11774628
Description
Flashcards by Megan Rudy, updated more than 1 year ago
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Created by Megan Rudy
over 6 years ago
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| Question | Answer |
| Prose | Any material that is not written in a regular meter |
| Style | The author's choices regarding language, sentence structure, voice, and tone in order to communicate with the reader. |
| Tone | A writer's attitude toward his or her subject. (Ex. serious, humorous, satiric, surprised) |
| Point of View | The perspective from which a story is told. (Ex. 1st Person, 2nd Person, 3rd Person) |
| First Person | The 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. |
| Second Person | The narrator tells a listener what he/she has done or said, using the personal pronoun "you." This point of view is rare. |
| Third Person | Narrator is not a character, but sees the world through only one character's eyes and thoughts |
| Alliteration | The occurrence of the same letter or sound. (Ex. chirp chirp) |
| Assonance | Repetition of a vowel sound within two or more words in close proximity. (Ex. The quite bride cried) |
| Onomatopeia | Formation or use of words that imitate sounds of the actions they refer to. (Ex. Sizzling, splashing) |
| Meter | A regular pattern of stressed and unstressed syllables in a line of poetry. |
| Iambic Meter | An unstressed syllable followed by a stressed syllable. Shakespeare is written in this stye |
| Anapestic Meter | Two unstressed syllables followed by a stressed syllable. |
| Trochaic Meter | A stressed syllable followed by an unstressed syllable. |
| Dactylic Meter | A stressed syllable followed by two unstressed syllables. |
| Spondaic Meter | Two consecutive syllables that are stressed almost equally. |
| Pyrrhic Meter | Two consecutive syllables that are equally unstressed. |
| Blank Verse | Unrhymed poetry written in iambic pentameter |
| Free Verse | Poetry that does not have a regular meter or rhyme scheme. |
| Short Story | A story with a fully developed theme but significantly shorter and less elaborate than a novel. |
| Primary Source | A document or physical object which was written or created during the time under study or by an individual involved in teh event. |
| Secondary Source | Information gathered by someone who did not take part in or witness an event |
| Role of Emotions in Poetry | Designed to appeal to the physical and emotional senses through word choice and style. |
| Line Structure in Poems | A 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. |
| Stanza Structure in Poems | A stanza is a group of lines. The grouping denotes a relationship among the lines. New stanzas often show change within the poem. |
| Literacy | The ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. |
| Phonological Awareness | The ability to recognize spoken language and how it can be pulled apart, blended, and manipulated. |
| Teaching Phonological Awareness | Clapping 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 |
| Alphabetic Principle | The concept that written language is comprised of letters that represent sounds in spoken words. |
| Developing Language Skills | Teaching new vocabulary, using questions and examples to extend descriptive language, provide response time, ask clarification, promote conversations, provide feedback |
| Oral Language Development | Being 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. |
| Written Language Development | Children 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. |
| Providing a print-rich enviroment | A 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 |
| Graphic Organizer | A tool that helps to organize ideas and can be used to visually illustrate ideas |
| Reading Graphic Organizer | These can include beginning, middle, end graphs or event maps |
| K-W-L Chart | A 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. |
| Big Books | Large "child-friendly" volumes that help children learn concepts of print and enjoy positive reading experiences. |
| Print 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. |
| To 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. |
| Decoding | The 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. |
| Phonics | The 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. |
| Fluency | The ability to speak a language idiomatically and accurately, without undue pausing, without an intrusive accent, and in a manner appropriate to the context. |
| Define Vocabulary | A group of words that a person knows or should know |
| A 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. |
| Affixes | Parts added to the beginning (prefix) or end (suffix) of a root word to create new words. |
| Prefixes | Letters added to the beginning of a word to alter its meaning |
| Suffixes | Letters added at the end of a base word that alters the meaning |
| Root Word | A word in its simplest form before any affixes are attached. |
| Context Clues | A vocabulary strategy in which the reader looks at the words around an unfamiliar word to find clues to its meaning. |
| Synonyms | Words that have the same meaning |
| Antonyms | Words that have opposite meanings |
| Explanations | Are given close to the unknown word. |
| Examples | Are given to help the reader define the term. |
| Comprehension | The process of understanding speech or writing. |
| Improving Comprehension strategies include | When a teacher models comprehensive reading, the teacher reads aloud and stops periodically in order to make predictions, clarify meaning, make personal connections, and summarize. |
| Prior Knowledge | The knowledge you already have about a topic before you read a text. |
