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EDU 341
CHAPTER 2 - EMERGENT LITERACY
| Question | Answer |
|---|---|
| alphabetic principle | the concept that letters represent speech sounds |
| big books | large books that the entire class can share together, often characterized by predictability, repetition, and rhyme |
| cognitive development | the acquisition of knowledge |
| creative dramatics | acting out stories spontaneously, without a script |
| developmentally appropriate practice | a framework or an approach for working with young children in which the teacher considers each child’s competencies and adjusts instruction accordingly |
| direct experience | active participation in an event |
| direct instruction | teacher control of the learning environment though structured lessons, goal setting, choice of activities, and feedback |
| dramatic play | simulating real experiences, such as playing the mother or father in a housekeeping center |
| drite | a combination of drawing and writing |
| emergent literacy | a developing awareness of the interrelatedness of oral and written language |
| environmental print | words that children frequently see around them |
| experience charts | written accounts about common experiences, dictated by the student(s) and recorded by the teacher |
| guided reading procedure | a method designed to help readers improve their organizational skills, comprehension, and recall |
| invented spellings | unconventional spellings resulting from children’s attempts to associate sounds wit letters |
| phonemic awareness | an understanding that speech consists of a series of small sound units |
| predictable books | books that use repetition, rhythmic language patterns, and familiar concepts |
| preoperational stage | Piaget’s second stage of cognitive development, extending from age two to age seven |
| print conventions | generally accepted concepts about writing |
| regressions | eye movements back to a previously read word or phrase for the purpose of rereading |
| scaffolding | offering support through modeling or feedback, and then withdrawing support gradually as the learner gains competence |
| shared-book experience | reading and rereading books in a group activity for understanding and enjoyment |
| sight words | words that are recognized immediately, without having to resort to analysis |
| vicarious experiences | indirect experiences |
| writing workshop | a support framework for teaching writing that includes a mini lesson designed to improve writing skills, a writing and conference time when students are authentically engaged in composing while the teacher meets individually with each student, and a shari |
| zone of proximal development | the span between a child’s actual skill level and potential level when assistance is given |
Created by:
Jessica C
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