EC-6 Study Guide
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Created by:
beanie0920 on July 20, 2011
Description:
English Language Arts portion: Vocabulary
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117 terms
Terms | Definitions |
|---|---|
 Imitation | learning strategy that young children frequently use to replicate someone's behavior's, actions, phrases, ect. |
| Phonology | the study of the sound system of a language |
| Phonemes | the basic units of sound |
| 6 Language components | phonology, morphology, syntax, lexicon, semantics, and pragmatics |
| Morphology | the study of the structure of words and word formations |
| Morphemes | the smallest representation of meaning |
| Syntax | entails the ways in which words are organized and arranged in a language |
| Lexicon | refers to the vocabulary of a language |
| Semantics | refers to the way that meaning is conveyed in a language through the use of it's vocabulary |
| Connotation | refers to the implied meaning of words and ideas |
| Idioms | Ex: It's raining cats and dogs Amelia Bedelia |
| Denotation | refers to the literal meaning of words and ideas Dictionary Meaning |
| Pragmatics | describes how context can affect the interpretation of communication |
| Stages of Development: Babbling or Pre-Language Stage | 0-6 months: send and receive messages; use crying to communicate; identify voices of parents and family members |
| Stages of Development: Holophrastic One Word Stage | 11-19 months: begin imitating inflections and facial expressions of adults. Recognize their name and follow simple instructions |
| Stages of Development: Two word stage | 13-24 months |
| Stages of Development: Telegraphic Stage | 18-27 months Goes beyond the two word stage. |
| Stages of Development: Ages Two to Three years | Age 2: 200-300 words in the linguistic repertoire and can generally produce short sentences Age 3: 900-1,000 words Children begin to request instead of demand, use courteous vocabulary and begin following conversation formats |
| Age 4 | 1,500 words in their speaking repertoire; use more complex sentence structures. Able to understand more than what they are able to verbalize . |
| Age 5 | 2,100 words and a working knowledge of the grammar of the language. Beginning to understanding time concepts and use verb accordingly |
| Age 6 and 7 | Speaking vocabulary of about 2,100 words and comprehension vocabulary or more than 20,000 words. Speech is fluent and clear. |
| Ages 8 to 12 | Continues to grow and improve as their communication needs change from using language to have their needs met, to becoming language makers in academic settings. |
| Phonation Disorder | describes any kind of abnormality in the vibration of the vocal fold |
| Resonance Disorder | describes abnormalities created when sound passes through the vocal tract |
| Stuttering | Characterized by multiple false starts or the inability to produce the intended sounds |
| Cluttering | occurs when children try to communicate in an excessively fast mode that makes comprehension difficult |
| Lisping | a term used when children or adults produce /s/, /sh/, /z/, and /ch/ with their tongue between the upper and lower teeth. |
| Language Processing Disorders | generally caused by a brain-based disturbance called aphasia. Three types of aphasia are known. |
| Receptive aphasia | results from a lesion to a region in the upper back part of the temporal lobe of the brain |
| Expressive aphasia | results from damage to the lower back part of the frontal lobe. |
| Global aphasia | a brain based disorder that affects both the receptive and expressive features of the language |
| Dramatic Play | using prompts is an ideal activity to develop communication. Students are given open opportunities to role play by resembling real-life situations. |
| Language Play | involves the use of language in rhyme, alliteration, songs, and repeating patterns to amuse children. Tongue twisters, nursery rhymes, poems, and stories. |
| Show and Tell | children bring artifacts and personal items to class. Children show the object and are expected to describe its features to the class |
| Puppet Show | hand, finger, and string can be used to promote communication and confidence among children |
| Pair Interview | additional strategy that can be used to promote oral communication |
| Promote the development of listening skills by | implementing listening activities as a routine in the daily schedule |
| Phonemic Awareness | refers to a child's ability to understand that words have smaller components called sounds, and that these sounds together create syllables and words |
| Phonological Awareness | the ability to recognize and manipulate components of the sound system of a language. Includes the ability to segment words into smaller units like syllables and phonemes. Identify and separate words within a sentence, identify stress in individual words, and identify the intonation pattern used in sentences. |
| Syllabication | refers to conceptualize and separate words into their basic pronunciation components, which are syllables. Teachers often use clapping to indicate syllable boundaries |