| Literal Comprehension | Refers to the understanding of information that is explicitly stated in a written passage. (main idea, sequence of events, knowledge of vocabulary) |
| Critical Comprehension | Involves 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. |
| Metacognition | Awareness and understanding of one's own thought processes. |
| Metacognitive Skills | The 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. |
| Puppetry | Small-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. |
| Figurative Language | Language that cannot be taken literally since it was written to create a special effect or feeling. |
| Simile | A comparison using "like" or "as" |
| Metaphor | A comparison that establishes a figurative identity between objects being compared. |
| Personification | A figure of speech in which an object or animal is given human feelings, thoughts, or attitudes |
| Synecdoche | A 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). |
| Metonymy | A 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". |
| Since 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. |
| Summarization | A brief statement of the main points of something |
| Question Generation | Constantly ask questions about comprehension, vocabulary, personal knowledge or experiences, predictions. |
| Textual Marking | Where 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. |
| Learning Approach | Language acquisition theory that states rules of language structure were learned and applied through imitation and reinforcement. |
| Linguistic Approach | Language 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. |
| Cognitive Approach | Language acquisition theory that states behavior is a result of information processing, such as perception, memory, thought, judgment, and decision making. |
| Sociocognitive Approach | Language acquisition theory that states that the different aspects of linguistic, cognitive, and social knowledge are interactive elements of total human development. |
| Name the Language acquisition theories. | Learning, Linguistic, Cognitive, sociocognitve |
| Fable | A brief story that leads to a moral, often using animals as characters. |
| Tall Tale | A tale that is exaggerated and far-fetched (unbelievable) |
| Preadolescent and Adolescent Literature | Literature 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. |
| Juvenile Fiction Authors | John Green, Judy BLume, Suzanne Collins, JK Rowling, Lois Lowrey |
| Name 5 Classic Books | Any 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 |
| Topic Sentence | A 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. |
| Cause and Effect | A method of informing that shows the reason something happens and the result of it happening. |
| Facts | Something that actually exists and can be proven true |
| Opinion | A personal view, attitude, or appraisal. |
| Fallacy | A false or mistaken idea. |
| Ad Hominem | A fallacy that attacks the person rather than dealing with the real issue in dispute. |
| Hasty Generalizations | A broad claim based on too few or unrepresentative examples. |
| Faulty Causations | Assuming there is a causal relationship between two variables when it could just be coincidence, correlation, etc. |
| Bandwagon Effect | The phenomenon of a popular trend continuing to gain popularity |
| Inductive Reasoning | A type of logic in which generalizations are based on a large number of specific observations. |
| Deductive Reasoning | Reasoning 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.) |
| Theme | Central idea of a work of literature |
| Round Characters | Characters who have some or many different traits that form a complex personality. |
| Flat Characters | Characters who are simple and one dimensional. |
| Dynamic Characters | Characters who change significantly. |
| Static Characters | In longer works of fiction, main characters who often remains the same as the plot unfolds. |
| Adjectives | A word used to modify or describe a noun or pronoun, such as "happy," "sad," or "pretty." |
| Adverb | A word that modifies a verb, an adjective, or another adverb. |
| Conjunctions | Words used to join words, phrases, or clauses. |
| Gerund | A verb ending in 'ing' to serve as a noun - 'A stabbing" |
| Infinitive | A 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. |
| Noun | A person, place, thing, or idea. |
| Object | A word or phrase that receives the action of a verb. Example: Joan served THE MEAL. (Object) |
| Direct Object | A direct object is a noun or pronoun that recieves the action of the verb. |
| Indirect Object | Comes before the direct object. Tells to whom, for whom the action of the verb is done. (Claire threw JOSEPH the ball.) |
| Preposition | A preposition relates a noun or pronoun following it to another word in the sentence. Examples: above, by for in, out, through, to. |
| Prepositonal Phrase | A 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. |
| List 5 thigns that require Capitalization | All 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. |
| Colons | Used to introduce a letter, a list, or an important point. It's also used between the numbers in time. |
| Semi Colons | Used 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. |
| Subject-Verb Agreement | Plural subjects must have plural verbs. Singular subjects must have singular verbs. |
| Syntax | Sentence structure |
| Illustrative Essay | Explains 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. |
| Classification Paper | Sorts 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) |
| Definition by Synonym | Substitution of a word having similar meaning for the word being defined. |
| Definition by Negation | Defining a term by noting what the term is not. |
| Definition by Class | A "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. |
| Declarative Sentence | A sentence that makes a statement. |
