learning strategy that young children frequently use to replicate someone's behavior's, actions, phrases, ect.
the study of the sound system of a language
the basic units of sound
6 Language components
phonology, morphology, syntax, lexicon, semantics, and pragmatics
the study of the structure of words and word formations
the smallest representation of meaning
entails the ways in which words are organized and arranged in a language
refers to the vocabulary of a language
refers to the way that meaning is conveyed in a language through the use of it's vocabulary
refers to the implied meaning of words and ideas
Ex: It's raining cats and dogs Amelia Bedelia
refers to the literal meaning of words and ideas Dictionary Meaning
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
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
1,500 words in their speaking repertoire; use more complex sentence structures. Able to understand more than what they are able to verbalize .
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.
describes any kind of abnormality in the vibration of the vocal fold
describes abnormalities created when sound passes through the vocal tract
Characterized by multiple false starts or the inability to produce the intended sounds
occurs when children try to communicate in an excessively fast mode that makes comprehension difficult
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.
results from a lesion to a region in the upper back part of the temporal lobe of the brain
results from damage to the lower back part of the frontal lobe.
a brain based disorder that affects both the receptive and expressive features of the language
using prompts is an ideal activity to develop communication. Students are given open opportunities to role play by resembling real-life situations.
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
hand, finger, and string can be used to promote communication and confidence among children
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
refers to a child's ability to understand that words have smaller components called sounds, and that these sounds together create syllables and words
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.
refers to conceptualize and separate words into their basic pronunciation components, which are syllables. Teachers often use clapping to indicate syllable boundaries
the basic unit of a syllable; syllables influence the rhythm of the language, poetic meter, and word stress
can be taught through the use of nursery rhymes, short poems, or stories like the traditional Mother Goose.
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
Main Stress and Secondary Stress; word stress can affect the ability to understand words and can also alter meaning
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...
the ability to connect letters with sounds, and to create words based on these associations.
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.
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
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.
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.
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.
a method of teaching beginners to read and pronounce words by teaching them the phonetic value of letters, letter groups, and syllables.
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.
a particular type of literature that can be classified in multiple categories.
the illustrations and the text work together to communicate the story.
comprises the stories that have their roots in the oral tradition of storytelling and have been handed down from generation to generation.
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.
describe literature written by members of a particular cultural group to represent their own historical development and culture
a genre that presents make believe stories that are the product of the author's imagination
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.
have the real world as their point of origin.
a genre that deals with the lives of real people.
genre that deals with the life of the author.
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.
refers to the geographical location and the general environment and historical circumstances of the story
tells us what happens and the theme tells us why it happens
Exposition, Dialogue, Vocabulary, Imagery, Tone, Analysis of the story
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
refers to the way children approach a written word in order to decode and obtain meaning from it
words that occur very frequently in print
Semantic, syntactic, and structural
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.
the word order in a sentence might also provide clues to readers
pay attention to letter groups because there are many groups of letters that frequently occur within words, which are called morphemes.
same sound and same spelling but offer different meanings rock: a stone; type of music
words that sound the same but are spelled differently bear bare
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
created when two independent words are joined to create a new word
the ability to decode words quickly and accurately in order to read text with the appropriate word stress, pitch, and intonation pattern.
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