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EC-6 Cert > Language Arts > Flashcards

Language Arts Flashcards

1
Q
  • use/understand single words or chunks through oral discourse
  • Use/understand simple, memorized written with visual support
  • use most common vocab
A

Language Proficiency Levels-

Level 1

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2
Q
  • use/understand phrases/short sentences through oral discourse
  • use/understand simple,written English with instructional support, but errors often impede meaning
  • use high frequency vocab
A

Language Proficiency Levels-

Level 2

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3
Q
  • use/understand a series of related sentences in oral discourse
  • use/understand written English but errors at times impede meaning
  • use some specialized and technical vocab
A

Language Proficiency Levels- Level 3

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4
Q
  • use/understand a variety of complex sentences in oral discourse
  • use/understand written English at grade level with instructional support
  • use some specialized and technical vocab
A

Language Proficiency Levels-

Level 4

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5
Q
  • use/understand a variety of linguistically complex sentences in oral discourse
  • use/understand written language approximate to English peers
  • use specialized and technical vocab at grade level
A

Language Proficiency Levels-

Level 5

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6
Q

Beginning Level Proficiency

A

Levels 1 & 2

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7
Q

Intermediate Level Proficiency

A

Level 3

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8
Q

Advanced Level Proficiency

A

Level 4

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9
Q

Advanced High Level Proficiency

A

Level 5

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10
Q

-relates sounds to meanings though word of mouth communication

A

Oral Language

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11
Q

First steps of oral language should be

A

naturally accomplished and without formal instruction

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12
Q

for ELLs,first steps of oral language in reading instruction should be

A

inclusive in phonemic awareness, phonics, decoding, and word attack skills; also must be taught vocab, comprehension skills and strategies

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13
Q

Major Goals of Oral Language

A

Enhanced Vocab and Concept Development

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14
Q

oral language development should be based on

A

-development should build on cultural linguistic and home backgrounds by including those as appropriate

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15
Q

Teachers must teach and model aspects of oral language because

A

students should understand different purposes of speaking and listening to various groups

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16
Q

words in two languages that share similar meaning, spelling, and pronunciation. 30-40% of all English words relate to Spanish

A

Cognates

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17
Q

placement of a verb before its subject and can grammatically be correct/incorrect

A

Inversions

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18
Q

combination of sounds that has meaning in speech or writing; cannot be divided into smaller grammatical parts

A

Morpheme

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19
Q

formal or informal assessments; goal is to listen, analyze, and record brief episodes of students’ oral language-conversation, retelling a story, etc.

A

Oral Language Assessment

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20
Q

spelling patterns

A

orthography

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21
Q

the smallest individual sounds in a word

A

phonemes

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22
Q

The sounds of human speech

A

Phonetics

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23
Q

The study of language in use, not in its structure. Pragmatics studies the appropriate use of language. One needs to be competent in pragmatics in order to communicate in a competent manner

A

Pragmatics

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24
Q

This is breaking something into parts. In oral language development, segmentation usually refers to hearing and recognizing parts of words

A

Segmentation

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25
Q

Rules that govern the construction of words in order to make phrases, clauses, and sentences. The structure of phrases or sentences that make sense. Syntax includes subject-verb-agreement

A

Syntax

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26
Q

The knowledge of the meaning and pronunciation of words

A

Vocabulary

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27
Q

oral language cannot be acquired UNLESS

A

it is used

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28
Q

Skills students need to interpret, analyze, evaluate, and produce both images and messages from various media

A

Viewing and Representing

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29
Q

Scaffolding instruction of prior reading and writing for viewing and representing skills is

A

necessary

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30
Q

teachers provide temporary support and then gradually remove that support as new students master skills

A

scaffolding instruction

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31
Q

various hints/suggestions of the meaning of a word or visual image

A

connotative meaning

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32
Q

the very specific definition of a word or visual image

A

denotative meaning

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33
Q

a scoring guide based on several criteria rather than a single numerical score

A

Rubric

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34
Q

the use of everyday language such as in text messaging and emails

A

colloquial writing and speaking

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35
Q

requires that teachers have a clear understanding of various types of literacy screening and assessment tools in order to meet the needs of all students

