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EC-6 abridged
| Question | Answer |
|---|---|
| Stage 1 Pre-language | Babbling Stage: 6-8 months old. The child begins to make repetitive patterns of sound. |
| Stage 2 Holophrastic | One-word Stage: 9-18 months juice or up |
| Stage 3 Pivot and open | Two-word Stage: 18-24 months juice gone or doggy gone |
| Stage 4 content but not function | Telegraphic Stage: 24-30 months more than 2 words but just meaning not function truck carries big blocks |
| Stage 5 of acquisition | Multiword stage: after 30 months the characteristic grammatical or functional structures of the primary language emerge and are incorporated |
| Behaviorist view of language acquisition | BF Skinner Individuals learn language as a direct response to stimuli. |
| Nativist view of language acquisition | Noam Chomsky Individuals are born with universal grammar wired into their brain, which they use as a template for language acquisition |
| Social Interactionist view of language acquisition | The child will learn to speak in the manner and syntax of those people who speak to him or her |
| Cognitive view of language acquisition | Piaget Individuals develop linguistic skills in order to control their environments |
| Piaget's Four basic Stages of Cognitive Development | 1. Sensorimotor intelligence (0-2 years) 2. Preoperational thought (2-7 years) 3. Concrete Operations (7-11 years) 4. Formal Operations (11-15 years) |
| Phonology | The way a language sounds; the sounds of the words and their proper pronunciation |
| Phoneme | The smallest distinguishable unit of sound that can hold meaning in a given language |
| Morphology | The structure and form of the words including inflection, derivation, and compounds |
| Morpheme | the smallest meaningful unit of a morphological system |
| Syntax | the basic structure of the sentences think rules of grammar |
| Grammar | the set of rules that must be followed in order to attain a certain, somewhat arbitrary standard of acceptable expression |
| Phonetics | the study of sounds made during human speech |
| Semantics | the meanings of words |
| denotation | literal meaning, problems for Amelia Bedelia |
| connotation | implied meaning like raining cats and dogs |
| Pragmatics | how social context effects interpretation how are you |
| Four Key Concepts help ELLs in written and spoken english | 1 use realia 2. interaction: ask questions and use groups 3. Increase thinking and study skills: thought-provoking questions & complex topics for research 4. Use the native language to increase understanding and comprehension: translate |
| Multiple Intelligences | Howard Gardner Everyone learns according to one of 8 intelligences rather than just in the traditional linguistic and logical manner. (verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic,musical, naturalist,interpersonal, intrapersonal) |
| Strategies to help ESL/ELL in a mainstream classroom | 1. Pair with native speaker 2. use a translation dictionary 3. Use lots of visual cues 4. Emphasize key words with flash cards 5. use the newspaper/TV summarize and present to the class |
| inflection | changing pitch or tone of voice |
| derivation | adding prefixes and suffixes to change the meaning |
| balanced reading approach | use both phonics (skills based) and whole language (meaning based) |
| Fluency | accuracy, speed (rate), intonation |
| Guided Oral Reading Strategy | an instructional strategy used to improve verbal reading skills, whole-group, or paired |
| Motivating strategies | create a postive classroom atmosphere, assign various reading tasks from various sources, public praise and feedback |
| Indirect Vocabulary Learning | through conversations between & with adults, when adults read to the child, by reading on his own |
| Teachers can teach Direct Vocabulary Learning by... | explaining words the student will encounter prior to reading, encouraging the student to look for the new words and use ones just learned, providing the same words in different contexts, defining new words and relating them to familiar scenes |
| Steps of the Writing Process | Brainstorm, Develop an outline, Write the rough draft, Revise, Edit, Ask for feedback, Make Corrections, Print, Learn from comments |
| Transaction with the text | when the reader has a dialogue with the printed material. the child is engaged and particpates of the exchange of ideas and info |
| Literary Criticism | the philosophical study, evaluation and interpretation of literature based on a scholarly reading ofthe text |
| Three types of reader response criticism | individualist,experimenters, uniformists |
| Cultural Studies | focused on the role literature plays in every day life |
| Comparative Literature | compared and contrasted literature from different languages, countries, and cultures |
| Deconstruction | determined what can be interpreted in the text that is not explicitly stated |
| New Criticism | studied what is written, not the goals of the writer |
| What was the earliest form of literature | poems, usually with a religious and/or didactic purpose |
| Semantic mapping | strategy to connect words learned in class with those previously experienced, |
| alliteration | first letters all the same, tongue twisters |
| phonemic stress | nursery rhymes, Dr. Suess bookds, emphasize sounds and patterns of ending words |
| phonological awareness | recognize and manipulate components of sound including segmenting into syllables and phonemes, stress in words (pre'sent present'), intonation |
| bottom up approach | skills based, phonics |
| top down approach | meanings based, whole language, whole to part, |
| dolch words | sight word lists of most frequently used words, key to fluency |
| decoding or context clues | 3 types: semantic, syntactic, structural |
| semantic clues | think about what is already known about a topic: story about hawk first review all that is known about birds |
| syntactic clues | word order in a sentence provides clues like hawks are ___ |
| structural clues | letter groups within words, derivational morphemes (prefixes and suffixes) and inflectional endings (like s, es,ed, er, est) |
| homonyms | same sound and spelling but differt meanings such as club, fine, bank, rock |
| homophones | words that sound the same but are spelled differently such as blue blew, hear here, eight ate |
| homographs | words spelled the same but pronounced differently such as bow, present |
| words that are tought to understand | homonyms, homophones, homographs, compound words (butterfly) |
| automaticity | quick and accurate recognition - automatic |
| fluency | read quickly and accurately with correct word stress, pitch, and intonation (prosody) |
| develop fluency and comprehension | fluency by reading aloud, comprehension by reading silently |
| convergent | from broad to narrow, coming to one answer |
| divergent | from narrow to broad, many right answers |
| four writing skills | speaking, listening, reading, writing |
| SQ4R | survey, question, read,write, recite, review |
| DRTA | directed reading thinking activity - 3 steps, sample, predict, confirm |
| 6+1 Traits of Writing | emphasizes elements of the writing process: organization, ideas, voice, word choice, sentence fluency, conventions, presentation |
| Writers Workshop | a writing process program: prewrite, draft, revise, rewrite, publish, celebrate |
| literature circle | groups of students decide together what their roles and what questions and answers they are going to work on as they analyze a book |
| guided reading | teacher and a small group of students work together to improve reading fluency, comprehension, etc. |
| shared reading | teacher and whole class read a big book or large print material together |
| choral reading | the whole class in unison reads along together |
Created by:
liejohnson
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