CSET I

linguistics

science of determining how words operate in terms of sound, structure and meaning

morphology

study of the structure and form of words

phonology

speech sounds

alphabetic principle

understanding there is a systematic and predictable relationship between written letters and spoken sounds

rule number one of alphabetic principle

letters are upper and lower case

rule number two of alphabetic principle

each letter or group of letters represent a sound

rule number 3 of alphabetic principle

relationship between letters (written) and phonemes (spoken) can be used to identify, pronounce, and spell English words

phenome

smallest unit of sound that makes a difference in meaning

phonemic awareness

narrower subcategory in phonological awareness referring to the ability to hear, identify, and manipulate sounds of spoken language to make words

what is the most important determinant of a successful reader

phonemic awareness

phonics

way of teaching and learning that stresses the ability to connect letters with letter sounds

what is the goal of phonics

teach kids to use alphabetic principle

grapheme

letters and spellings that represent sound

phonological awareness

broad term referring to the ability to identify and manipulate the letter sound relationship

competency in phonological awareness is marked by knowledge that

sounds make up words, sounds can be changed into new words, words can be separated into different sounds, syllables, rhymes, words have meaning

relating sounds and print leads to

understanding how sounds and letters are laid out ini print

affix

non word unit of meaning creates a word when added to a word, stem, phrase

what is an example of an affix

prefix “ad-” + suffix “-ing” + “join” = “adjoining”

morpheme

unit of meaning that can’t be broken down into smaller units of meaning

example of morpheme

“book”

morphology

study of word formation

automaticity

unconcious ability to read and recognize a word or series of words accurately and effortlessly

blending

combining sounds to form words

example of blending

onsets + rimes → syllables → words

onset

first phonological unit before vowel

rime

parts of word following onset

concepts of print

familiarity with print conventions

what are print conventions

reading left to right, top to bottom, use of spaces to separate words

print =

words + pronunciation

decoding

translating print into spoken word to understand meaning of written letters

why is decoding important

helpful in word identification

why is concepts of print important

important indicator of learning to read

denotative meaning

literal meaning of a word in the dictionary

connotative meaning

suggested meaning of a word

derivational morpheme

a morpheme that when added to a word creates a new word

example of a derivational morpheme

“sing” + “er” = “singer”

idiolect

specific speech habits of an individual: grammar, language, pronunciation

pragmatics

ability to engage in social conversational speech and the study of how context changes meaning of verbal and nonverbal communication

conversational speech

allows time for a response

propsody

reading with expression

what are examples of cues in prosody

emphasis, stress, intonation, pitch, pauses, phrasing

what does prosody express

emotional state, form of utterance (statement, question, comment)

segmenting

breaking words into individual phenomes, syllables, onsets, rimes

semantics

study of meaning of words, phrases, sentences

why is semantics important

helpful in decoding when understanding what word sounds right

syntax

study of how words are organized in sentences to create meaning

content words

open class words with a clear lexical meaning (noun, verbs, adjectives, adverbs)

open class

new words can be added to the category

function words

closed class words with no clear lexical meaning but a functional purpose (conjunctions, articles, prepositions,

closed class words

new words can’t be added to the category

free morphemes

morphemes that can be used by themselves (open class content - “girl”) (closed class function - “the”)

bound morphemes

morphemes that can’t be used by themselves and depend on other morphemes to complete their meaning

bound root

roots that can’t be used by themselves "-ceive”

derivational affixes

when added to a word create a new word with a new meaning, can turn words into a new grammatical category

what is an example of a derivational affix

“beauty” + “ful” = “beautiful” noun → adjective

inflectional affixes

suffixes that when added to the end of the word don’t change its meaning in any large sense

what is an example of an inflectional meaning

3rd person singular “-s”, “-ed”, “-ing”, “-en”, plural “-s”, possessive “-s”, “-er”, “-est”

