Flashcards
Cset
Flashcards do conjunto (27)
- 1SPELLING PATTERNS5 spelling patterns
- 2PRECOMMUNICATIVE SPELLINGBabbling” stage of spelling. Children Use letters for writing words but the letters are strung together randomly. The letters do not correspond to sounds.
Ex: OPSPS = eagle; RTAT = eighty.
(Kindergarten - start of 1st grade) - 3SEMIPHONETIC SPELLERSknow that letters represent sounds. perceive and represent reliable sounds with letters in a type of telegraphic writing. Spellings are often abbreviated representing initial or final sound.
Ex: E = eagle; a = eighty.
(Mid 1st grade - start of 2nd grade) - 4PHONETIC SPELLERSspell words like they sound. The speller perceives and represents all of the phonemes in a word, though spellings may be unconventional.
Ex: EGL = eagle; ATE = eighty.
(2nd grade) - 5TRANSITIONAL SPELLERSthink about how words appear visually; a visual memory of spelling patterns is apparent. Spellings exhibit conventions of English orthography.
Ex:: EGIL = eagle; EIGHTEE = eighty
(2nd - 3rd grade) - 6CONVENTIONAL SPELLERSdevelop over years of word study and writing. Correct spelling can be categorized by instruction levels.
(4th grade and beyond) - 7READINGPhonetic Awareness and Phonics
- 8PHONEMEthe smallest part of the spoken language that makes a difference in the meaning of words. (letter sounds)
- 9GRAPHEMEthe smallest part of written language that represents a phoneme in the spelling of a word. Could be just an individual letter or several letters.
- 10PHONICSthe understanding that their is a predictable relationship between phonemes (letter sounds) and graphemes (written letters).
- 11PHONEMIC AWARENESSthe ability to hear, identify, and manipulate the individual sounds--phonemes-- in spoken words.
- 12PHONOLOGICAL AWARENESSa broad term that includes phonemic awareness as well as activities that involve work with rhymes, syllables, and onsets and rimes.
- 13SYLLABLEa word part that contains a vowel or in spoken language or in spoken language, a vowel sound.
- 14ONSET & RIMESONSET: the initial consonant sound of a syllable.
ex: bag--b, swim--sw
RIME: the part of a syllable that contains the vowel and all that follows it.
ex: bag--ag, swim- im - 15PHONEME ISOLATIONChildren recognize individual sounds in a words.
EX: what is the 1st sound in van?
the 1st sound is V - 16PHONEME IDENTITYChildren recognize the same sound in different words.
EX: what sound is the same in fix, fall, and fun?
the 1st sound, F is the same - 17PHONEME CATEGORIZATIONChildren recognize the word in a set of three or four words that has the "odd" sound.
EX: Which word doesn't belong? bus, bun, rug. Rug doesn't belong, it doesn't start with B. - 18PHONEME BLENDINGChildren listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. THey write and read the word.
EX: what word is b/i/g...big.
/b/ write B... /i/ write I... /g/ write G....
then read word together.... big. - 19PHONEME SEGMENTATIONChildren break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word.
EX: how many sounds in grab? /g/r/a/b/ 4 sounds. write it /g/.../r/.../a/.../b/ now read it grab. - 20PHONEME DELETIONChildren recognize the word that remains when a phoneme is removed from another word.
EX: What is smile without the /s/?
word without /s/ is mile - 21PHONEME ADDITIONChildren make a new word by adding a phoneme to an existing word.
EX: what word do you have if you add /s/ to the beginning of park?
Spark - 22PHONEME SUBSTITUTIONChildren substitute one phoneme for another to make a new word.
EX: the word is bug. Change /g/ to /n/. WHat is the new word?
BUN - 23WHAT IS THE BENEFIT OF PHONEMIC AWARENESS?improves children's ability to read words rapidly and accurately which helps their ability to comprehend what is being read.
improves spelling, due to understanding that sounds and letters are related in a predictable way. - 24WHEN IS PHONEMIC AWARENESS INSTRUCTION MOST EFFECTIVE?when children are taught the relationship between letters and their sounds using the alphabet. Most effective to teach children two phonemes at a time. allows for familiarization.
- 25BLENDINGwhen children individual phonemes to form words, they are blending the phonemes. they are also blending when they combine onsets and rimes to make syllables and combine syllables to make words.
- 26SEGMENTINGwhen children break words into their individual phonemes, they are segmenting the words. They are also segmenting when they break words into syllables and syllables into onsets and rimes.
- 27—
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- FlashCards sobre Cset , criado por cynthia castillo em 01-09-2015.
- Criado por
- cynthia castillo
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