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Cards in this deck (191)
- 1ProseAny material that is not written in a regular meter
- 2StyleThe author's choices regarding language, sentence structure, voice, and tone in order to communicate with the reader.
- 3ToneA writer's attitude toward his or her subject. (Ex. serious, humorous, satiric, surprised)
- 4Point of ViewThe perspective from which a story is told. (Ex. 1st Person, 2nd Person, 3rd Person)
- 5First PersonThe narrator is a character in the story who can reveal only personal thoughts and feelings and what he or she sees and is told by other characters. They can't tell us thoughts of other characters.
- 6Second PersonThe narrator tells a listener what he/she has done or said, using the personal pronoun "you." This point of view is rare.
- 7Third PersonNarrator is not a character, but sees the world through only one character's eyes and thoughts
- 8AlliterationThe occurrence of the same letter or sound. (Ex. chirp chirp)
- 9AssonanceRepetition of a vowel sound within two or more words in close proximity. (Ex. The quite bride cried)
- 10OnomatopeiaFormation or use of words that imitate sounds of the actions they refer to. (Ex. Sizzling, splashing)
- 11MeterA regular pattern of stressed and unstressed syllables in a line of poetry.
- 12Iambic MeterAn unstressed syllable followed by a stressed syllable. Shakespeare is written in this stye
- 13Anapestic MeterTwo unstressed syllables followed by a stressed syllable.
- 14Trochaic MeterA stressed syllable followed by an unstressed syllable.
- 15Dactylic MeterA stressed syllable followed by two unstressed syllables.
- 16Spondaic MeterTwo consecutive syllables that are stressed almost equally.
- 17Pyrrhic MeterTwo consecutive syllables that are equally unstressed.
- 18Blank VerseUnrhymed poetry written in iambic pentameter
- 19Free VersePoetry that does not have a regular meter or rhyme scheme.
- 20Short StoryA story with a fully developed theme but significantly shorter and less elaborate than a novel.
- 21Primary SourceA document or physical object which was written or created during the time under study or by an individual involved in teh event.
- 22Secondary SourceInformation gathered by someone who did not take part in or witness an event
- 23Role of Emotions in PoetryDesigned to appeal to the physical and emotional senses through word choice and style.
- 24Line Structure in PoemsA line of poetry can be any length and any metrical pattern. A line is determined by the physical portion of words on a page,. A line is simply a group of words on a single line.
- 25Stanza Structure in PoemsA stanza is a group of lines. The grouping denotes a relationship among the lines. New stanzas often show change within the poem.
- 26LiteracyThe ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts.
- 27Phonological AwarenessThe ability to recognize spoken language and how it can be pulled apart, blended, and manipulated.
- 28Teaching Phonological AwarenessClapping sounds in words, saying blended phonemes, singing songs, nursery rhymes, reading patterned texts, environmental sounds, following directions, rhyming games, alliterative texts, grouping objects using beginning sounds, reordering words in a sentence to make silly phrases
- 29Alphabetic PrincipleThe concept that written language is comprised of letters that represent sounds in spoken words.
- 30Developing Language SkillsTeaching new vocabulary, using questions and examples to extend descriptive language, provide response time, ask clarification, promote conversations, provide feedback
- 31Oral Language DevelopmentBeing involved in open-ended (whole group, small group, and one-on-one) discussions, read- alouds, echo reading, songs, nursery rhymes, storytelling, readers theater, close activities, poetry, role play and drama, fingerplays, etc.
- 32Written Language DevelopmentChildren see and interact with print like books, magazines, grocery lists in everyday situations. Children begin to combine what they know about speaking and listening with what they know about print.
- 33Providing a print-rich enviromentA teacher can provide a print-rich environment in a classroom in a number of ways such as...
1) Children's name in print or cursive
2) Children's written work
3) Newspapers and magazines
4)Instructional Charts
5) Written Schedules
6) Signs and Labels
7) Printed songs, poems, or rhymes - 34Graphic OrganizerA tool that helps to organize ideas and can be used to visually illustrate ideas
- 35Reading Graphic OrganizerThese can include beginning, middle, end graphs or event maps
- 36K-W-L ChartA graphical organizer designed to help in learning. The letters KWL are an acronym, for what students, in the course of a lesson, already know, want to know, and ultimately learn. A KWL table is typically divided into three columns titled Know, Want and Learned.
