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Prompt students to retell stories

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Voiced/voiceless contrasts inclue these pairs: p/b, t/d, k/g, ch/g, f/v, s/z.

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a sound that, when produced, does not cause the vocal cords to vibrate. For example, the t in at is unvoiced. In most languages, vowels are voiced.

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a sound that, when produced, vibrates the vocal cords. The letter sound of d in add, for example, vibrates the vocal cords. Compare to unvoiced.

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is a well researched approach to reading aloud, designed to stimulate language and dialogue while enhancing student's ability to retell stories

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the way the sounds are formed in the mouth

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sounds that can be isolated and elongated without undue distortion. Ex mmmmmmmmoon, ssssssun.

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Whole-to-part-model--- shared reading of familiar rhymes and jingles (Whole Text). 

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Whole-to-part-model--- shared reading of familiar rhymes and jingles (Whole Text). 

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one “long” word composed of two “short” words Ex. Snow+Man=Snowman.

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Partial representations of sound.

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Plan for follow-up activities for children to interact with peers and apply their understanding of concepts.

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begins with the shared reading familiar rhymes and jingles

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phonics- the systematic correspondence between letters and sounds

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phonics- the systematic correspondence between letters and sounds

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Real experiences with cooking, science experiments, special visitors, classroom pets, are particularly engaging and provide opportunities for verbal interactions.

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Promotes oral language discussions  around vocal, ideas and concepts related to content.

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Begin to write by approximating the broader contours of the writing system; they start with the linear arrangment of print.

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process that stimulates lots of responses from children

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May learn to identity a few words such as their names and friends names.

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Shared Reading: teachers lead with WITH students from enlarged texts.the students can then join chorally.

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Shared Reading: teachers lead with WITH students from enlarged texts.the students can then join chorally.

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interactive read aloud: promotes oral language discussions around vocal,ideas and concepts.

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interactive read aloud: promotes oral language discussions around vocal,ideas and concepts.

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Print referencing- Where to begin to read on the page, or demonstrate left-to-right directionality and the return sweep at the end of each line-- conevetions of written language known as Concepts About Print (CAP). 

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Print referencing- Where to begin to read on the page, or demonstrate left-to-right directionality and the return sweep at the end of each line-- conevetions of written language known as Concepts About Print (CAP). 

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process that stimulates lots of responses from children

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realizing they should move right to left and top to bottom.

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ability to identify and reflect on the smallest units of sound: individual phonemes.

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where to begin to read to read on the page, doc

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Accurate reception of text accompanied by pointing to the print in some fashion. (appears as if a child is reading)

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Shared Reading- teachers read with students from enlarged texts like big books and charts on which children can see the print and join in chorally on rereadings. 

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Shared Reading- teachers read with students from enlarged texts like big books and charts on which children can see the print and join in chorally on rereadings. 

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-Utility: words that can be used regularly in the classroom or words that will show up in other books.
-Concrete words: Many denote concepts children can act out and are most likely to be illustrated in the story
-Repetition In text: Words used more than once in the story
-Thematic/Topical Relatedness- words that can be clustered in a semantic category

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voice point- Showing a child that does not know a word how to start at the beginning of the line to reread up to the word in question

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voice point- Showing a child that does not know a word how to start at the beginning of the line to reread up to the word in question

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the ability to pay attention to, identify, and reflect on various sound segments of speech.

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process that stimulates lots of responses from children

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paraphrase or spontaneous retelling of a familiar book

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concept that letters and letter combinations are used to represent phonemes in orthography.

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language experience approach (LEA)-picture captions, spoken or dictated accounts of students' experiences help them link speech to print

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language experience approach (LEA)-picture captions, spoken or dictated accounts of students' experiences help them link speech to print

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used in levels of development as children categorize objects, words, pictures, or phrases. Help develop deeper understand about words and how they relate to other words within a semantic field.

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segment speech in to sound (constants and vowels)

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The practice of referring to features of print such as punctuation, capital letters, directionality, and so forth as a way to teach students concepts about print. (Bear 4)

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 Phonics:  the systematic correspondence between letters and sounds.

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 Phonics:  the systematic correspondence between letters and sounds.

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Interactive Read-aloud-promote oral language discussions around vocabulary, ideas, and concepts related to the content and genre of a book as teachers read alound to children. 

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Interactive Read-aloud-promote oral language discussions around vocabulary, ideas, and concepts related to the content and genre of a book as teachers read alound to children. 

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prosody- expression or innovatice contoursand tone of voice all of which communicates ideas and emotions.

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prosody- expression or innovatice contoursand tone of voice all of which communicates ideas and emotions.

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Concept of word in text

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Concepts about print (CAP)-conventions of written language

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Concepts about print (CAP)-conventions of written language