A

Assessment of developing literacy

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36
Q

assessment provides valuable information necessary for

A

planning instruction

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37
Q

Assessment cycle

A

instruction, learning, assessment, evaluation, planning, starts all over

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38
Q

tests in which a standard has been set for the test taker to achieve in order to pass the test

A

criterion-referenced state tests

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39
Q

the basis of these texts is the curriculum that is being taught

A

curriculum-based reading assessments

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40
Q

Screenings, tests, and questions that are considered part of the instructional process since they are given throughout the learning of new instructional objectives

A

Formative Assessments

can be in the forms of asking questions, observations, and self/peer assessment

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41
Q

measure of reading where a reader has difficulty with no more than one word out of every twenty

A

independent reading level

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42
Q

a measure of reading where a reader has difficulty with one in ten words

A

Instructional reading level that is challenging but manageable

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43
Q

Determining the kinds of reading strategies a reader uses during the process of reading from a text; incorrect guess

A

Miscue analysis

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44
Q

Tests that compare an individual’s performance to a group called the norm group

A

Norm-referenced texts

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45
Q

a kind of assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something

A

performance-based assessment

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46
Q

an on-going method to assess students’ reading through listening to them read while checking on their accuracy, error rate, and self correction rate

A

Running Records

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47
Q

test that are given at certain points in time in order to determine what students know and don’t know ; typically standardized ones

A

Summative assessment

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48
Q

an informal type of assessment that requires students to write a response to a teacher prompt or question

A

Exit slips

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49
Q

process of growth of students’ reading, writing, and oral language skills

A

Literacy Development

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50
Q

Literacy development often moves in

A

predictable stages

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51
Q

Literacy development includes

A
  • ability to recognize letters and their words
  • being able to sound out words by breaking them into simple forms
  • reading and comprehending
  • ability to write with meaning
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52
Q

skills of reading, writing and speaking develop

A

simultaneously and interrelatedly in young children

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53
Q

purpose of the story or book which could be for entertainment, information, or to solve a problem

A

author’s point of view

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54
Q

students’ understanding of a book through discussion about items including the front and back covers, title page, the story itself, unusual names, and/or new vocabulary, reading from left to right, and connection between written and spoken words

A

book orientation

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55
Q

vocabulary refers to stored information about the meaning and pronunciation of words

A

Lexicon

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56
Q

Thinking about your own thinking

A

metacognition

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57
Q

the way words are formed and are related to each other

A

morphology

58
Q

the study of speech sounds used in language

A

phonology

59
Q

setting, characters, theme, conflict, and resolution

A

story elements

60
Q

when children understand that written language has meaning and gives messages; begin to recognize words in the environment or in text signs

A

emergent stage of development

61
Q

begin understanding that reading from the printed page needs to make sense - both from pictures and from print; can identify most letters and know the sounds of some

A

Early readers

62
Q

recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words

A

fluent readers

63
Q

ability to read easily and with understanding and prosody ; involves rate and accuracy and intonation

A

reading fluency

64
Q

goal of reading fluency strategies

A

is to improve students’ ability to comprehend what they read

65
Q

skills for reading fluency

A

phonemic awareness, alphabetic principle, phonics, word recognition skills, and vocab

66
Q

fluency can be accurately measured through

A

oral reading; requires using three skills of speed, accuracy, and prosody concurrently

67
Q

Effortless reading of words that usually does not include reading with expression

A

automaticity

68
Q

factual material that describes and discusses something or tries to persuade

A

expository text

69
Q

refers to stories and can be in any format including books, dramatic plays, songs, speech, or writing

A

narrative text

70
Q

the way a student orally reads words and sentences

A

prosody

71
Q

the ability of a student to recognize written words correctly and fluently

A

word recognition skills

72
Q

active, integral processes through which students derive / construct meaning from the printed page

