CSET English

alphabetic principle

refers to a child’s understanding that words are made up of letters, and that these letters represent sounds, pronounced left to right, using the relationship between the letters and phonemes

fluency

they have a command of the language and of reading and that they can use it accurately and quickly

phonology

the rule system within a language by which phonemes are sequenced, patterned, and uttered to represent meanings

phoneme

the smallest unit of sound that can change the meaning of the word ex.) vowels and consonant, check = ch/e/k

phoneme segmentation

break a word into its separate sounds, saying each sound

phoneme deletion

recognize the words that remains when a phoneme is removed from another word ex.) Remove the /f/ from the word "flake" to get the word "lake".

phoneme addition

make a new rod by adding a phoneme to an existing word ex.) Adding the phoneme /k/ to the end of the word "we" to create "week" 

phoneme substitution

substitute one phoneme for another to make a new word ex.) Change the /r/ in the word "rat" to a /b/ to make the word "bat".

phoneme categorization

recognize a word with a sound that doesn’t match the sounds in other words

systemic phonics

direct teaching of a set of letter sound relationships in a clearly defined sequence

phoneme blending

combine the phonemes to form a word, then they write and read the word

phonemic awareness

ability to hear, idenitfy and manipulate the individual sounds (phonemes) in spoken word

phonological awareness

includes phonemic awareness, activities can involve rhymes, words, syllables, onsets

morphemes

one or more phonemes ex.) unlikely = un-like-ly

rime

part of a syllable that contains the vowel and all that follows it ex. ) bag is -ag and swim is -im

onset

initial consonant(s) wound of a syllable ex.) bag is b- and swim is sw-

vowel

sounds that can be produced without occluding, diverting, or obstructing the flow of air from the lungs ex.) saying “a” or “e” without moving lips

consonant

require the use of the lips and tongue to alter air-flow

phoneme identity

recognize the same sounds in different words

phoneme isolation

recognize individual sounds in a word

dipthong

oa, ou, oo

comprehension monitoring

know when they understand what they read and when they do not, instruction in early grades can help, critical to metacognition

true

the rules of pronunciation often depend on placement

qualitative measures

includes reader’s perception of the reading material, material organization, familiarity, clarity of language, and graphics

prosody

refers to rhythm, phrasing, and intonation

word-learning strategies

1. use dictionaries and other references

2. use word parts to figure out meanings of words in text

3. context clues

indications

prosodic reding helps students identify words more quickly and accurately, leading to better text comprehension

semantic organizers

graphic organizers that look somewhat like a spider web; lines connect a central concept to a variety of related ideas and events

vocabulary

refers to words we must know to communicate effectively

oral vocabulary: we use speaking or recognize in listening

reading vocabulary: recognize or use in print

affixes

bound morpheme attached to a root or a based word to modify its meaning or function

prefix

comes before the word ex.) pre- for pregame

suffix

comes after the word ex.) “ly” “ment”

roots

morpheme that underlies an inflectional or derivational paradigm ex.) “believe” is the root of “unbelievably”

quantitative measures

includes :

1. traditional reading levels

2. lexile ranks

may be affected by

1. interest

2. motivation

english language

• 1500 years ago from Germanic language

• developed in England

• includes words from every major language

cooperative learning

involves students working together as partners or in small groups on clearly defined tasks

semantics

study of the meaning of words, clauses, and sentences

phonetics

studies all speech sounds in a language and the way speech sounds are produced

morphology

study of meaningful units of language, called morphemes, and how their patters of distribution contribute to the forms and structures of words

vygotsky

thought and language develop independently

chomsky

• children through exposures

• grammatical mistakes are exceptions to the rule

ex.) good

nativism

• theorizes that children have innate, language-specific abilities that facilitate and constrain language learning

• children have a critical period during which they are best able to acquire language skills

critical period

• when children are younger, they are able to be a sponge and absorb language very quickly and effectively

• time period in which children are best able to acquire new language skills

social/functional model

• language abilities develop out of general cognitive abilities and social interactions with fellow learners and the surrounding community

• ex.) children who are severely abused and neglected from their parents when their parents don’t speak to them, have extremely stifled language abilities in those children

reciprocal teaching

1. ask questions about the text they are reading

2. summarize parts of the text

3. clarify words and sentences students don’t understand

4. predict what might come next

explicit instruction

teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them

discourse analysis

studies longer spoken and written discourses, such as verbal exchanges or written texts

validity

1. content: measures material covered in curriculum or unit being tested

2. criterion: predicts ability to do their work

simple sentence

at least one subject and one predicate ex.) the rabbit ran from the fox

sentences

a grammatical unit of one or more words, bearing minimal syntactic relation to the words that prece or follow it, often preceded and followed in speech by pauses

typically expressing an independent statement, question, request, or command

compound sentence

contains 2 or more coordinate independent clauses, usually joined by one or more conjunctions, but, no dependent clause ex.) the rabbit ran from the fox and he got away

complex sentence

contains two or more dependent clauses in addition to the main clause ex.) Before I woke up, I was sleeping soundly

poetry

• communications through figurative language, sounds of words, imagery, and rhythmic quality