| Imperative Sentence | A sentence that requests or commands. |
| Parallelism | Words, phrases, or sentences of a similar construction/meaning placed side by side, balancing each other. |
| Euphemism | An indirect, less offensive way of saying something that is considered unpleasant. |
| Hyperbole | A figure of speech that uses exaggeration to express strong emotion, make a point, or evoke humor |
| Climax | Most exciting moment of the story; The turning point. |
| Bathos | Excessive or trivial sentimentality producing a laughable effect. |
| Malapropism | The unintentional misuse of a word by confusion with one that sounds similar |
| Transitional Words | Words or phrases used to connect one idea to another in writing. Examples: For example, furthermore, in addition, with that being said, etc. |
| Action Verbs | A verb that expresses a physical or mental action (-ing,-s,-ed) |
| Linking Verbs | A 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) |
| Helping Verbs | A verb that helps the main verb express action or show time. Example: I was playing ( "was" is the Helping Verb) |
| Coordinating Conjunction | Join ideas that are similar; Example: Craig gets in trouble, BUT he usually gets out of it. (FANBOY - For, And, Nor, But, Or, Yet) |
| Subordinating Conjunctions | oins a subordinate clause and an independent clause and establishes a relationship between them. Example: We can play after Steve finishes his homework. |
| Comma Splice | Two sentences joined incorrectly with only a comma |
| Relative Clause Fragments | These 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. |
| Prepositional Phrase Fragment | Fragments that begin with a preposition and are only a phrase, not a thought. |
| Schwa | Vowel in an unstressed syllable. EX: Uh in Above |
| Etymology | Origin of a word |
| dipthong | when the tongue glides from on sound to another sound. EX- "oy" in coin |
| Digraph | 2 consonants that make a single sound |
| Semantic | Meaning system (focus on vocab) |
| What are the WIDA stages of language aqquisition | Entering, Emerging, Developing, Expanding, Bridging, Reaching |
| What are the 6 stages of writing | 1. Pre-writing 2. Brainstorming 3. Drafting 4. Revising 5. Proofreading 6. Publishing |
| What are factors that can effect RATE of reading | Purpose ,genre, difficulty, prior knowledge |
| Open Syllable | Vowel sound at the end of a syllable |
| Closed Syllable | Syllable ends with a consonant |
| Complex Sentence | independent and dependent clause |
| Compound Sentence | 2 Independent clauses |
| Phonemes | Distinct units of sound |
| Onset | initial phonological unit of a word (C sound in Cat) |
| Rime | string of letters that follow the onset (AT in Cat, Ick in stick) |
| graphemes | combonations of print letters |
| Phoneme segmentations | The abilty to split words in sounds. R-U-N = run |
| Pragmatics | use of language in context |
| A syllable must conatin a | vowel |
| Choral Reading | used to increase fluency |
| Suhbordinating Conjunction | Introduces a dependent clause and indicates nature of relationship to the independent clause EX: I will be able to drive WHEN I get older |
| Adverb | Modifies a verb or Adjective Answers how, when or where. |
| Predicate | The action being done by the subject of a sentence |
| Simple VS Complete predicate | Simple - A verb Complete- Entire phrase |
| Clause | Subject and predicate |
| What are the 4 types of sentences | Declarative, Imperative, Interrogative, Exclamatory |
| Run-on sentence | Two or more independent clauses without a conjunction |
| Incomplete sentence | Does not express a complete thought |
| Dependent clauses | Subject + Verb but no compete thought |
| Ironic tones | communicate sarcasm or a meaning that is opposite of the literal phrase |
| Pronoun | A noun that can function by itself as a noun phrase |
| overregularizated | When kids extend regular grammar patterns to irregular words EX: Go-ed instead of went |
| What are teh 3 measures of text complexity | 1. Qualitative 2. Quantatative 3. reader and task |
| Agon (root word) | Root word for sturggle Greek origin |
| Dys (Root word) | Root word for bad, ill or abnormal Greek origin |
| Ambi (Root word) | Root word for both Latin origin |
| Morph (root word) | Root ward for shape Greek origin |
| Hetero | Root word for different |
| What are 2 stratesies for students struggling with articulation | 1. Read short ryhmes 2. Focus on individual sounds within words |
| Literature circle | Collaborative reading with roles assigned (director, researcher, vocab person) |
| Expository writing | Provides information about a topic |
| Research process | 1. Find info 2. Analyze Info 3. Interperate Info 4. Synthesize info |
| Prior knowledge | What a student already knows |
| Students can relate prior knwledge to | Themselves, world events, other texts |
| Stages 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 |
| What is teir 2 vocab | words that are frequently used in general academic context |
| What is tier 3 vocab | Content and domain-specific words |
| Fables vs Folktales | Fables feature animals, Folktales feature people |
| What is the final phase of literacy development | Orthographic |
| readers in the orthographic phase... | can quickly and accuratly recognize vocab |
| The 5 stages of literacy development | 1. Emergent 2. Alphabetic 3. Word pattern readers 4. Intermediate readers 5. Advanced readers |
| Rate | Speed the text is read |
| 3 components of reading fluency | - rate (pace should be conversational) - accuracy (words and punctuation) - prosody (patters and rhythms) |
| Orthographic awareness | visual look of a word of string of letters (printed letters) |
| Phonological awareness | Sound of words |
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