English Language Arts

Question 1

phonemes

Answer 1

how sounds can be combined

Question 2

semantics

Answer 2

the ways meaning is generated in a language, also the way words, phrases, and sentences combine in ways to make sense

Culture and context

Connotation and denotation are used to convey meaning

Question 3

syntax

Answer 3

how words can be placed together

entails the way in which words are organized and arranged in a language- English has specific basic sentence structures- common sentence patterns

Question 4

Language acquisition

Answer 4

results from the combination of three main components: (1) innate abilities and mechanism of the learner (2) exposure to the speech of caretakers and parents (3) the interaction of children in their immediate linguistic environment

Question 5

internal grammar

Answer 5

set of linguistic principles that are activated potentially for all languages

Question 6

phonology

phonemes and graphemes

Answer 6

the study of the sound system of a language, the basic units of sound are phonemes

Graphemes or individual letters that represent phonemes (7 in the word through)

26 graphemes to represent ~ 44 phonemes

Question 7

Morphology

morphemes

Answer 7

the study of the structure of words and word formation

Morphemes are the smallest representation of meaning EX: cars is made up of two: root word “car” and plural morpheme “s”

Question 8

Lexicon

Answer 8

refers to the vocabulary of a language

Ex: the word “hot” can have several meanings

Question 9

Pragmatics

Answer 9

describes how context can affect the interpretation on communication

describes the hidden rules of communication understood by native speakers

“common sense” rules not immediately evident to ELLs

Question 10

Connotation

Answer 10

refers to the implied meaning of words and ideas, and speakers must have knowledge of the culture to understand an expression’s implied meaning

Idioms in context- “its raining cats and dogs”

Question 11

Denotation

Answer 11

refers to the literal meaning of words and ideas

“dog contained by invisible fence”– electric fence

requires to go beyond the literal meaning

Question 12

Stages of Language development

Pre-language stage

Answer 12

1st stage, 0-6 months- babbling stage

send and receive messages and use reflexive crying to communicate

Question 13

Stages of Language development

Holophrastic stage

Answer 13

2nd stage, 11-19 months- One-word stage

imitate the inflections and facial expressions of adult

Question 14

Stages of Language development

Two- word stage

Answer 14

3rd stage, 13-24 months

produce rudimentary phrases, characterized by 2 types of words- pivot and open words

Pivot refers to words that can accomplish multiple functions (no, up, all, see)

open class contains words that refer to one concept (home, milk, dog)

Use combo of both (“see mommy”, “no more”)

Question 15

Stages of Language development

Telegraphic stage

Answer 15

4th stage, 18-27 months

represents a higher degree of linguistic development in which the child goes beyond the use of two-word communication in their speech

use content words with high semantic value (convey more meaning) that can be used in multiple situations

Question 16

Stages of Language development

Ages 2-3

Answer 16

5th stage

Age 2- short sentences, use prepositions and pronouns with some inconsistency

Age 3- creating 3 or 4 word sentences, can follow two-step commands and engage in short dialogues about familiar topics

Question 17

Stages of Language development

Age 4

Answer 17

6th stage

Use more complex sentence structures but their speech still contains pronunciation problems as well as overgeneralizations

Question 18

Stages of Language development

Age 5

Answer 18

7th stage

working knowledge of grammar, learning to understand time and use verbs (irregular verbs a challenge)

Question 19

Stages of Language development

Age 6-7

Answer 19

8th stage

use well-constructed sentences using all parts of speech

trouble with certain sounds but can separate words into syllables and decode written language

Question 20

Stages of Language development

Ages 8-12

Answer 20

9th stage

speaking repertoire continues to grow and to improve as their communication changes from using language to have their needs met to becoming language makers in academic settings

Question 21

TELPAS

Answer 21

Texas English Language Proficiency Assessment System- Tested yearly

designed to assess the language development of Ells in listening, speaking, reading, and writing

contains a checklist to assess the speaking component based on a four-point scale: Beginner. Intermediate, Advance. and Advance high

Question 22

Communication disorder

Answer 22

occurs when a person’s speech interferes with his or her ability to convey messages during interaction with others

includes those in voice, fluency, articulation, and language processing

Question 23

Voice disorders

2 Types

Answer 23

refer to any distortion of the pitch, timbre, or volume of spoken communication

Phonation disorder: describes any abnormality in the vibration of the vocal fold (ex extreme breathing)

Resonance disorder: describes abnormalities created when sound passes through the vocal tract (ex: sound passing through the nasal cavity)

Question 24

Fluency disorders

Answer 24

refers to any condition that affects the child’s ability to produce coherent and fluent communication