- 37Big BooksLarge "child-friendly" volumes that help children learn concepts of print and enjoy positive reading experiences.
- 38Print and Book Awareness Print and book awareness helps a child understand....1) There is a connection between print and messages contained on signs, labels, and other print forms in the child's environment.
2) Reading and writing are ways to obtain information and communicate ideas.
3) Print runs left to right/top to bottom.
4) A book has parts, such as a title, a cover, a title page, and a table of contents.
5) A book has an author and contains a story.
6) Illustrations carry a meaning.
7) Letters and words are different.
8) Words and sentences are separated by spaces and punctuation.
9) Different text forms are used for different functions.
10) Print represents spoken language.
11) How to hold a book. - 39To be appropriately prepared to learn to read and write, a child should learn what concept about letters (7 components)...1) Each letter is distinct in appearances.
2) What direction and shape must be used to make each letter.
3) Each letter has a name, which can be associated with the shape of the letter.
4) There are 26 letters in the English alphabet, and letters are grouped in a certain order.
5) Letters represent sounds of speech.
6) Words are composed of letters and have meaning.
7) One must be able to correspond letters and sounds to read. - 40DecodingThe method or strategy used to make sense of printed words and figure out how to correctly pronounce them. It does not require an understanding of the meaning of the word, only a knowledge of how to recognize and pronounce it.
- 41PhonicsThe process of learning how to read by learning how spoken language is represented by letters. Students learn to read phonetically by sounding out the phonemes in words and then blending them together to produce the correct sounds in a word.
- 42FluencyThe ability to speak a language idiomatically and accurately, without undue pausing, without an intrusive accent, and in a manner appropriate to the context.
- 43Define VocabularyA group of words that a person knows or should know
- 44A student's vocabulary can be developed by (8 steps)...1) Calling upon a student's prior knowledge and making comparisons to that knowledge.
2) Defining a word and providing multiple examples of the use of a word in context.
3) Showing a student how to use context clues to discover the meaning of a word.
4) Providing instruction on prefixes, roots, and suffixes to help students break a word in to its parts and decipher its meaning.
5) Showing students how to use a dictionary and a thesaurus.
6) Asking students to practice new vocabulary by using the words in their own writing
7) Providing a print-rich environment with a word wall
8) Studying a group of words related to a single subject so that concept development is enhanced. - 45AffixesParts added to the beginning (prefix) or end (suffix) of a root word to create new words.
- 46PrefixesLetters added to the beginning of a word to alter its meaning
- 47SuffixesLetters added at the end of a base word that alters the meaning
- 48Root WordA word in its simplest form before any affixes are attached.
- 49Context CluesA vocabulary strategy in which the reader looks at the words around an unfamiliar word to find clues to its meaning.
- 50SynonymsWords that have the same meaning
- 51AntonymsWords that have opposite meanings
- 52ExplanationsAre given close to the unknown word.
- 53ExamplesAre given to help the reader define the term.
- 54ComprehensionThe process of understanding speech or writing.
- 55Improving Comprehension strategies includeWhen a teacher models comprehensive reading, the teacher reads aloud and stops periodically in order to make predictions, clarify meaning, make personal connections, and summarize.
- 56Prior KnowledgeThe knowledge you already have about a topic before you read a text.
- 57Literal ComprehensionRefers to the understanding of information that is explicitly stated in a written passage. (main idea, sequence of events, knowledge of vocabulary)
- 58Critical ComprehensionInvolves prior knowledge and an understanding that written material is the author's version of the subject and not necessarily anyone one else's. It involves analysis of meaning, evaluation, validation, questioning, and the reasoning skills a reader uses to recognize...
1) Inference and conclusion
2) Purpose, tone, point of view, and themes
3) The organizational pattern of work
4) Explicit and implicit relationships between words , phrases, and sentences
5) Biased language, persuasive tactics, valid arguments, and the difference between fact and/or fiction. - 59MetacognitionAwareness and understanding of one's own thought processes.
- 60Metacognitive SkillsThe ability to think about one's own learning. Leah recognizes that she is faced with a problem in learning and employs a practiced strategy to correct the problem and improve her understanding of the paragraph.
- 61PuppetrySmall-scale figures of human or other living beings often constructed with jointed limbs and moved usually on a small stage by a rod or by hand from below or by strings or wires from above. It generates ideas, encourages imagination, and foster language development.
