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lang gace 2
language
| Question | Answer |
|---|---|
| Children learn by | Singing songs, chanting rhymes, listening to adults read aloud |
| Phonemic awareness | Ex: /d/ /o/ /g/ |
| Phonologic awareness | Relates ONLY to speech sounds. NOT written symbols |
| Onset | Bat /b/ |
| Rime | Bat /at/ |
| Characteristics of emerging readers | 1. Uses illustrations in text to aid in comprehension. 2. Develops awareness of story structure. 3. Uses visual aids and drawing |
| Monosyllabic words | S-ank B-ank. Many words can be made from-ank. |
| What is alliteration | Technique to emphasize the connection between the consatant and the sound it represents. EX : Round the Rugged Rock the Ragged Rascal Ran. (R) |
| Antonyms | Opposite |
| Synonyms | Same, or near same. Hot-scorching |
| Multiple meanings | More then one meaning. Ex; bat |
| Homophones | SOUND the same but DIFFERENT. (to,two,too) |
| Homographs | SPELLED the same but DIFFERENT. (tear) |
| Homographic homophones | Everything same BUT meaning (ball) |
| Idioms | Figurative-hold you horses |
| Consonant digraphs | Ch, sh, th |
| Consontant blend | Bl,cr,sk,str. You hear each sound |
| Vowels | A, e, i, o, u. Long-letter name(bE) short-letter sound(bAt) |
| Vowel diphthongs | Oi, oy, au, aw, ou, ow. 2 vowels 1 sound. First usually long, 2 nd usually silent |
| Affixes | Prefix- before root word. Suffix- after root word. |
| Inflectimal endings | Suffixes that change tense or degree of word. (Ed, ing, ly) |
| Gramphemes | Letters |
| Phonemes | Sounds |
| Context clues | -clues to recognize word(pictures) - not advised for upper grades |
| Semantics clues | Requires thoughts and prior knowledge |
| 3 levels of comprehension | 1- literal 2- interpretive 3- evaluative |
| Literal comprehension | Lowest level. Involves reading and answering |
| Interpretive comprehension | Asking students to indentify the authors purpose, main ideas or essential msg, point of view or conclusion |
| Evaluative comprehension | Read beyond the lines. Thinking questions |
| DRTA | Direct Reading Thinking Activity. Confirms predictions as one reads |
| Reciprocal teaching | Tech used with struggling readers. It promotes reading comprehension in the content areas |
| Writing stages | 1- random marks, letters, and numbers. 2- children use knowledge of alphabet. 3- within word spelling phase. 4- infectional ending, syllabication, contractions, homophones. 5- consonant alterations, vowel alterations, greek and latin root words |
| Stages of writing | Prewriting, drafti g, revision, editing, publishing |
| Interactive writing journals | Helps students learn that writing can be used for communication |
| Noun | Person, place, thing |
| Common noun | Boy, house, dog |
| Proper noun | Brian, White,House, Drew |
| Singular noun | Boy |
| Plural noun | Boys |
| Possessive noun | 'S. Shows ownership |
| Pronoun | Takes the place of noun |
| Possessive pronoun | Her, their, our |
| Personal pronoun | I, we, he, she |
| Adjective | Describes |
| Adverb | How, when, why, how often |
| Prepostion | Shows relationship. Between, under |
| Verb | Shows action |
| Declarative sentence | Capital and a period |
| Interrogative sentence | Asks questions |
| Imperative sentence | Makes commands. Rnds with! Or. |
| Exclamatory sentence | Strong emotion or surprise |
Created by:
mbrannen
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