| Phonemes | the basic unit of a syllable; syllables influence the rhythm of the language, poetic meter, and word stress |
| Phonemic Stress | can be taught through the use of nursery rhymes, short poems, or stories like the traditional Mother Goose. |
| Alliteration | a technique used to emphasize phonemes by using successive words that begin with the same constant sound or letter: ex Peter Piper Picked a Peck of Pickled Peppers |
| Word Stress | Main Stress and Secondary Stress; word stress can affect the ability to understand words and can also alter meaning |
| Intonation Patterns | describes the pitch contour of a phrase or a sentence that is used to change the meaning of the sentence. |
| Onset and rhymes | ring, sing, spring... |
| Alphabetic Principle | the ability to connect letters with sounds, and to create words based on these associations. |
| Pre-Alphabetic Phrase | children can identify logos like McDonalds and Wal-Mart by their design |
| Partial Alphabetic Phase | children at home get exposed to the alphabet song; exposed to alphabet block playing and concrete letter objects that are typical in early childhood programs. Connecting initial letter with the sound of the names of peers. |
| Full Alphabetic Phase | children begin making connections between the letters, the sounds, that they represent, and the actual meaning of the word. |
| Consolidated Alphabetic Stage | The last stage of development, children begin conceptualizing that they can use components of words that they know to decode new words. |
| Graphemes | represent multiple phonemes...ex: the grapheme s can represent multiple phonemes cars- /z/, calls- /z/, sugar- /sh/, mission-/sh/, and walks-/s/ |
| Pictographic writing system | words, ideas, and concepts are represented with a visual or image. First type of written language developed in the history of civilizations |
| Syllabic writing system | syllables are depicted through the use of unique symbols |
| Alphabetic writing system | uses the sounds of the language as a basic unit for writing |
| Diagraphs | ex: ch-, gh-, gn-, kn-, -ght, pn-, ps-, rh-, wr-, sc- |
| Emergent Readers | understand that print contains meaningful information; uses illustrations embedded in the texts to support comprehension; listens and follows a story attentively and can easily develop an awareness of the story structure; represents the main idea of a story through drawings and can retell major events in the story with or without illustrations; uses illustrations and prior experiences to make predictions and to support comprehension; possess some degree of phonemic awareness; able to connect the initial letter of words with its representing phoneme. |
| Early Readers | have mastered reading readiness skills and are beginning to read simple text with some degree of success; begin using the cuing system to confirm information in the text; rely on grapho-phonemic information to sound out words as a decoding strategy; show preference for certain stories; begin noticing punctuation and capitalization, retell stories read to them with detail and accuracy, engage in discussion of stories, and engage in self correction. |
| Fluent Readers | summarize the part of the story that they have read, and make inferences about the content; handle more challenging vocabulary through the use of context clues; begin using literary terms and grammar concepts; enjoy reading for information and pleasure; they soon become fluent and independent readers. |
| Phonics | a method of teaching beginners to read and pronounce words by teaching them the phonetic value of letters, letter groups, and syllables. |
| Miscue Analysis | a process that begins with a child reading a selection orally, and an examiner noting variations of the oral reading from the printed text. |
| Balanced Literacy Program | teacher directed/reading to students (read aloud); shared reading, guided reading, and reading workshops; student-directed reading and independent reading; teacher directed writing, writing to/for students as part of the classroom routines, and process writing; shared writing as in language experience/interactive writing , writing workshops, student-directed writing and independent writing activities. |
| Genre | a particular type of literature that can be classified in multiple categories. |
| Picture Book | the illustrations and the text work together to communicate the story. |
| Traditional Literature | comprises the stories that have their roots in the oral tradition of storytelling and have been handed down from generation to generation. |
| Multicultural Literature | a term used to describe literature other than traditional European stories. Stories from countries throughout the world that are written by people from those countries. |
| Authentic Multicultural | describe literature written by members of a particular cultural group to represent their own historical development and culture |
| Modern Fantasy | a genre that presents make believe stories that are the product of the author's imagination |
| Historical Fiction | is fiction that is set in the past. This type of fictions allows children to live vicariously in times and places they cannot experience in any other way. |
