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Flashcards in Language key terms Deck (45)
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1
Q

Child directed speech (CDS) or motherse

A

Adults modify their speech to make it easier for children to lern lang. including modifying a sentence structure, repeating key words, and focusing on present objects.
-1st words are spoken by 12 mths. and are usually familiar objects or persons
1st sentences are spoken by 18 to 24 mths. and are usually two word sentences. (telegraphic speech)

2
Q

fast mapping

A

a process whereby young children are able to use context to arrive at a quick guess of a words meaning. Nouns (objects) are easier to fast map than verbs (actions).

3
Q

Habituation

A

infants and children repeat sounds that are reinforced. children can distinguish abstract rules for sentence structure. for ex: in an experiment, a 7 mth. old listented to nonsense sounds (wo fe wo) When changed to (ga ti ti) the infant was able to discriminate based upon the patterns of repetition.

4
Q

overregularizations

A

in early childhood, children begin to use past tenses and plurals in speech. About this time, they also begin to add regular forms on irregular nouns, saying “foots” instead of “feet”

5
Q

Private speech

A

talking out loud to oneself with no intention to communicate with others. This helps children to integrate lang. and thought.

6
Q

Telegraphic speech

A

simplified speech or an early form of speech. This is usually a two word sentence spoken by a 2 year old. first sentences consist of just enough words to get the meaning across. (ex: i cold)

7
Q

reading assessments

A

are used with students in grades k-8 to target areas of strength and weakness, to monitor student reading development, and to aid the teacher in planning reading instruction.

8
Q

alphabet knowledge

A

identify and form letters

9
Q

concepts about print

A

tests important concetps aobut books, including the front and back of a book, that print tells the story, the concept of letters, words, and sentences; and that spaces have a purpose.

10
Q

phonemic awareness

A

estimates the level of phonemic awareness in students

11
Q

phonics test

A

test phonics skills that are needed in reading

12
Q

high frequency word recognition

A

measures word recognition out of context. in general, proficient readers can read words in and out of context and poor readers over rely on context for decoding. this also assists the teacher in deteremining a level to start testing in oral reading inventories.

13
Q

oral reading inventory

A

graded passages that give an indication of the fluency with twhich a student is able to read. also evaluated are accuracy , reading rate, reading level, and comprehension level.

14
Q

spelling inventory

A

through examination of wrds spelled correctly and incorrectly, a students skills can be classified into developmental spelling stages. in this way skills are examined that directly tie to reading. this assists in planning appropriate spelling and reading instruction.

15
Q

phonemic awareness

A

is the ability to notice, think about, and work with the individual sounds in spoken words. This awareness is stronly related to reading achievement. to become proficient readers, chldren must be able to perceive and produce specific sounds of the english lang. and understand how the sound system works. before children learn to read print, they need to become aware of how the sound in words work. they must understand that words are made up of speech sounds, or phonemes.

16
Q

Phonemes

A

the smallest parts of sound in a spoken word that make in the word’s meaning.

17
Q

Phonemic awareness

A

this is a widely used term in reading, phonemic awareness is NOT phonics.
this is the understanind that the sounds of SPOKEN LANGUAGE work together to make words.

18
Q

PHONICS

A

the understanding that there is a predictable relationship between phonemes and graphemes, the letters that represent those sounds in written language.
if a child are to benefit from phonics instruction, they need phonemic awareness. The reason is that children who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate thse phonemes to the graphemes when they see them in written words.

19
Q

Teaching phonemic awareness

A

Teachers help children recognize which words in a set of words being with the same sound
ex: bell, bike, boy all have the /b/ at the beginning.

20
Q

Teaching phonemic awareness

A

teachers helpd children isolate and say the 1st or the last sound in a word

ex: The beginning sound of dog is /d/.
ex: the ending sound of sit is /t/.

21
Q

Teaching phonemic awareness

A

Teachers help children combine or blend separate sounds in a word to say the word
ex: /m/ /a/ /p/ = MAP.

22
Q

Teaching phonemic awareness

A

teachers help children break or segment a word into its seperate sounds
ex: up= /u/ /p/.

23
Q

How to teach phonemic awareness

A

effectiveness of this teaches chlidren to notice, think about, and work with (manipulate) sounds in spoken language. This helps children become aware of english sound systems, consonants, and vowels.

24
Q

How to teach phonemic awareness

A

Teachers can use a variety of instructional methods, however , teaching one or two types of phoneme manipulation- specifically blending and segmenting phonemes in words- is likely to produce greater benefits. Instruction should be explicit abou the connection between phonemic awareness and reading.

25
Q

Teaching phonemic manipulation= blending and segmenting

A

step 1: Teacher: listen I am going to say the sounds in the word Jam= /j/ /a/ /m/. What is the word?