Stuttering: multiple false starts or the inability to produce the intended sounds

Cluttering: occurs when children try to communicate too fast and this make comprehension difficult

Question 25

Articulation disorder

Answer 25

Lisping: term used when speakers produce the sound /s/. /sh/, and /ch/ with their tongue between upper and lower teeth (may affect other sound)

Question 26

Aphasia 3 types: receptive, expressive, global aphasia

Answer 26

language processing disorders caused by brain-based disturbance Receptive aphasia: "sensory" aphasia, creates problems with listening comprehension and retrieval of words from memory Expressive aphasia: affects speaking ability and causes specific problems with articulation and fluency Global aphasia: "irreversible" aphasia, children with this sever impairment of articulation and fluency produce minimal speech and their comprehension is limited

Question 27

Phonological awareness

Answer 27

the ability to recognize and manipulate components of sound and the structure of words the ability to discriminate, remember, and manipulate words in sentences as well as sounds within a word

Question 28

Syllabication

Answer 28

refers to the ability to conceptualize and separate words into syllables which are their basic pronunciation components in English syllables can be one vowel or a combo of of vowels and consonants an important component of phonological awareness

Question 29

Alliteration

Answer 29

a technique to emphasize phonemes by using successive words that begin with the same consonant sound or letter Tongue twisters

Question 30

Alphabetic principle

Answer 30

the ability to connect letters with sounds and to create words based on these associations

Question 31

Writing Systems (1): Logographic writing system

Answer 31

first type of written language system developed in the history of civilizations Ex: Chinese

Question 32

Writing Systems (2): Syllabic writing system

Answer 32

syllables are depicted through the use of unique symbols, each symbols represents a syllable instead of a single phoneme Ex: Thai, Tibetan

Question 33

Writing Systems (3): Alphabetic writing system

Answer 33

uses the sounds of the language as a basic unit for writing Ex: English and most European languages

Question 34

3 stages of reading development: (1) Emergent (2) Early readers (3) Fluent readers

Answer 34

(1) emergent readers understand that print contains meaningful information and basic skills (looking left to right) (2) early readers have mastered reading readiness skills and they are beginning to read simple text with some success (3) newly fluent readers can read with relative fluency and comprehension

Question 35

Bottom- up approach Top-down approach

Answer 35

Bottom up- "skills-based", proceeds from the specific to the general or from the parts to the whole- begins with phonemes and graphemes and continues to ex[and Top down- "meaning based", begins with the whole and then proceeds to its individual parts- begins with whole stories, sentences, words, and then proceeds to the smallest unit of syllables, graphemes

Question 36

Genres: Traditional Literature

Answer 36

comprises the stories that have their roots in the oral tradition of storytelling and have been handed down through generations

Question 37

Genres: Multicultural Literature

Answer 37

acknowledges the importance of sharing literature from various cultures do that students learn about other cultures and so that students are more apt to see their cultures featured in books

Question 38

Genres: Modern Fantasy

Answer 38

present make believe stories

Question 39

Genres: Historical Fiction

Answer 39

is set in the past and lets children live vicariously in times and places they cannot experience in any other way

Question 40

Genres: Nonfiction

Answer 40

as the real world at its point of orgin

Question 41

Genres: Biography

Answer 41

describes the lives of real people

Question 42

Genres: Poetry

Answer 42

"not prose", uses words to capture something: a sight, a feeling, or perhaps a sound

Question 43

Exposition

Answer 43

usually used to introduce the background information and to understand or introduce characters

Question 44

Analysis of the story

Answer 44

it might be multicultural or traditional, or include possible stereotypes, sexism, religious issues, controversial elements, or words or ideas the might create controversy

Question 45

derivational morphemes

Answer 45

come from foreign languages like Greek and Latin and they represent consistent meanings prefixes: pre-, anti-, sub-

Question 46

Influential morphemes

Answer 46

only happen in the final position of the word typically follow derivational morphemes in a word, and do not change the syntactic classification of the word

Question 47

Semantic clues

Answer 47

readers think about the meaning, or what would make sense, as they encounter a word Title of a book and background knowledge, can know the topic and then what words to expect

Question 48

Homophones

Answer 48

sound the same but are spelled differently and have different meanings Ex: Blue and Blew

Question 49

Homographs

Answer 49

spelled the same way but have more than one pronunciation and different meaning Ex: bow - refers to the front of a ship and the way people bend to salute

Question 50

Reading Fluency

Answer 50

the ability to decode words quickly and accurately to read text with the appropriate word stress, pitch, and intonation pattern (or prosody)

