EC-6
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daniellenwilson on March 24, 2010
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68 terms
Terms | Definitions |
|---|---|
 Imitation | learning strategy that young children frequently use to replicate someone's behaviors, actions, phrases, etc. |
| Phonology | the sound system of a language |
| Phonemes | the basic units of sound |
| Morphology | study of the structure of words and word formations |
| Morphemes | smallest represenation of meaning. |
| Syntax | ways in which words are organized and arranged in a language |
| Lexicon | refers to the vocabulary of a language |
| Semantics | refers to te way that meaning is conveyed in a language through the use of its vocabulary. |
| Connotation | implied meaning of words and ideas |
| Denotation | the literal meaning of words and ideas |
| Pragmatics | how context can affect the interpertation of communication. |
| stages of language: 0-6 months | babbling or pre-language stage |
| stages of language: 11-19 months | one word stage |
| stages of language: 13-24 months | Two word stage |
| stages of language: 18-27 months | telegraphic stage |
| content words | words with high semantic value that can be used in multiple situations |
| Phonation | abnormality in the vibration of the vocal fold. ex: hoarseness |
| Resonance | abnormality created when sound passes through the vocal tract. |
| Language processing disorders | generally caused by a brain based disturbance called asphasia |
| Receptive aphasia | creates problems with listening comprehension and retrieval of words from memory |
| Expressive aphasia | cases problems with articuation and fluency |
| Global aphasia | this disorder affects both receptive and expressive features of language. children will have minimal speech and their comprension is very limited. |
| Phonemic awareness | the ability to recognize and manipulate compoets of the sound system of language. |
| Syllabication | the ability to conceptualize and separate words into their basic pronunciation components. |
| Phonemic stress | rythmic patters in an enjoyable and relaxed environment . can be taught through nursery rhymes, short poems or stories |
| Alliteration | technique used to emphasize phonemes by using successive words that begin with the same CONSONANT sound or letter |
| Intonation Patterns | the pitch contour of a phrase or a sentences that is used to change the meaning of the sentence. |
| Alphabetic Principle | ability ton connect letters with sounds and to create words based on these associations. |
| Pre-alphabetic Phase | identify logos of stores by their designs no by the specific letters contained in the logo. |
| Partial Alphabetic Phase | exposed to alphabet block playing and concrete letter ojects that are typical in early childhood programs |
| Full Alphabetic stage | begin making connections between the letters, the sounds that they represent and the actual meaning of the words. |
| Consolidated alphabetic stage | begin to conceptualizing that they can use components of words that they know to decode new words |
| Diagraphs | two or more letters representing one sound, consonant blends such as sh, ch, th, fr |
| Consonant clusters | a group of consonants which have no intervening vowel. In English, for example, the groups /spl/ and /ts/ |
| Emergent Readers | use illustrations for comprehension, develop an awareness of story structure, represent main ideas of story by drawings, can predict using illusration and prior experiences, some phonemic dearness |
| Early Readers | show preference for certain stories, noticing pucuations, capitalization, retell stories with detail, engage in discussionf stories, self correction when text doesnt make sense. |
| Newly Fluent Readers | summarize part of story read, handle challenging vocabulary with context clues Not Independent readers |
| Miscue Analysis | is a process that begins with a child reading a selection orally, and an eaminer noting variations of the oral reading from the printed text |
| Balanced Reading Program | Read aloud,shared reading, guided reading, independent reading,etc. |
| Traditional literature | roots in the oral tradition of storytelling ad ave been handed down from generation to generation. |
| Sight words | are high-frequency words introduced to children vicually for easy recognition. |
| Semantic Clues | thinking about the meanings of the words and what is already known abou the topic being read |
| Syntactic Clues | word order in a sentence to provide clues to readers. |
| Homonyms | words that have the same sound and the same spelling but different meaning. Ex: Club, Fine, Bank |
| Homophones | words that sound the same but are spelled differently and have different meanings. Ex: blew and blue, to and two |
| Homographs | words that are spelled the same way but have more than one pronunciation and different meaning. Ex: bow (hair bow and the front part of a ship) |
| Automaticity | the quick and accurate recognition of letters, words and language conventions. |
| Choral Reading | two or more individuals reading aloud from the same text in unison to enhance oral reading fluency. |
| Inferring | readers take what they know, garner clues from te text and think ahead to make a judgment , discern a theme, or speculate about what is to come. |
| Synthesizing information | combining new info with existing knowledge |
| convergent | only one answer is corrent |
| divergent | more than one answer is correct |
| Semantic Mapping | strategy to make direct connections between the vocab or words they are learning with hose that they may have seen or heard previously. |
| scanning | children are guided to look for specific info in the text |
| skimming | reading major headings, table of contents, bold letters, graphic materials, and summary paragraphs to get the main idea of the content. |
| Think aloud | teacher and students problem solve together |
| Reciprocal Teaching | instructional activity used to help struggling readers in which the teacher engages students in a dialogue about specific portions of a text. |
| Pseudo Letters | children attempt to create forms that resemble letters but these forms can not always be identified as such. |
| descriptive writing | provide information about a person, place or thing |
| expository writing | explains and clarify ideas |
| Running record | a way to assess students' word identifiacion skills and fluency in oral reading. |
| independent level | reads 95% of the words correctly |
| instructional Level | 90-94% of the words correctly |
| Frustration level | 89% or fewer |
| Formative evaluation | occurs in the process of learning when the teacher of the students monitor progress while it is still possible to modify instruction |
| summative evaluation | occurs at the end of a specific time or course of study |
| TAKS | grades 3-12 |
| rubric | is a checklist with assigned point values |
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