26
Q

Teaching phonemic manipulation= blending and segmenting

A

Step 2: Say the word out loud

Teacher: You say the sounds in the word JAM.

27
Q

Teaching phonemic manipulation= blending and segmenting

A

STEP 3 : Write the word down

Teacher: Now let’s write the sounds in JAM. /j/ write J, /a/ write A, /m/ write M.

28
Q

Teaching phonemic manipulation= blending and segmenting

A

STEP 4: read the word together

Teacher: (Writes “JAM” on the board) Now we are giong to read the word JAM.

29
Q

PHONOLOGICAL AWARENESS

A

A common misunderstanding about phonemic awareness is that it means the same as phonological awareness. The 2 names are not interchangeble.
Phonemic awareness is a subcategory of phonological awareness. The focus of phonemic awareness is narrow, identifying and manipulating the individual sounds in words.

30
Q

PHONOLOGICAL AWARENESS

A

the focus of PHONOLOGICAL AWARENESS is much broade. it includes identifying and manipulating larger parts of spoken language such as words, syllables, and onsets, and rimes, as well as phonemes. it also encompasses awareness of other aspects of sound, such as rhyming, alliteration, and intonation.

31
Q

PHONOLOGICAL AWARENESS- implications in the classroom

A

1/ teachers help children identify and make oral rhymes

ex: The pig has a wig.
ex: Pat the cat.
ex: The sun is fun.

32
Q

PHONOLOGICAL AWARENESS- implications in the classroom

A

2/ teachers help children identify and work with syllables in spoken words
ex: I can clap the parts in my name An-Drew.

33
Q

PHONOLOGICAL AWARENESS- implications in the classroom

A

3/ teachers help children identify and work with onsets and rimes in spoken syllables or one syllable words-

ex: The first part of sip is S-
ex: the last part of win is -IN.

34
Q

PHONICS

A

Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.
It teaches children to use these relationships to read and write words. Teachers of reading programs sometimes use diff. labels to describe these relationships: 1/ graphophonemic relationships, 2/ letter-sound associations, 3/ letter-sound correspondances, 4/ sound-symbol correspondences, and 5/ sound-spellings.

35
Q

Phonics

A

regardless the label, the goal of phonics instruction is to help children learn and use the Alphabetic Principle- the understanding that there are systematic and predictable relationships between written letters and spoken sounds.
knowing these relationships will help children recognize familiar words accurately and automatically and decode new words.

36
Q

phonics

A

IN SHORT: knowledge of the Alphabetic Principle contributes greatly to children’s ability to read words both in isolation and in connected text.

37
Q

Criticisms of PHONICS instructions

A

Critics argue that English spellings are too irregular for phonics instruction to really help children tlear to read words.

38
Q

Criticisms of PHONICS instructions

A

The point is that phonics instruction teaches children a system for remembering how to read words. Once children learn, ex: that phone is spelled this way rather than FOAN, their memory helps them to read, spell and recognize the word instantly and more accurately than they cound read FOAN.

39
Q

Criticisms of PHONICS instructions

A

The same process is true for all irregularly spelled words. Most of these words contain some regular letter-sound relationships that can help children remember how to read them. The alphabetic system is a mnemonic device that supports our memory for specific words.

40
Q

TEACHING PHONICS IN THE CLASSROOM

A

1/ ASSESS phonics and other word identification strategies. Select and use formal and informal tools such as decoding tests, fluency tests, and sight word checks to collect data, and analyze to plan instruction.

41
Q

TEACHING PHONICS IN THE CLASSROOM

A

2/ PLAN instruction that is systematic, explicit, and sequenced according to the increased complexity of linguistic units including sounds, phonemes, onsets and rimes, letters, letter combination syllables and morphemes.

42
Q

TEACHING PHONICS IN THE CLASSROOM

A

3/ EXPLICITY teach and model phonics, decoding and other word identification strategies in reading for meaning. Positive explicit feedback for word identification errors is an essential strategy in this process.

43
Q

TEACHING PHONICS IN THE CLASSROOM

A

4/ SELECT and design resource material and strategies for assessment and instruction. resources include materials for teaching decoding, word identification strategies, and sign word mastery in multiple and varied reading and writing experiences.

44
Q

TEACHING PHONICS IN THE CLASSROOM

A

5/ PROVIDE FLUENCY PRACTICE: in a variety of ways: practice decoding and word attack skills so that they become automatic in reading text, provide application and practice decoding skills to fluency in decodable (controlled vocabulary) text and word recognition skills taught out of context, continue to develop fluency through the use of decodable texts and other texts written at the student’s instructional level.

45
Q

TEACHING PHONICS IN THE CLASSROOM

A

6/ Provide ongoing assessment to demonstrate the student’s progress toward the mastery of State Standards