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English language arts objective 0001

QuestionAnswer
Pre-reading Refers to all the knowledge skills and experiences that are the precursors to the attainment of eventual literacy. Can be referred to as reading readiness and emergent literacy.
Balanced literacy models Provide students with emerging literacy with a variety of reading writing and oral language experiences including read allows shared reading and writing and guided reading and writing.
Phonological awareness The development of the skills of identification and manipulation of the components of language sentences words and phonemes.
Phonemes Are the individual sounds in words
Phonemic awareness The ability to identify and manipulate the individual sounds and words. Often developed through tasks that are done orally because the development of anemic awareness can occur when before students have learned the written alphabetic system.
Five major types of tasks that students must master when developing phonemic awareness Recognize that said some words have similar sounds. Example identify the rhyming words in the sentence. Students can learn to examine a set of words and determine which one has sounds that are not like the others. This is sometimes called an oddity task
Five major types of tasks that students must master when developing phonemic awareness Students can learn to divide words into their phonemes segmenting words and count the number of sounds in a word. Students can learn how to manipulate the sounds by substituting or deleting one or more phonemes
Phonological awareness Plays a crucial role in reading development. English uses an alphabetic system of writing that is based on sounds of individual words.
Phonological awareness Phonological awareness is required for students to benefit from phonics instruction.
Phonological awareness If students understand the concept that words are composed of sound they were be more readily able to begin learning the written letters that are used to represent sound
Alphabetic recognition The ability to recognize and name letters.
Alphabetic principle Written letters represent the sounds in words more than 80% of English words follow regular spelling patterns it is essential for emergent readers to master letter sound correspondence so they can use their knowledge to help decode print
Introduction of English letter sound correspondence M and D consonant letters in the short vowel sounds which have only one corresponding sound
26 letters 46 phonemes
diagraph Some sounds are written with a combination of two letters (sh) ship (oa)goat
diphthong When two vowels are in one syllable but both vowels are heard him him him him him him him him him and him that
semantic cues using knowledge of the world and objects within it to figure out what word would make sense in a text
syntactic cues use their knowledge of grammar and the parts of speech to figure out a word.
content clues From knowledge of the content of other sections of the particular text students may be able to figure out unknown you words.
syllabication students ability to segment or break down words into syllables.
Syllabication rules Most words that end in a consonant followed by LE (little)the LE is the final syllable. Compound words can be divided into smaller word parts data in each part can be identified.
Inflectional suffexes suffexes that provide grammatical information. (ed, ing)
Sight word recognition A number of the most common words in the English language have a regular spellings. Commonly used things to help children learn non-decodable words --Word walls -- Dolch list a helpful tool that gives you 200 of the words
Reading fluency Student's can automatically recognize words in text and can easily read without frequently stopping to decode words; this can be developed by reading text in which they can recognize almost all the words.
Developing reading fluency 1. Students read books in which they recognize all of the words. 2. Students reread books several times. 3. Teachers can bring the books aloud as well as at the listening center.
Developing comprehension 1. Develop a large vocabulary
Developing vocabulary 1. Oral discussions and reading. 2. Daily classroom read aloud's including nonfiction texts 3. Using graphic organizers, word webs, attribute charts.
Visual clues Construct meaning from text.
Picture Walks the reader looks at the pictures in a text first and tries to predict what will happen in the story or what information will be discussed in a nonfiction text appended text can be read in the predictions can be compared to the text.
Context clues Students look back into the story for words or details that make sense
Cloze exercise A passage is rewritten with some words deleted. Students give suggestions for what words could make sense in the blanks.
Which is not a component of the phonnemic awareness? Build up site word recognition.
A first grade teacher invites her students to choose three books on their independent reading levels into practice reading them several times at home and at school for one week. Why is she doing this? Emerging readers need to learn to recognize words easily and automatically.
A preservice teacher watches and in-service teacher read a book aloud to his students. The observer notices the teacher point to each word in the text as he reads the story and added to the picture once he has finished with the text. At the end of the day The teacher is modeling one way in which the text communicates its message. The teacher is teaching his students concept of the word or that words have boundaries. The teacher is instructing his students in the directionality of print English.
Which of the following is a word identification strategy? Use of the word families (phonograms). Knowledge of syllabication and Word structure to segment words into their syllables correctly. Site word recognition for commonly used words with irregular spellings.
Created by: 100000591047163
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