- 62Figurative LanguageLanguage that cannot be taken literally since it was written to create a special effect or feeling.
- 63SimileA comparison using "like" or "as"
- 64MetaphorA comparison that establishes a figurative identity between objects being compared.
- 65PersonificationA figure of speech in which an object or animal is given human feelings, thoughts, or attitudes
- 66SynecdocheA figure of speech in which a part is used for the whole (as hand for sailor), the whole for a part (as the law for police officer), the specific for the general (as cutthroat for assassin), the general for the specific (as thief for pickpocket), or the material for the thing made from it (as steel for sword).
- 67MetonymyA figure of speech in which the name of one object is substituted for that of another closely associated with it. For example, a news release that claims "the White House declared" rather than "the President declared".
- 68Since some students may have a limited understanding of English, a teacher should employ the following practices to promote second language acquisition (7)...1) Make all instruction as understandable as possible and use simple and repeated terms.
2) Increase interactive activities and use gestures or non-verbal models when modeling.
3) Provide language and literacy development instruction in all curriculum areas.
4) Establish consistent routines that help children connect words with events.
5) Use a schedule so children know what will happen next and will not feel lost.
6) Integrate ESL students with non-ESL students
7) Appoint bilingual students to act as student translators. - 69SummarizationA brief statement of the main points of something
- 70Question GenerationConstantly ask questions about comprehension, vocabulary, personal knowledge or experiences, predictions.
- 71Textual MarkingWhere students interact with the text as they read to help them focus on the importance of small things and provice a reference point for review.
- 72Learning ApproachLanguage acquisition theory that states rules of language structure were learned and applied through imitation and reinforcement.
- 73Linguistic ApproachLanguage acquisition theory that states language ability is innate and develops through natural human maturation as environmental stimuli trigger the acquisition of syntactical structures appropriate to exposure level.
- 74Cognitive ApproachLanguage acquisition theory that states behavior is a result of information processing, such as perception, memory, thought, judgment, and decision making.
- 75Sociocognitive ApproachLanguage acquisition theory that states that the different aspects of linguistic, cognitive, and social knowledge are interactive elements of total human development.
- 76Name the Language acquisition theories.Learning, Linguistic, Cognitive, sociocognitve
- 77FableA brief story that leads to a moral, often using animals as characters.
- 78Tall TaleA tale that is exaggerated and far-fetched (unbelievable)
- 79Preadolescent and Adolescent LiteratureLiterature that is mostly concerned with the "tween" issues of changing lives, relationships, and bodies. Adolescents seeking escape from their sometimes difficult lives enjoy fantasy and science fiction.
- 80Juvenile Fiction AuthorsJohn Green, Judy BLume, Suzanne Collins, JK Rowling, Lois Lowrey
- 81Name 5 Classic BooksAny of:
Lilies of the Field, Charlie and the Chocolate Factory, Pippi Longstocking, National Velvet, Call of the Wild, Anne of Green Gables, The Hobbit, The Member of the Wedding, and Tom Sawyer, Hatchet - 82Topic SentenceA sentence, most often appearing at the beginning of a paragraph, that announces the paragraph's idea and often unites it with the work's thesis.
- 83Cause and EffectA method of informing that shows the reason something happens and the result of it happening.
- 84FactsSomething that actually exists and can be proven true
- 85OpinionA personal view, attitude, or appraisal.
- 86FallacyA false or mistaken idea.
- 87Ad HominemA fallacy that attacks the person rather than dealing with the real issue in dispute.
- 88Hasty GeneralizationsA broad claim based on too few or unrepresentative examples.
- 89Faulty CausationsAssuming there is a causal relationship between two variables when it could just be coincidence, correlation, etc.
- 90Bandwagon EffectThe phenomenon of a popular trend continuing to gain popularity
- 91Inductive ReasoningA type of logic in which generalizations are based on a large number of specific observations.
- 92Deductive ReasoningReasoning in which a conclusion is reached by stating a general principle and then applying that principle to a specific case (The sun rises every morning; therefore, the sun will rise on Tuesday morning.)
- 93ThemeCentral idea of a work of literature
- 94Round CharactersCharacters who have some or many different traits that form a complex personality.
- 95Flat CharactersCharacters who are simple and one dimensional.
- 96Dynamic CharactersCharacters who change significantly.