Question 51

Fluency

Answer 51

is a prerequisite for language comprehension Children struggling with fluency devote their time to mastering their language skills

Question 52

Comprehension

Answer 52

a complex process involving the text, the reader, the situation, and the purpose for reading

Question 53

synthesizing

Answer 53

combines new info with existing knowledge to form an original idea or interpretation

Question 54

Metacomprehension

Answer 54

readers are aware of how well they are understanding as they read

Question 55

Vocabulary levels Tier 1, Tier 2, Tier 3, Tier 4

Answer 55

Tier 1: used in daily speech Tier 2: are more formal and academic and are learned in school through direct instruction or during reading Tier 3: describe the technical vocabulary used in the content areas Tier 4: represent sophisticated vocab the learners need to succeed beyond the elementary years

Question 56

Semantic clusters

Answer 56

find topic and then more complicated words that goes with that topic as the levels increase Reptiles Level 1 none Level 2 alligator, snake Level 3 dinosaur

Question 57

SQ4R

Answer 57

used when reading text in content areas S- Survey: readers examine headers, illustrations, etc Q- Question: devise some question s that the chapter will likely answer (establish the purpose for reading) R(1)- Read: read while looking for answers to questions R(2)- Write: monitor their comprehension as they write a summary R (3)- Recite: try to answer orally or in writing the student-developed questions at the end of chapter R(4)- Review: the text to evaluate accuracy of their answers and show how much they learned

Question 58

DRTA

Answer 58

stands for Directed Reading/ Thinking Activity and establishes a purpose for reading a story or expository writing from a content book 1. Sample the text to develop background 2. Make predictions 3. Confirm or correct predictions

Question 59

Spelling Stages

Answer 59

writing development occurs about the same time as reading development drawing begins children's attempts tp convey a message in written form 5 Stages

Question 60

Spelling Stages: Scribbling

Answer 60

1st Stage Children pretend they are writing, eventually they develop letter-like symbols

Question 61

Spelling Stages: Pseudo Letters

Answer 61

2nd Stage children try to create forms that resemble letters, but these forms cannot always be identified as such

Question 62

Spelling Stages: Phonetic

Answer 62

3rd Stage the child is able to represent all major sounds with letters, and the spellings show the sequence of sounds in pronunciation

Question 63

Spelling Stages: Transitional Spelling

Answer 63

4th Stage children discontinue over-reliance on phonetic spelling, notice visual cues, and develop a knowledge of using morphological information, or word structure

Question 64

Spelling Stages: Conventional Spelling

Answer 64

students do have almost complete mastery of the most complex sound-symbol relationships and are increasingly proficient in proofreading their spelling

Question 65

Writing Stages: Emergent Writers

Answer 65

1st Stage - Dictate an idea or a complete story - Use initial sounds in their writing - Understand that writing symbolizes speech

Question 66

Writing Stages: Early Writers

Answer 66

2nd Stage - Understand that a written message remains the same every time it is read - Knowledge of sounds and letters as they progress through the stages of spelling - Use conventional grammar, spelling, capitalization, and punctuation

Question 67

Writing Stages: Newly Fluent Writers

Answer 67

3rd Stage - Prewriting strategies - Address a topic or write tp prompt clearly and independently - Organize writing (beginning, middle, end) - Consistently use conventional grammar, spelling, capitalization, and punctuation

Question 68

Visual Design: Visual impact Visual coherence Visual Salience Organization

Answer 68

can be viewed as containing its own grammar Visual Impact: how the overall design appeals to the reader Visual Coherence: how the design creates unity and wholeness Visual Salience: using design features tp generate a desired effect Organizations: how the layout of the page create a unquie pattern understandable to the reader

Question 69

Formal Assessments Criterion-Referenced Tests (CRT) Norm-Referenced Tests (NRT)

Answer 69

teacher made test, district exams, and standardized test Formative and Summative assessments are apart of effective instruction CRT: the teacher tries to measure each student against uniform objectives or criteria (standards) NRT: is designed to compare the performance of groups of students, Bell shaped curve

Question 70

Informal Assessments

Answer 70

purpose is to determine what a student can and cannot do Ex: running record, story retelling, portfolios, observations (checklist) Miscue analysis: an assessment that asses oral reading, Miscue refers to any deviation from text made during oral reading

Question 71

Performance Based Tests

Answer 71

assess students on how well they perform certain task Students may use higher level thinking skills to apply, analyze, synthesize, and evaluate Read a problem, design and carry out a lab experiment, and then write summaries about their findings