A

reading comprehension

73
Q

at the top of the scaffold of teaching reading

A

reading comprehension

74
Q

teacher models and teaches students to say out loud or in their head what they are thinking when they are reading

A

thinking aloud modeling strategy

75
Q

time for students to a practice a strategy with the help of the teacher

A

guided practice

76
Q

an assigned task that is provided for students to do independently after they have practiced the targeted skills with the help of the teacher

A

independent practice/application

77
Q

repeating the first letter or sound at the beginning of adjacent or closely connected words

A

alliteration

78
Q

exaggeration in a statement or claim in order to make a point but not meant to be taken literally.

A

hyperbole

79
Q

comparing an object or action to something else which is not literally applicable

A

metaphor

80
Q

comparing two things using the words “like” or “as”

A

simile

81
Q

giving human characteristics to objects or animals

A

personification

82
Q

words that mimic the sound of the object or action that it refers to

A

onomatopoeia

83
Q

using contradictory terms in conjunction with each other

A

oxymoron

84
Q

factual material that includes expository, persuasive, and procedural text

A

informational text

85
Q

factual material that describes and discusses a topic or sometimes tries to persuade

A

expository text

86
Q

the ability to develop feelings and understanding about what has been read

A

appreciative comprehension

87
Q

the ability to analyze the text through questioning whether it is fact or opinion by determined if there is faulty/confusing reasoning, determining character development and use of language, and explaining point of view

A

Evaluative comprehension

88
Q

understanding parts of what has been read without it being stated explicitly

A

inferential comprehension

89
Q

understanding the facts from what has been read such as main idea, specific details, and point of view

A

literal comprehension

90
Q

Thinking about one’s own thinking; includes self-monitoring and self-evaluation

A

metacognition

91
Q

building on simpler skills to develop other skills that are more difficult

A

scaffolding in reading

92
Q

need to be specifically and explicitly taught to all students

A

comprehension strategies

93
Q

determining a structure of background knowledge that a reader has about what is being read or written

A

schema development

94
Q

lifelong learning skills that will be used extensively in content areas

A

reading inquiry and research

95
Q

type of graphic organizer especially used for inquiry and research and usually used beginning in upper elementary grades

A

I Chart

96
Q

The ability to recognize, name, and write letters

A

alphabetic knowledge

97
Q

combining sounds (such as syllables) together to form into a word

A

blending

98
Q

the various hints/suggestions of meaning of a word or visual image

A

connotative meaning

99
Q

two consonants that blend together but lose their own sound and create a new one such as: ch, tch, sh, th, wh, ng, ck, kn, -dge, and ph

A

consonant digraphs

100
Q

when children know and use most basic spelling rules and spell most words correctly

A

conventional spelling

101
Q

very specific definition of a word or visual image

A

denotative meaning

102
Q

A student that is beginning to learn to read

A

emergent reader

103
Q

a symbol, letter, or combination of letters that represents a single sound

A

grapheme

104
Q

the relationship between symbols (letters and words) and sounds of a language

A

graphophonemic

105
Q

have difficulty with no more than one word out of every twenty for students in grades 1-8. Each grade level is obviously expected to read more words per minute

A

independent reading level

106
Q

a combination of sounds that has meaning in speech or writing; it cannot be divided into smaller grammatical parts

A

Morpheme

107
Q

the initial sound in a word is the ____, and the remaining phoneme/sound is the ___

A

onset and rimes

108
Q

ability too identify individual sounds in spoken words, divide words into individual sounds, blend together sounds into words, and “play with” sounds by adding or taking them away from words

A

phonemic awareness

109
Q

when students spell the way they hear the word pronounced

A

phonemic spelling

110
Q

both recognizing sounds and the corresponding letters; involves both ears and eyes

A

phonics

111
Q

when students use scribble shapes and sometimes letter-like shapes for spelling words