| Nonfiction books | have the real world as their point of origin. |
| Biography | a genre that deals with the lives of real people. |
| Autobiography | genre that deals with the life of the author. |
| Poetry | genre that is difficult to define for children |
| Terminology to describe the characters of the story | protagonist, antagonist or villain, animals, and humans |
| Point of View | first person: the is one of the characters of the story and the narrator; omniscient point of view: narrator is an outsider who knows what the characters are thinking or feeling; limited point of view: narrator is not a character in the story. |
| Setting | refers to the geographical location and the general environment and historical circumstances of the story |
| Plot | tells us what happens and the theme tells us why it happens |
| Literary Style | Exposition, Dialogue, Vocabulary, Imagery, Tone, Analysis of the story |
| Print carries | meaning |
| To teach the connection between spoken and written words.. | teacher should use a big book and point to each as he or she reads the story aloud |
| To teach critical analysis of literature | use a story tree or story map |
| Story Map contains | setting, characters, plot, and resolution |
| Word Analysis | refers to the way children approach a written word in order to decode and obtain meaning from it |
| Sight Words | words that occur very frequently in print |
| Context clues | Semantic, syntactic, and structural |
| Semantic Clues | require a child to think about the meanings to words and what is already known about the topic being read: ex Hawks: words associated predator, carnivorous, food chain, and wingspan. |
| Syntactic Clues | the word order in a sentence might also provide clues to readers |
| Structural Clues | pay attention to letter groups because there are many groups of letters that frequently occur within words, which are called morphemes. |
| Homonyms | same sound and same spelling but offer different meanings rock: a stone; type of music |
| Homophones | words that sound the same but are spelled differently bear bare |
| Homographs | words that are spelled the same way but have more than one pronunciation and different meanings. Bow -part of a ship or bend to salute, decorative knot used in clothing |
| Compound Words | created when two independent words are joined to create a new word |
| Reading Fluency | the ability to decode words quickly and accurately in order to read text with the appropriate word stress, pitch, and intonation pattern. |
| Automaticity | the quick and accurate recognition of letters, words, and language conventions |
| Reading Fluency WPM | 1st grade: 60 WPM than increase by 10 WPM each grade level Formula: words read in a minute, minus errors, equals words per minute |
| Strategies to Promote reading fluency | Guided Oral Repeated Reading, Choral Reading, Pairing Students, Interactive Computer Programs, Silent Sustained Reading, and Readers' Theatre |
| 2nd graders | should be guided to discontinue pointing to words |
| Running record | assessment strategy to assess students' word identification skills and fluency in oral reading |
| Fluency involves | rate, accuracy, and intonation |
| Pre-Reading activities | prior knowledge is activated, new prior knowledge is formed, and interest is stirred up |
| Story Re-Telling | a strategy used with young children to assess listening and reading comprehension |
| Convergent | indicates that only one answer is correct |
| divergent | indicates that more than one answer is correct |
| Cloze test | a passage with omitted words the test taker must supply |
| Semantic Mapping | can also be used as a strategy to make direct connections between the vocabulary or words they are learning in the classroom and those that they may have seen, heard, or learned priorly. |
| Four writing skills | speaking, listening, reading, and writing |
| Writing symbolizes... | speech |
| Reading levels | 95% student is at independent level 94%-90% instructional level 89% or fewer child's frustration level |
| Running Record | assess students word identification skills and fluency in oral reading. |
| Informal Reading Inventories | Comprehension questions, retell a story, observations, checklist, anecdotal records, and portfolios |
| Print Media | used to disseminate information in print form such as that found in newspapers, magazines, and direct mail. Print media is static; that is, once it is published, the information cannot be changed. |
| Visual Media | incorporates the use of visual imagery to either complement or supplement the message being carried. |
| Electronic Media | requires the use of an external device such as a television, computer, or personal assistant device to display the information and images being presented. |
| Narrative | a story or an account; it may recount an incident or a series of incidents. May be fiction or nonfiction |
| Descriptive writing | to provide information about a person, place, or thing. Powerful tool in advertisement. |
| Expository Writing | to explain and clarify ideas |
| Persuasive Writing | to convince the reader of something |
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