what is an example of phonics

seeing f and knowing it makes the f-f-f sound

phonemes

individual sounds in words

what is important to remember in assessing pragmatics

behavior should be observed in many contexts with different partners because different situations call for different behaviors

what are some examples of pragmatics

maintaining eye contact, agreement or disagreement, uses appropriate facial expressions, appropriate social distancing, appropriate physical posturing, awareness of time/place/environment

language

communication based on native rules and symbols that carry meaning

child-directed speech

primary caretakers play a role in helping a child learn language by modifying their speech (0-24 mos)

what does language look like from 0-12 mos

eye contact + gestures, spontaneous cooing + crying, babbling that sounds like patterned speech

holophrase

monosyllabic word paired with a gesture to communicate a toddler’s thoughts and feelings stemming from an understanding that words represent objects/people/feelings (2-18 mos)

symbolic gesture

indicates a thought or feeling (eg. shaking head no)

representational gesture

shows caregiver what toddler desires (eg. raising bottle to show they want more to drink)

telegraphic speech

using just enough words to get message across (typically two-word sentences) (2 years old)

fast-mapping

using context of a word to arrive at a word’s meaning which important during rapid acquisition of vocabulary (2-5 years old)

private speech

talking out loud to oneself with no intention of communicating with others, increases language competency and self regulation (3-4 years old)

what is language like at 4 years old

plural and possessive forms of words, adding “ing” to words

overregulization

overuse regular grammatical patterns of past tense or plural words (nouns or verbs) (4-5 years old)

what is an example of overregulization

“foots” instead of “feet” “she singed a song”

what is language like from 5-7 years old

ask many “why” questions, understand metaphors, 4-5 word declarative, interrogative, imperative sentences

what is language like at 6 years old

near adult ability to speak, complete and meaningful sentences, ability to speak 8,000-14,000 words

universal language acquisition (chomsky)

language is innate and children are prewired to learn

critical period for language acquisition

first few years of life are a crucial time for language development

Vygotsky’s second language acquisition theory

child must be competent in first language to think about and therefore develop second language

ELL: English language learner

person learning language English as a second language

Krashen’s second language acquisition experience

primary language is an unconscious acquisition experience, secondary language is a conscious learning experience

Krashen’s second language acquisition experience

predisposition → early production → speech emergence → intermediate fluency → advanced fluency

predisposition

begin to internalize English, minimal or no comprehension skills, use of physical gestures to communicate

strategies for teaching during predisposition

visual aids, gestures, simple questions

early production

limited comprehension + language, telegraphic speech

strategies for teaching during early production

yes/no - either/or questions, questions w/ familiar one-two word responses, games and roleplaying to learn new vocabulary

speech emergence

increased comprehension + language, limited reading + writing

what are responses like in speech emergence

simple sentences + phrases w/ basic grammatical errors

strategies for teaching during speech emergence

assignments w/ “who, what, where, when, how” answers, daily journal, at least one sentence responses

intermediate fluency

good command of English, comprehension, writing

what are responses like in intermediate fluency

combine phrases and sentences

strategies for teaching during intermediate fluency

analyzing complex reading, writing, speaking, reading, intro assignments, oral presentations + discussions, reading different genres

advanced fluency

competency in English oral + written comprehension

what are responses like in advanced fluency

full participation in grade level activities

strategies for teaching during advanced fluency

grade-level expectations (adaptation for proficiency + cultural implications)

why is literacy important

development of reading and writing is essential to development of other academic principles

reading development - early childhood to kindergarten

prealphabetic (begin to recognize visual cues and text concepts)

reading instruction during early childhood to kindergarten

phonemic awareness → concept of print instruction

reading development - kindergarten to first grade

alphabetic (decoding - understand letters represent sounds, identify simple words through decoding)

reading instruction during kindergarten to first grade

phonics, phonemic awareness, blending, segmenting

reading development - second to third grade

alphabetic (learning fluency - beginning to develop fluency in reading text + recognizing words by pattern and sight, rhyme and blend words)