5002 - Reading and Language Arts

Question 1

Phonology

Answer 1

encompasses the organization of sounds in language

Question 2

Vocabulary (semantics)

Answer 2

encompasses both expressive (speaking) and receptive (listening) vocabulary

Question 3

Morphology

Answer 3

encompasses the smallest units of meaning in words

Question 4

Grammar (syntax)

Answer 4

is the structure of language and words

Question 5

Pragmatics

Answer 5

focuses on the social cues or norms in language…this is often referred to as situations in language

Question 6

Discourse

Answer 6

focuses on speaking and listening skills in language

Question 7

Phonemic Awareness

Answer 7

• refers to the skills that identify and manipulate sounds in words. When you think phonemic awareness, think sounds only.
• focuses on phonemes/sounds
• spoken language
• mostly auditory
• manipulating sounds in words

Ex. if students are recognizing individual sounds in words or blending sounds in words without having to see the word, it is phonemic awareness

Question 8

Phonics

Answer 8

understanding the rules of language. Students have to see the letters or words to engage in phonics

• focuses on graphemes/letters and their corresponding sounds
• written language/print
• both visual and auditory
• reading and writing letters according to sounds, spelling, patterns, and phonological structure

Ex. In the word receive, students know the c makes an /s/ sound. They have to look at the letter c and understand that it is followed by an e, i, or y, and therefore, makes an /s/ sound

Question 9

Semantic Cues

Answer 9

refers to the meaning in language that assists in comprehending texts including words, speech, signs, symbols, and other meaning-bearing forms, involves the learners’ prior knowledge of language

ex. We were so hungry we had a picnic in the park.
- Picnic is a strange word, but the student can use the words hungry and park to figure out the word picnic.

Question 10

Syntactic Cues

Answer 10

involve the structure of the word as in the rules and patterns of language (grammar), and punctuation, as students read, they use structural cues

ex. The student reads, “Joey sit in class yesterday.”
- In this case, the student mistakes the word sit for sat. Using syntactic cuing, the student will self-correct because the word yesterday indicates there needs to be a past tense verb - sat.

Question 11

Graphophonic Cues

Answer 11

involve the letter-sound or sound-symbol relationships of language, readers identifying unknown words by relating speech sounds to letters or letter patterns are using this, often called decoding

ex. The student knows that the word make has a long a sound because of the vowel after the k. This is a consonant, vowel, consonant, vowel (CVCV) word.

Question 12

Prosody

Answer 12

comprises timing, phrasing, emphasis, and intonation that readers use to help convey aspects of meaning and to make their speech lively, includes stopping periods, pausing at commas, reading with inflection, and reading with expression

Question 13

Automaticity

Answer 13

fast, effortless word recognition that comes with repeated reading practice, when students are reading at >95% accuracy, they have automaticity

Question 14

Accuracy

Answer 14

the amount of words a student reads correctly
- Typically, accuracy is measured by having students read aloud during a fluency read (also called a running record). The student reads and the teacher marks any words the student miscues

Question 15

Rate

Answer 15

the speed at which students read words correctly, rate is typically expressed in correct words per minute (wpm)

Question 16

Critical Thinking

Answer 16

this is multi-step, high-level thinking. students are stretching in their thinking to analyze, evaluate, interpret, and synthesize information to reach a conclusion or make a judgment

Question 17

Creative Thinking

Answer 17

This requires students to create something by applying their skills. When students apply their skills, they are operating at a high cognitive level

Question 18

Reflective Thinking

Answer 18

Students look back on and reflect upon their learning process to promote abstract thinking and to encourage the application of learning strategies to new situations

Question 19

Bloom’s Taxonomy

Answer 19

a hierarchical model used to classify educational learning objectives into levels of complexity and specificity. The higher up the pyramid, the more complex the thinking skills. The skills are represented as verbs on the pyramid

Question 20

Metacognition

Answer 20

thinking about thinking, when students have metacognition, they understand the processes in their minds and can employ a variety of techniques to understand text

