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Emergent Literacy Terms

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Across
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skills that are recognized as precursors to more conventional forms of reading and writing
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knowledge of print conventions (e.g., left-right, front-back) and concepts (book cover, author, text)
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ability to match or discriminate visually presented symbols
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a minimal unit of sequential speech sounds comprised of a vowel sound or a vowel-consonant combination
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a reading strategy where the adult involves a child or small group of children in reading a book that introduces conventions of print and new vocabulary, or encourages predictions, rhyming, discussion of pictures, and other interactive experiences
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Breaking a word into its sound parts (cat, /c/-/a/-/t/)
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Hearing and producing two words that have the same beginning sound (anger, alligator)
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knowledge of print conventions (e.g., left-right, front-back) and concepts (book cover, author, text)
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a state of familiarity with the alphabet, which is the complete set of letters or other graphic symbols representing speech sounds used in writing a language or in phonetic transcription
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tasks combining elements of alphabet knowledge, concepts about print, and early decoding
Down
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ability to produce, comprehend, or both aspects of spoken language
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ability to identify product or company name for common product or establishment (e.g., “Coke,” “McDonald’s”)
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the ability to hear and manipulate the separate sounds within words
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the beginning consonant sound in a syllable that precedes the vowel; b-ook, st-ack, pl-ay m-ate
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a minimal sound unit of speech that, when contrasted with another phoneme, affects the meaning of words in a language, as /b/ in book contrasts with /t/ in took, /k/ in cook, and /h/ in hook
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combinations of aspects of alphabet knowledge, concepts of print, vocabulary, memory and phonological awareness
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Figuring out a word by blending the sound together (/d/ /o/ /g/ = dog)
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Hearing and producing words that have the same ending (log, dog, fog)