
Development of Oral Language
1. cooing (infants) 2. babbling (around 4-6 months) 3. one-word stage (around 1 year) 4. telegraphic stage (toddlers) 5. beginning oral fluency (by age 3-4)
82
Development of reading
1. Emerging pre-reader (6 mo to 6 yrs) 2. Novice reader (6-7 yrs) 3. Decoding reader (7-9 yrs) 4. Fluent, comprehending reader (9-15 yrs) 5. Expert reader (16 yrs +)
83
Development of spelling
1. Preliterate 2. Phonetic 3. Skill Development 4. Word Extension 5. Derivational Constancy
84
syntax
the arrangement of words and phrases to create well-formed sentences in a language.
85
Preposition
word proceeding after a noun or pronoun
86
conjunction
words that link other words, phrases, or clauses together. and, but, or, because, then, etc.
87
adjectives
a word or phrase naming an attribute
88
Morpheme
Smallest unit of grammar
89
prosody
Pace and rhythm that is appropriate for a text
90
Phrase Boundaries
Slashes added to text to help students chunk bits of text/improve prosody

CST Early Childhood & Childhood (4 decks)

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