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ECE 1 ELA
ECE 1
| Question | Answer |
|---|---|
| Oral language development | consists of phonology, vocab, morphology, grammar, pragmatics, and discourse |
| phonology | the organization of SOUNDS in language |
| vocabulary (semantics) | includes both expressive (speaking) and receptive (listening) vocabulary |
| morphology | the study of word structure. |
| morphemes | the smallest unit of meaning words. The word "unbelievable" has 3 morphemes (un, believe, able) |
| grammar (syntax) | the structure of language and words |
| pragmatics | focuses on the social cues or norms in language. This is often referred to as situations in language. |
| discourse | focuses on speaking and listening skills in language |
| 4 phases of word recognition | pre-alphabetic, partial-alphabetic, full-alphabetic, and consolidated alphabetic |
| Pre-alphabetic phase | students read words by memorizing visual features or guessing words from context |
| Partial-alphabetic phase | students recognize some letters and can use them to remember words by sight |
| Full-alphabetic phase | readers possess extensive working knowledge of the graphophonic system and can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and can story fully analyzed words in memory |
| Consolidated-alphabetic phase | students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words |
| spelling conventions | the rules that English words follow |
| single letters | b, c, d, e, f, ..... |
| doublets | ff, ss, zz, .... |
| digraphs | two letter combinations that create one phoneme (th, sh, ng, gh, ck, ph...) |
| trigraphs | three letter combinations that create one phoneme (-tch, -dge) |
| diphthong | sounds formed by a combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position of a word. Example aisle, coin, loud |
| consonant blend | include two or three graphemes, and the consonant sounds are separate and identifiable. Example s-c-r (scrape), c-l (clean), l-k (milk) |
| silent letter combinations | silent letter combinations use two letters: one represents the phoneme and the other is silent. Example kn (knock), wr (wrestle), gn (gnarl) |
| combination "qu" | these two letters always go together and make the /kw/ sound. Example quickly |
| vowel teams | combinations of 2, 3, or 4 letters that stand for a vowel sound. Example: short vowels (head, hook), long vowels (boat, rain, weigh), diphthongs (soil, bout) |
| phonological awareness | overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes |
| children who have phonological awareness can: | identify and make oral rhymes, clap out syllables, recognize words with the same initial sounds, recognize the sound of spoken language, blend sounds together (bl, tr, sk), and divide and manipulate word |
| phonemic awareness | understanding the individual sounds (phonemes) in words. Example - can separate the sounds in the word "cat" into 3 distinct phonemes /k/, /a/, /t/ |
| phonics | understanding the relationship between sounds and spelling patterns (graphemes) representing those sounds. Example - when a student sees a "c" followed by an "i", the student knows the c makes the /s/ sound like "circle" |
| phonemic awareness | focuses on phonemes/sounds only, spoken language, mostly auditory, manipulating sounds in words |
| phonics | focuses on graphemes/letters and their corresponding sounds, written language/print, both visual and auditory, reading and writing letters according to sounds, spelling, patterns, and phonological structure |
| phonemic awareness activities - | rhyming, segmentation, isolation, deletion, substitution, and blending |
| rhyming | matching sounds in words, usually the endings |
| segmentation | breaking apart a word by phonemes /b/a/t/ |
| isolation | when students isolate a single sound in a word. Example - teacher says "say only the first sound in bat". Student says /b/ |
| deletion | when students take words apart, remove one sounds, and pronounce the word without the removed sound. Example - using the word "mice", the teacher says to delete the initial sound, resulting in the word "ice" |
| substitution | when students replace one sound with another in a word. Example - substitute the first sound in the word "cat" with an /s/ sound. Students say "sat" |
| blending | the ability to string together the sounds that each letter stands for in a word. Example - when students hear the word "black" they blend the /bl/, the /a/ sound, and the ending /k/ sound. |
| blending | onset and rime |
| onset | beginning consonant and consonant cluster |
| rime | vowel and consonants that follow an onset |
| chunking | a reading activity that involves breaking down a difficult text into manageable pieces. |
Created by:
kristikee