- 97Static CharactersIn longer works of fiction, main characters who often remains the same as the plot unfolds.
- 98AdjectivesA word used to modify or describe a noun or pronoun, such as "happy," "sad," or "pretty."
- 99AdverbA word that modifies a verb, an adjective, or another adverb.
- 100ConjunctionsWords used to join words, phrases, or clauses.
- 101GerundA verb ending in 'ing' to serve as a noun - 'A stabbing"
- 102InfinitiveA verbal that is formed using "to" plus the plain form of the verb. They can be used as a noun, an adjective, or an adverb.
- 103NounA person, place, thing, or idea.
- 104ObjectA word or phrase that receives the action of a verb. Example: Joan served THE MEAL. (Object)
- 105Direct ObjectA direct object is a noun or pronoun that recieves the action of the verb.
- 106Indirect ObjectComes before the direct object. Tells to whom, for whom the action of the verb is done. (Claire threw JOSEPH the ball.)
- 107PrepositionA preposition relates a noun or pronoun following it to another word in the sentence. Examples: above, by for in, out, through, to.
- 108Prepositonal PhraseA group of words that begins with a preposition and ends with a noun or pronoun. Examples: Against the grain, across the bridge, below the horizon, etc.
- 109List 5 thigns that require CapitalizationAll proper names, all titles, positions, or indications of family relation when preceding a proper name or in place of a proper noun, days of the week, months, and holidays, names of organizations and membership designations, racial, religious, and political designations, specific addresses and geographic locations, sums of money written in legal or business documents, titles or headings of books, magazines, and newspapers.
- 110ColonsUsed to introduce a letter, a list, or an important point. It's also used between the numbers in time.
- 111Semi ColonsUsed to join related independent clauses (There were five major hurricanes this year; Two of them hit our city), join independent clauses joined by a conjunction (Popular books are often made into movies; however, that was wasn't), separate items in a series if commas would be too confusing.
- 112Subject-Verb AgreementPlural subjects must have plural verbs. Singular subjects must have singular verbs.
- 113SyntaxSentence structure
- 114Illustrative EssayExplains a general statement through the use of specific examples. The writer starts with a topic sentence that is followed by one or more examples that clearly relate to and support the topic.
- 115Classification PaperSorts information. It opens with a topic sentence that identifies the group to be classified, and then breaks that group into categories. For example, a group might be baseball players, while a category might be positions they play. (Types of paragraphs or essays)
- 116Definition by SynonymSubstitution of a word having similar meaning for the word being defined.
- 117Definition by NegationDefining a term by noting what the term is not.
- 118Definition by ClassA "dictionary definition," constructed by first placing a term in the general class to which it belongs and then differentiating it from all other members of that class.
- 119Declarative SentenceA sentence that makes a statement.
- 120Imperative SentenceA sentence that requests or commands.
- 121ParallelismWords, phrases, or sentences of a similar construction/meaning placed side by side, balancing each other.
- 122EuphemismAn indirect, less offensive way of saying something that is considered unpleasant.
- 123HyperboleA figure of speech that uses exaggeration to express strong emotion, make a point, or evoke humor
- 124ClimaxMost exciting moment of the story; The turning point.
- 125BathosExcessive or trivial sentimentality producing a laughable effect.
- 126MalapropismThe unintentional misuse of a word by confusion with one that sounds similar
- 127Transitional WordsWords or phrases used to connect one idea to another in writing. Examples: For example, furthermore, in addition, with that being said, etc.
- 128Action VerbsA verb that expresses a physical or mental action (-ing,-s,-ed)
- 129Linking VerbsA verb that connects a subject with a word that describes or identifies it. Example: is, am, were, was, are, be, being, been) (Jenna is happy)
- 130Helping VerbsA verb that helps the main verb express action or show time. Example: I was playing ( "was" is the Helping Verb)
- 131Coordinating ConjunctionJoin ideas that are similar; Example: Craig gets in trouble, BUT he usually gets out of it. (FANBOY - For, And, Nor, But, Or, Yet)
- 132Subordinating Conjunctionsoins a subordinate clause and an independent clause and establishes a relationship between them. Example: We can play after Steve finishes his homework.
- 133Comma SpliceTwo sentences joined incorrectly with only a comma
- 134Relative Clause FragmentsThese often start with who, whose, which, or that. An example is: "Who is always available to the students." This is a fragment because the "who" is not identified.