• oldest forms of literature

• date to ancient greece

• ex.) lyric, romances, epic

independent clause

a clause that contains at least a subject and a verb, can stand alone as a complete sentence

ex.) the rabbit ran from the fox

dependent clause

a clause that cannot stand on its own as a complete sentence and functions as a noun, adjective, or adverb

ex.) Before I woke up, I was sleeping soundly —> Before I woke up cannot stand alone as a sentence

ex.) begins with since, before, except, through

subordinate clause

depends on independent clause for meaning

relative-dependent clause

a type of dependent clause that begins with relative pronoun, adjective, adverb, and usually modifies an antecedent

ex.) who, which, that, whichever, whose, whoever

true

clauses are used to create sentences

in dialect

refers to the way an individual uses language

pragmatics

studies how different contexts and social settings impact the way language is used including factors such as situational context, verbal tone, body language, knowledge, and the beliefs of the speaker

ex.) saying “He’s a really nice guy” in a sarcastic and normal tone. Two things have exactly the same words but have completely different meanings b/c the difference is pragmatics

non-referenced tests

IQ, compare students

standardized tests

grade level equivalent scores

criterion referenced

determine the degree to which an objective has been reached

mixed metaphor

figure of speech in which 2 or more unrelated metaphors are combined

denotation

specific, direct, and actual meaning of the word; “dictionary” definition

connotation

the “secondary” meanings that the word represents; meanings can be linked to the word’s historical usage as well as the context in which it is being used

ex.) ally and comrade being used in America vs. people who grew up during the cold war

anthropomorphism

attributing the human body or human qualities to non-human things or entities

allegory

expression in which the characters, story, and setting actually represent other people, settings, or abstract ideas

red herring

an irrelevant point, diverting attention from the position under discussion

post hoc, ergo, propter hoc

falsely stating that one vent following another is caused by the first event (faulty cause and effect)

non sequitur

a conclusion that does not logically follow from the facts

hasty generalization

reaching a conclusion too quickly, before all information is known

faulty analogy

using an analogy as an argument when analogy does not match the situation under discussion

either/or

stating that the conclusion falls into onw of two extremes, when there are more intermediate choices

circular logic

using a statement of a position to argue in favor of that position

begging the question

assuming that an argument, or part of an argument, is true without providing proof

bandwagon

arguing for position because of its popularity

ad populum

an argument that appeals to the emotions of the person

ad hominem

arguing against a person to discredit their position, rather that an argument agaisnt the position itself

author’s tone

author’s attitude as reflected in the passage

ex.) formal, outraged, loving, comic

emotional language

appeals to readers emotion

inaccurate information

presets false, inaccurate, or unapproved information

name calling

uses negative disapproving terms without factual basis

slanted language

slants the facts or evidence towards writers POV

stereotyping

members like group

author’s purpose

why the author wrote the passage; closely related to the main idea

ex.) describe, entertain, inform, narrate, persuade

round-robin reading

students take turns reading parts of a text aloud

article

word that describes a noun as definite or indefinite thing

ex.) definite = “the” and indefinite = “a” or “an”

preposition

a word used to express spatial or temporal relationship

ex.) above, below, inside, outside, before, during, after, of

conjunction

a word that functions as a “connector”

ex.) and, but, because

interjection

an isolated word that’s used to express emotion

ex.) wow

verbals

parts of speech derived from verbs, such as participles and indefinites

ex.) “I have been”

head word

when trying to identify a type of phrase, this is the most important word in the phrase; helps idenitfy what part of speech it has and what kind of phrase it is

subject

typically a noun or noun phrase

predicate

typically a verb or a verb phrase that describes the action or subject

true

regardless of the actual syntax that’s used which can be very different between languages, there always tends to be a subject and a predicate. it’s an intrinsic reason to the idea of communication

Roger Brown’s 5 stages

can be useful indicators when evaluating whether a child’s language development is normal or exceptional

exceptional

means exception to the norm, they’re ahead of the curve or behind the curve

holophrases

single word used to communicate an entire meaning

private speech

talking to one’s self