A meaningful linguistic unit that's an item in the vocabulary of a language aka a word.

Example:  Dog + dogs are essentially the same lexeme.

Complete set of related word-forms associated with a given lexeme.

Dog:

dog, dogs, dog catcher, dog-lover, etc.

Same distinction is affected by alternative changes to the form of a word

dog-dogs

cat-cats

rat-rats

add the -s

Connection between sounds and letters, the ability of the reader to recognize the sound of spoken language

Learning-learned thru imitation and reinforcement. assumed linguistic/cognitive/social were independent of one another. no allowance for errors (childs vs children, etc)

Linguistic-Nom Chomsky "language ability is innate"/biological thru maturation, not cognitive/socially influenced.

Cognitive-Piaget.  Can only acquire linguistic structure after they acquire cog structures neccessary to process language.

Sociocognitive-diff aspects of ling/cog/social knowledge are interactice elements of total human development. emphasis on verbal communication resulted in inclusion of speech activities in most ELA curricula. gave verbal speech importance.

Read first in native language

but

speak first in English

concept that young children are emerging into reading/writing.  when the reader understands that print contains meaning.

knows Concepts of Print

can ID some initial and ending sounds

can recognize some high freq'y words, names, simple words

pics are used to predict meaning

"Eyes open"

rhyming/syllabication

blending

ID B/M/E of words

segmentsing/breaking down words into sounds

recognize small words contained in bigger (ear in hear)

1. Closed

Not=closed in by consonant; vowel makes short sound

2. Open

No=ends in a vowel-vowel makes long sound

3. Silent "e"

Note=ends in vowel consonant "e";vowel makes long sound

4."R" Controlled

Bird=contains a vowel plus 4-vowel sound is changed

5. Vowel Combo

Nail=two vowels together; make the sound

6.Consonate "L"-"E"

Table=applied at end of a word

1. Pre-phonemic-letters have meaning, but don't know relationship btwn spelling and pronunciation.

2.  Early Phonemic-beginning to understand spelling.  Write beginning letters for words, with some consonants and long vowels.

3. Letter-name=spell some words consistently/correctly, is developing sight vocab and know letters represent sounds.  long vowels are accurate but silent vowels omitted, unknown words are spelled by attemt to match name of letter to sound (egl=eagle)

4. transitional= in late elementary. short vowel sounds are masterd/some spelling rules are known.  are developing sense of correct/incorrect spelling.

5. derivational= ususally reached in high school-adulthood. spelling rules are mastered. some latin roots known and help.

1. good paragraphing

2. transitions between paragraphs, ideas, sentences

3. topic sentences

4. concluding sentences

5. appropriate vocabulary

6. sufficient context

Arrangement of ideas into phrases, sentences, and paragraphs that balance on element with another of equal importance and similar wording.

ex.  Reading maketh a full man, conference a ready man, and writing an exact man.

Substitution of an agreeable/inoffensive term for something offensive or unpleasent.

Death=passed away, crossed over, passed.

repetition of consonant sounds in two or more neighboring words/syllables

ex.  Pay the pig for the petunias.

A verbal blunder in which one word is replaced by another that sounds similar but has a different meaning.

"Geopgraphy of contiguous countries=geometry of contagious contries"

Alliteration=beginning of word

Rhyme=end

Assonance=middle

ex.  tune + food