- 135Prepositional Phrase FragmentFragments that begin with a preposition and are only a phrase, not a thought.
- 136SchwaVowel in an unstressed syllable.
EX: Uh in Above - 137EtymologyOrigin of a word
- 138dipthongwhen the tongue glides from on sound to another sound.
EX- "oy" in coin - 139Digraph2 consonants that make a single sound
- 140SemanticMeaning system (focus on vocab)
- 141What are the WIDA stages of language aqquisitionEntering, Emerging, Developing, Expanding, Bridging, Reaching
- 142What are the 6 stages of writing1. Pre-writing
2. Brainstorming
3. Drafting
4. Revising
5. Proofreading
6. Publishing - 143What are factors that can effect RATE of readingPurpose ,genre, difficulty, prior knowledge
- 144Open SyllableVowel sound at the end of a syllable
- 145Closed SyllableSyllable ends with a consonant
- 146Complex Sentenceindependent and dependent clause
- 147Compound Sentence2 Independent clauses
- 148PhonemesDistinct units of sound
- 149Onsetinitial phonological unit of a word (C sound in Cat)
- 150Rimestring of letters that follow the onset (AT in Cat, Ick in stick)
- 151graphemescombonations of print letters
- 152Phoneme segmentationsThe abilty to split words in sounds.
R-U-N = run - 153Pragmaticsuse of language in context
- 154A syllable must conatin avowel
- 155Choral Readingused to increase fluency
- 156Suhbordinating ConjunctionIntroduces a dependent clause and indicates nature of relationship to the independent clause
EX: I will be able to drive WHEN I get older - 157AdverbModifies a verb or Adjective
Answers how, when or where. - 158PredicateThe action being done by the subject of a sentence
- 159Simple VS Complete predicateSimple - A verb
Complete- Entire phrase - 160ClauseSubject and predicate
- 161What are the 4 types of sentencesDeclarative, Imperative, Interrogative, Exclamatory
- 162Run-on sentenceTwo or more independent clauses without a conjunction
- 163Incomplete sentenceDoes not express a complete thought
- 164Dependent clausesSubject + Verb but no compete thought
- 165Ironic tonescommunicate sarcasm or a meaning that is opposite of the literal phrase
- 166PronounA noun that can function by itself as a noun phrase
- 167overregularizatedWhen kids extend regular grammar patterns to irregular words
EX: Go-ed instead of went - 168What are teh 3 measures of text complexity1. Qualitative
2. Quantatative
3. reader and task - 169Agon (root word)Root word for sturggle
Greek origin - 170Dys (Root word)Root word for bad, ill or abnormal
Greek origin - 171Ambi (Root word)Root word for both
Latin origin - 172Morph (root word)Root ward for shape
Greek origin - 173HeteroRoot word for different
- 174What are 2 stratesies for students struggling with articulation1. Read short ryhmes
2. Focus on individual sounds within words - 175Literature circleCollaborative reading with roles assigned (director, researcher, vocab person)
- 176Expository writingProvides information about a topic
- 177Research process1. Find info
2. Analyze Info
3. Interperate Info
4. Synthesize info - 178Prior knowledgeWhat a student already knows
- 179Students can relate prior knwledge toThemselves, world events, other texts
- 180Stages of learning to write (Writing development)1. Drawing
2. Scribbling
3. Random letter forms
4. early spelling/letter sequences
5. Phonetic spelling
6. transitional spelling
7. conventional spelling
8. profient - 181What is teir 2 vocabwords that are frequently used in general academic context
- 182What is tier 3 vocabContent and domain-specific words
- 183Fables vs FolktalesFables feature animals, Folktales feature people
- 184What is the final phase of literacy developmentOrthographic
- 185readers in the orthographic phase...can quickly and accuratly recognize vocab
- 186The 5 stages of literacy development1. Emergent
2. Alphabetic
3. Word pattern readers
4. Intermediate readers
5. Advanced readers - 187RateSpeed the text is read
- 1883 components of reading fluency- rate (pace should be conversational)
- accuracy (words and punctuation)
- prosody (patters and rhythms) - 189Orthographic awarenessvisual look of a word of string of letters (printed letters)
- 190Phonological awarenessSound of words
- 191—
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- Praxis Praxis 5001 Flashcards on RLA Flashcards, created by Megan Rudy on 15/12/2017.
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