Question 21

Predicting

Answer 21

asking students what they think will happen next

Question 22

Questioning

Answer 22

having students ask questions based on what they are reading

Question 23

Read aloud/think aloud

Answer 23

teacher or student reads and stops to think aloud about what the text means

Question 24

Summarizing

Answer 24

asking students to summarize what they just read in their own words

Question 25

Scribbling

Answer 25

random marks or scribbles often occur on a page with drawings, toddlers use the terms drawing and writing to describe their marks; however, 3- and 4-year-olds generally understand the difference between the two

ex. children may say, “This says Tommy!” (child’s own name)

Question 26

Mock Handwriting or Wavy Scribble

Answer 26

children produce lines of wavy scribbles as they imitate adult cursive writing, children will often pretend they are writing something they have seen their parents write such as a grocery list or a letter

Question 27

Mock Letters

Answer 27

children attempt to form alphabetic representations, which also often appear in their drawings, writing in this stage is often vertical versus horizontal, children make shapes that resemble conventional letters

Question 28

Conventional Letters

Answer 28

children begin to write letters, usually from their name or a family member’s name, as children’s mock letters become more and more conventional, real letters of the alphabet begin to appear, children will often create strings of letters across a page and “read” them as real sentences or a series of sentences

Question 29

Invented Spelling (also known as Approximated Spelling)

Answer 29

children write words using phonemic awareness, the words are not spelled correctly but do resemble the sounds of the words

Ex. invented spelling of the word was may be wuz, or the invented spelling of the word other may be uther

Question 30

Conventional Spellings

Answer 30

children’s approximated spellings gradually become more and more conventional, the child’s own name is usually written first, followed by words such as mom, dad, and love
- Initially, children may incorrectly copy words. Eventually, words will be written correctly. Adults can support the child’s move to conventional spelling by being patient and by continuing to serve as a good writing model

Question 31

Opinion/argumentative

Answer 31

writing that persuades or convinces using support, details, and examples from the text in logical order
- In early grades, this is called opinion writing

Question 32

Informative/explanatory

Answer 32

writing that informs, explains, or tells “how to” without using opinions (just the facts)

Question 33

Descriptive

Answer 33

writing that describes or helps form a visual picture using sensory details and spatial order

Question 34

Narrative

Answer 34

a first-person account that tells a story as it happens using sensory details and chronological order

Question 35

Pre-writing

Answer 35

brainstorming, considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece

Question 36

Drafting

Answer 36

working independently to draft the sentence, essay, or paper

Question 37

Peer review

Answer 37

students evaluate each other’s writing in the peer review process

Question 38

Revising

Answer 38

reworking a piece of writing based on structure, tone, and clear connections

Question 39

Editing

Answer 39

editing based on conventions and mechanics

Question 40

Rewriting

Answer 40

incorporating changes as they carefully write or type their final drafts

Question 41

Publishing

Answer 41

producing and disseminating the work in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website

Question 42

Tone

Answer 42

Refers to the overall feeling of the piece of writing. When writing a narrative vs. an opinion, the tone or position may be different depending on the content. The tone will convey a specific attitude toward the audience and the subject

Ex. Pete the Cat by Eric Litwin and James Dean expresses an optimistic tone . Pete the Cat runs into various obstacles but is able to prevail by having a positive attitude

Question 43

Purpose

Answer 43

refers to the reason for the piece of writing, is the student writing to persuade, to entertain, or to explain?

Ex. If a student is writing her state representative to pass a new law, the student should write a persuasive essay. However, if a student is writing to her grandmother to describe how summer camp is going, the student should write a narrative

Question 44

Audience

Answer 44

refers to the individuals the writer expects to read the piece of writing, as explained above, a student will write very differently in a letter to her grandmother than she will in a letter to her congressional representative

Question 45

Parts of Speech

Answer 45

noun, verb, adjective, adverb

Question 46

Fragments

Answer 46

non-sentences, phrases that do not have a subject and a predicate

Question 47

Subject verb agreement

Answer 47

The subject and the predicate must agree

Ex. the girl run to the car should be the girl runs to the car

Question 48

Phonological Awareness

Answer 48

a broad set of skills that includes identifying and manipulating units of oral language - parts such as phonemes in words, syllables, and onsets and rimes