A

pre-comminicative spelling

112
Q

when children have some letter awareness

A

pre-phonemic spelling

113
Q

refers to the context and framework through which a student views the world

A

schema

114
Q

study of word or symbol meaning

A

semantics

115
Q

words that students can quickly and easily identify

A

sight word vocabulary

116
Q

when students use some conventional spelling but still misspell many irregular words

A

transitional spelling

117
Q

two vowels that make only one sound such as oo as in foot

A

vowel digraphs

118
Q

two vowels blending together to make a sound in which both vowels are usually heard oy, ow, oi, ou, aw

A

vowel diphthongs

119
Q

steps that students go through to compose finished text: planning, drafting, revising, editing, and publishing

A

writing process

120
Q

umbrella term that includes: phonemic awareness, syllabication, rhyming, understanding spoken words

A

Phonological awareness

121
Q

can be taught and can be a strong predictor of children’s future success in reading

A

phonological and phonemic awareness

122
Q

most children are unable to develop phonological awareness skills without

A

explicit instruction

123
Q

refers to students’ ability to effectively know and use words in their listening, speaking, reading, and writing

A

vocabulary development

124
Q

either a prefix at the beginning of a word or a suffix at the end of a word

A

an affix

125
Q

a strategy used to determine the meaning of new words from the surrounding text

A

contextual analysis

126
Q

the study of words or word parts

A

etymology

127
Q
  • aware that drawing and print have specific meanings and may try to “read” what they draw
  • scribbles-first randomly then in a more linear fashion as from left to right
  • draws symbols that represent letters
  • understands that the difference between print and drawing, sometimes relying on these pictures and symbols to assign meaning
  • writes “mock” letters
  • relies on own experiences to generate messages
A

Stage 1 of Writing: Pre-Conventional Stage (Ages 2-5)

128
Q
  • understands that what is said can be written
  • may continue to insert scribbles or mock letters in their writing
  • beings to understand and demonstrate relationship between written and spoken words
  • may pretend to read their own writing
A

Stage 2 of Writing: Emergent Stage (Ages 4-5)

129
Q

Early Transition stage:
- writes single letter to represent entire word
-continues using some random letters, letter strings, and few mock letters
Transitional/Early Writing:
-Letter formation continues to be inexact
-has some understanding of capital letters
- attentive to beginning and ending consonant and cowl sounds and need for spacing
- spells more words correctly
-understands and can explain some of the purposes of writing
- begins to discuss ways to make writing better

A

Stage 3 of Writing: Transitional Stage (Ages 5-6)

130
Q
  • demonstrates more control over many aspects of the writing process
  • can adjust writing for different purposes such as for information, biographies, and narratives
  • uses an increasing number of known vocab words
  • has more control over proper spelling of words, punctuation, and capitalization
  • demonstrates greater usage of simple, compound, and complex sentences
  • uses various strategies to attempt to spell new and unknown words
A

Stage 4 of Writing: Conventional Stage (Ages 6-7)

131
Q
  • understands and is able to write for various purposes and audiences
  • expresses correct usage of most spelling, punctuation, capitalization, and grammar
  • possesses and uses correctly an increasingly broad vocabulary
  • writes a logical movement of ideas
  • writes effectively through the use of appropriate words, phrases, and sentence structures; minor errors do not detract from writing fluently
  • transitions easily from sentence to sentence and from one paragraph to another
A

Stage 5 of Writing: Proficient Writing (Ages 7-9)

132
Q

basic elements to make a sentence: subject, verb, and complete thought

A

simple sentence

133
Q

has an independent clause and a dependent clause

A

complex sentence

134
Q

has two independent clauses joined by a coordination conjunction

A

compound sentence

135
Q

made up of two independent clauses and at least one dependent clause

A

compound-complex sentence

136
Q

ends in a consonant

A

closed syllable

137
Q

ends in a vowel

A

open syllable

138
Q

has silent “e” and makes the vowel before it long

A

vowel-consonant-e syllable

139
Q

two vowels next to each other that combine to form a new sound

A

vowel team syllable

140
Q

contains a vowel followed by the letter r

A

r-controlled syllable

EC-6 Cert (16 decks)

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