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Emergent Literacy Terms

Across
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
skills that are recognized as precursors to more conventional forms of reading and writing
Refers to a child's first efforts to create and use print in a meaningful way
a minimal unit of sequential speech sounds comprised of a vowel sound or a vowel-consonant combination
Hearing and producing two words that have the same beginning sound (anger, alligator)
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
combinations of aspects of alphabet knowledge, concepts of print, vocabulary, memory and phonological awareness
Breaking a word into its sound parts (cat, /c/-/a/-/t/)
ability to identify product or company name for common product or establishment (e.g., “Coke,” “McDonald’s”)
ability to match or discriminate visually presented symbols
Down
knowledge of print conventions (e.g., left-right, front-back) and concepts (book cover, author, text)
Figuring out a word by blending the sound together (/d/ /o/ /g/ = dog)
the ability to hear and manipulate the separate sounds within words
Hearing and producing words that have the same ending (log, dog, fog)
ability to produce, comprehend, or both aspects of spoken language
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
tasks combining elements of alphabet knowledge, concepts about print, and early decoding
the beginning consonant sound in a syllable that precedes the vowel; b-ook, st-ack, pl-ay m-ate