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| A minimal sound unit of speech that, when contrasted with another phoneme, affects the meaning of words in a language. |
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| A lack of the reading habit in capable readers. |
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| To change a message into symbols, as encode oral language into writing, encode an idea into words, encode a physical law into mathematic symbols. |
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| Analyzing spoken or graphic symbols of a familiar language to ascertain their intended meaning. |
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English Language Learners
(students who are “Limited-English proficient) |
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| A spelling pattern in which two or more adjoining consonants represent a single sound |
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| Print and other graphic symbols in addition to books that are found in the physical environment (i.e. street signs, commercial signs, etc.) |
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| Fluent processing of information that requires little effort or attention, as sight-word recognition. |
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| The assumption underlying alphabetic writing systems, that each speech, sound, or phoneme, of a language should have its own distinctive graphic representation |
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| A social or regional variety of a particular language with phonological, grammatical, and lexical patterns that distinguish it from other varieties |
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| A vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel or semivowel sound in the same syllable. |
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| Concepts about Print (Print Awareness) |
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| Understanding and appreciation of the forms and functions of printed language. |
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| In English, the midcentral vowel in an unaccented or unstressed syllable. |
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| A speech sound made by partial or complete closure of part of the vocal tract, which obstructs air flow and causes audible friction in varying amounts. |
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| The awareness of the sounds (phonemes) that make up spoken words. The ability to segment and manipulate phonemes. |
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| A voiced speech sound made without stoppage or friction of the air flow as it passes through the vocal tract. |
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| In phonology, a minimal unit of sequential speech sounds comprised of a vowel sound or a vowel-consonant combination. |
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| A card with a picture and boxes underneath that represent the number of phonemes in the picture name. |
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| The graphic representation of a phoneme which may be one letter (k) or a combination of letters (ch)i.e. "k" "ch" or "a" |
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| Development of the association of print with meaning that begins early in a child’s life and continues until the child reaches the stage of conventional reading and writing |
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| A bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached. |
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| A term for the /r/ and /l/ sounds, both of which have a vocal tract that is constricted only somewhat more than that for vowels. |
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| A manner of articulation; an affricate is a consonant sound formed by a stop/plosive + fricative sequence. |
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| A manner of articulation in which a continuous noise is generated as air is channeled through a narrow articulatory constriction. |
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| Fricatives: f,v,th,s,z,sh,zh,h, |
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| A manner of articulation in which the vocal tract is completely closed for some interval, so that air flow ceases.: P, b, t, d, k, g |
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| A combination of two or more words that functions as a single unit of meaning |
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| The use of affixes to build new words from a root or base word, often with a change in the grammatical class of a word, as predict to prediction |
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| In linguistics, the study of the choices of language persons make in social interaction and of the effects of these choices on others. |
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| The study of meaning in language, as the analysis of the meanings of words, phrases, sentences, discourse, and whole texts. |
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| The study of how sentences are formed and the grammatical rules that govern their formation. |
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| The study of the history of the development of the structures and meanings of words. |
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| The repetition of the initial sounds in neighboring words or stressed syllables |
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| The clear, easy, written or spoken expression of ideas; freedom from word-identification problems that might hinder comprehension |
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| Hints based on sound-symbol correspondences that help readers decode and comprehend a text. |
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| A meaningful linguistic unit that cannot be divided into smaller meaningful elements. |
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| The study of structure and forms of words including derivational, inflection, and compounding. |
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| The study of the nature and use of symbols in a writing system. (Spelling) |
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| a vocabulary development and word study activity in which words on cards are grouped together |
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| a word that appears many more times than most other words in spoken or written language |
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| in learning, the gradual withdrawal of adult support as through instruction, modeling, questioning, feedback, etc. for a child’s performance, thus transferring more and more autonomy to the child |
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| a word with different origin and meaning, but the same pronunciation, whether or not spelled alike (i.e. hair and hare) |
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| a word with different origin and meaning but the same oral or written form as one or more other words (i.e. bear (an animal) vs. bear (to support) vs. bare (exposed)) |
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| a word with the same spelling as another word, whether or not pronounced alike |
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| an expression that does not mean what it literally says |
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| the process or result of changing the form of a word to express a syntactic function without changing the words grammatical class, as run to runs |
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a linguistic unit with one or more morphemes and with a specific pronunciation and meaning as a word, word compound, or idiom
(lexical meaning) – the denotative or “dictionary” definition of content words, independent of their syntactical use in linguistic units |
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| a word that is immediately recognized as a whole and does not require word analysis for identification |
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| a comparison of two things that are unlike, usually using the words “like” or “as” |
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| (Visual-Auditory-Kinesthetic-Tactile), a multisensory method that can be used to help children remember words |
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| a group of word sharing a common phonic element (i.e. –ite: bite, kite, despite) |
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| Places to display previously taught words, especially irregular words. Words can be grouped alphabetically or by similar letter patterns. |
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| Students read the same text a loud repeatedly until a desired level of fluency is reached |
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