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EDU233 > Ch4 and Sound it Out > Flashcards

Ch4 and Sound it Out Flashcards

1
Q

this includes the specific situation or context in which language is used and shared

A

discourse level

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2
Q

expression, intonation contours, and tone of voice, all of which communicate ideas and emotions

A

prosody

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3
Q

this is a direct form of communication accompanied by gestures and facial expressions that take place in a shared context

A

oral language

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4
Q

an indirect form of communication and must contain complete, freestanding messages to make meaning clear

A

written language

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5
Q

these two things are often the reader’s only cues to the emotions and intent of the writer

A

punctuation and word choice

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6
Q

second level that children must negotiate; after discourse level

A

words

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7
Q

why is oral language hard for kids to decipher

A

words are not distinct when speaking

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8
Q

children must segment the speech sounds or _________ within words and match them to the letters in print

A

phonemes

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9
Q

letters and individual speech sounds must be understood as discrete units that match in systematic ways in order to master reading and spelling in English

A

alphabetic principle

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10
Q

this is basically a paraphrase or spontaneous retelling at the discourse level that children produce while turning the pages of a familiar book

A

pretend reading

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11
Q

more exacting than pretend reading; makes it sounds as though the child is actually reading; accurate reciting of the text

A

memory reading

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12
Q

children gradually acquire ______; realizing that they should move left to right, top to bottom, and end up on the last word on the page

A

directionality

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13
Q

the ability to fingerpoint or track accurately to words in print while reading form memory is a phenomenon called

A

concept of word in text

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14
Q

emergent readers are in what Ehri calls the ________ phase of reading

A

prealphabetic

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15
Q

like emergent reading, emergent writing is largely this

A

pretend

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16
Q

children begin to write by approximating the broader contours of the writing system; they start with the linear arrangement of print which is known as

A

mock linear

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17
Q

once children attain this, they are no longer emergent learners

A

alphabetic principle

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18
Q

in this part of the emergent stage, learners learn to hold writing sticks and make scribbles on paper

A

early

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19
Q

in this stage they approximate the most global contours of the writing system; linear arrangement

A

middle

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20
Q

in this stage kids begin to use letters to represent speech sounds in systematic ways

A

late

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21
Q

partial representations of sounds

A

phonetic spelling

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22
Q

isolate individual sounds in the word and apply their knowledge of letter names

A

phonics

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23
Q

t/f learners need lots of teacher-scaffoleded experiences with reading and writing for real purposes

A

t

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24
Q

promote oral language discussions around vocab, ideas, and concepts related to the content and genre of a book as teachers read aloud to children

A

interactive read-alouds

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25
Q

teachers read with students from enlarged texts like big books and charts on which children can see the print and join in

A

shared reading

26
Q

showing where to begin to read on the page, or demonstrate left-to-right directionality and the return sweep at the end of each line

A

print referencing

27
Q

conventions of written language known as

A

concepts about print

28
Q

four criteria important in selecting target words

A

utility, concreteness, repetition in text , relatedness to themes or topics of study

29
Q

utility words are

A

words that can be used regularly in the classroom or will show up in other books

30
Q

concrete words are

A

more likely to be illustrated

31
Q

these can be used at all levels of development as children categorize objects, pictures, words, or phrases

A

concept sorts

32
Q

a well-researched approach to reading aloud that is designed to stimulate oral language and dialogue while enhancing students ability to retell stories

A

dialogic reading

33
Q

the ability to pay attention to, identify, and reflect on various sound segments of speech is known as

A

phonological awareness

34
Q

a subcategory of phonological awareness and refers to the ability to identify and reflect on the smallest units of sound: individual phonemes

A

phonemic awareness

35
Q

concrete thinkers associate the length of a word with the size of its….

A

referent

36
Q

activities that play with this focus on students’ attention on the beginning sounds

A

alliteration

37
Q

sounds that can be isolated and elongated without undue distortion

A

continuant

38
Q

this makes it easier for the children to judge the categories while sorting

A

articulation

39
Q

naming and pointing out letters or asking questions about the print and pointing to words as they read

A

print referencing

40
Q

the ability to fingerpoint or track accurately to printed words in text while reading from memory

A

concept of word in text

41
Q

spoken or dictated accounts of students’ experiences also help them link speech to print this approach is known as

A

language experience approach

42
Q

if a child doesn’t know a word show them how to start at the beginning of the line to reread or do this up to the word in the question

A

voice point

43
Q

five components of emergent literacy development

A

vocab, language, and concept development, phonological awareness, and alphabet and letter-sound knowledge

44
Q

four steps for LEA

A

hands on, dictate a narrative account of the experience, reread the account many times as a group, dictate to develop concepts and vocab, alphabet knowledge, and much more

45
Q

voiced consonants

A

vocal chords vibrate as the sound is articulated

46
Q

voiceless consonants

A

the vocal chords do vibrate as the sound is produced

47
Q

the vowel is the ______ or most prominent part of the syllable

A

nucleus

48
Q

each syllable contains a _____

A

vowel

49
Q

short sounds are marked by ____ diacritical mark

A

breve

50
Q

sounds made when the tongue glides from one position to another withing the oral cavity as the sounds are being made

A

glides

51
Q

long vowels are marked with this diacritical marking

A

macron

52
Q

vowel sound is neither short nor long, but may be described as “somewhere in between”

A

medial vowels

53
Q

exist in different combinations, sometimes making a single vowel sound and sometimes making a blended vowel sound

A

double vowel letters

54
Q

combinations of two vowel letters that represent a single vowel sound

A

vowel digraphs

55
Q

two vowel letters that represent a blended vowel sound

A

vowel dipthongs

56
Q

a unique vowel sound that is articulated with the tongue in a neutral position in the mid-central part of the mouth; represented by upside-down e

A

shwa

57
Q

has one vowel and ends in a consonant

A

closed syllable

58
Q

ends in a vowel that is usually long

A

open syllable

59
Q

has a vowel followed by a consonant followed by a silent e; the vowel is usually long

A

silent e syllable

60
Q

syllables divided between vowels and are relatively rare in english words

A

double vowel

61
Q

syllables occur at the end of words that end in -le

A

consonant -le

62
Q

t/f no simple set of rules can account for the system of sound-symbol relationships in our language

A

t

EDU233 (9 decks)

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