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Alphabetic understanding:
understanding that letters represent sounds and that whole words have a sound structure
consisting of individual sounds and patterns of groups of sounds, the combination of
alphabetic understanding and phonological awareness becomes the larger construct,
alphabetic principle.
Book Knowledge: understanding basic concepts about
books and reading such as how to hold a book, how to turn the pages, following
written text from left to right and from the top to the bottom.
Consonants: all the letters of the alphabet excluding
a, e, i, o and u
Conventions of print: knowledge
of the semantic and visual structure of text.
Conventional literacy: reading,
writing, and spelling of text in a conventional manner.
Emergent Literacy: denotes the
developmental process of literacy acquisition and recognizes numerous forms of early
literacy behavior. It begins during the period before children receive formal
reading instruction and encompasses learning about reading, writing, and print prior to
schooling. It is acquired through informal as well as adult-directed home and school
activities and facilitates acquisition of specific knowledge of reading. It includes
awareness of print, relationship of print to speech, text structure, phonological
awareness, and letter naming and writing. Emergent literacy differs from conventional
literacy as it examines the range of settings and experiences that support literacy, the
role of the child's contributions (individual construction), and the relation between
individual literacy outcomes and the diverse experiences that precede those outcomes.
Functions of print: awareness of
the uses of print from specific (making shopping lists, reading street signs, looking up
information) to general (acquiring knowledge, conveying instructions, maintaining
relationships).
Grapheme: written symbols or
letters of the alphabet; arbitrary, abstract, and usually without meaning; the written
equivalent of phonemes.
Letter-sound correspondence:
linkages between discrete phonemes and individual letters or graphemes.
Onsets: the initial consonant of
a word or syllable
Personal Word Books: this can also be referred to as a
personal dictionary. Many frequently used words are in this book as well as
other words a student may need in their personal writing.
Phonemes: the basic vocal
gestures from which the spoken words of a language are constructed.
Phonemic Awareness: an
understanding about the smallest units of sound that make up the speech stream: phonemes.
Phonics: building associations
between written letters and speech phonemes
Phonological awareness:
ability to perceive spoken words as a sequence of sounds; an auditory skill which is of
crucial importance to reading ability in an alphabetic system; conscious ability to detect
and manipulate sound (move, combine, delete), access to sound structure of language,
awareness of sounds in spoken words in contrast to written words. Phonological awareness
encompasses larger units of sound, such as such as syllables, onsets, and rimes.
Predictable books:
make use of rhyme, repetition of words, phrases, sentences and refrains, and
such patterns as cumulative structure, repeated scenes, familiar cultural
sequences, interlocking structure and turn-around plots. These stories invite
children to make predictions or guesses about words, phrases, sentences, events
and characters that could come next in the story.
Purpose of print: knowledge that
words convey a message separate from pictures or oral language.
Rimes: everything after the
initial consonant in a one-syllable word or in syllables, traditionally referred to as
phonograms or word families
Shared Reading:
Children reading text together.
Sight Words: also referred to as "high frequency words"
these are words that students should be able to identify by simply looking at
them. They are often words that occur commonly in written text (and, the, they,
with, etc.)
Sounding Out Words: this is an early reading strategies
that encourages students to apply their understanding of the letters and the
sounds they make in or to "decode" or read a word.
Spelling Patterns: these are common spelling "rules"
and/or letter combinations that assist students in understanding words as well
as how to read and write them (i.e. two vowels together, consonant blends)
Tracking Text: this means following written words with some sort of pointer
(finger, ruler). Tracking text is an early reading strategy that assist children
in identifying what words are.
Visual Memory: retaining a "picture" of what a word or
object looks like
Vowels: letters of the alphabet that make a "short"
sound and a "long" sound (a, e, i, o, u, and sometimes y)
Whole Language: A whole language
approach represents a philosophy about reading rather than anyone instructional method.
According to this philosophy, language is a natural phenomenon and literacy is promoted
through natural, purposeful language function. It has as its foundation current knowledge
about language development as a constructive, meaning-oriented process in which language
is viewed as an authentic, natural, real-world experience, and language learning is
perceived as taking place through functional reading and writing situations.
Word Family: groups of words that have the same letter
ending. These are generally words that rhyme (i.e. "at" family is defined as
cat, sat, pat, mat, etc.)
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