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Language Arts > Lang Exam #1 > Flashcards

Lang Exam #1 Flashcards

1
Q

What are the language arts?

A

Reading, writing, listening, speaking, viewing, visual representation

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2
Q

How does the process of learning relate to language arts?

A

Our goal in teaching and learning is to teach future communicators how these arts work together

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3
Q

What are the steps in the learning process?

A

disequilibrium-> to regain equilibrium the brain either assimilates the new information or accommodates it

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4
Q

What is the metalinguistic awareness

A

The ability to think about language and manipulate its features (by using different intonations) Think toddlers arguing by fridge video

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5
Q

What is language acquisition?

A

the process by which humans acquire the capacity to perceive, comprehend, and produce language

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6
Q

As infants we have the capacity to learn ______ language but by our first birthday we’ve lost the ability to distinguish many sounds other than those in our own language

A

Any

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7
Q

What is the focus of critical literacy?

A

the empowering role of both oral and written language in all six language arts for communicating, solving problems, and persuading others to action.

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8
Q

What are the 4 language systems?

A

-Phonological (sound)
-Syntactic (structure)
- Semantic (meaning)
- Pragmatic (social/cultural use)

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9
Q

How many phonemes in the English language?

A

44

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10
Q

How many graphemes in the English language?

A

26

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11
Q

Pragmatic is?

A

Social cultural use of language- our goal is to add standard English not erase the dialects students bring in

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12
Q

What is the behaviorist language acquisition theory?

A

skinner; experiments on animals w/ reinforcement; reinforcement; belief is that children imitate adults and repeat behaviors that are praised; limitations include the virtuous errors kids make by over applying rules and patterns in language (drank instead drinked)

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13
Q

What is the innateness learning acquisition theory?

A

Chomsky; children are born with linguistic neural wiring at brith

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14
Q

Language acquisition device

A

Language acquisition is an unconscious and natural process in human development. Limitations include that he did not study real children and this theory doesn’t account for the interaction between children and cares of different functions of language

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15
Q

What areas of the brain have distinctly linguistic functions?

A

Wernicke’s area and Broca’s area

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16
Q

What is the cognitive learning acquisitions theory?

A

Piaget; language acquisition is just one facet of brain development and happens in stages because children must understand the concept of a type of language before they can use that form of language. Limitations include explaining language development in children who have abnormal mental development.

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17
Q

What is the interaction learning acquisition theory?

A

Bruner; language exists for communication and can only be learned through interaction. Limitations include the fact that there are cultures that don’t use CDS (child-directed speech)

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18
Q

What is LASS according to the learning acquisition theory?

A

(Language Acquisition Support System) care-givers must support language development for their children in social settings by encouraging them to respond (children ordering their own starbucks drink)

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19
Q

Why do teachers need to know about language development?

A

Understanding these theories can help us understand how students’ brains work and how different teaching methods (and life experiences) can shape their language development

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20
Q

Phoneme

A

Smallest unit of sound that can be heard; 44 phonemes exist in the English language

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21
Q

Phonological awareness is…

A

The ability to hear the sounds of speech, acknowledge the rhythm of words (syllables) and identify words that rhyme.

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22
Q

Phonemic awareness

A

(UNDERSTANDING) The ability to break words apart into each individual sound (hearing and identifying sounds)

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23
Q

Phonics

A

(KNOWLEDGE) about phoneme/ grapheme connections and spelling rules

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24
Q

Syntax

A

The structure of sentences (varies between languages)

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25
Q

How do we motivate the student who lacks confidence in the language arts classroom?

A

We can learn what is meaningful to the students and help encourage them that they have something to say and celebrate the smallest achievements. We can use these students’ work as samples.

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26
Q

How can we motivate the highly skilled student in the language arts classroom?

A

We can raise our expectations to give them a new challenge, stretch them to try new things, give them important writing jobs, and use their writing as a model.

27
Q

Morpheme

A

The smallest meaningful units in language (dog, play, the, a)

28
Q

Grapheme

A

Written representation of a sound/ letters (26 in English)

29
Q

Semantics

A

The study of word meaning and vocabulary

30
Q

How do teachers motivate the uninterested student in the language arts classroom?

A

We can find out what these students do care about and are interested in. We can let students read and write about what they love. We can have students write for a real audience or let students process ideas through drawings.

31
Q

How do you create success criteria for a standard?

A

You pull the criteria straight from the standard.

32
Q

What is the power of questions in the classroom?

A

Questions stimulate thinking, raise the level of critical thinking, aid in formative assessment, and cause reflective thinking.

33
Q

What are literal questions?

A

Questions that can be found on the page, word for word.

34
Q

What are inferential questions?

A

Questions that can be found if you read between the lines.

35
Q

What are critical questions?

A

Questions that take you beyond the page into very complex thinking.

36
Q

What are thin vs. thick questions?

A

Thin questions come directly from the text. Thick questions involve higher order thinking.

37
Q

Why is oral language development critical for children’s literacy development?

A

Listening is the most basic and most used language process. Students need to learn how to listen and how to talk in varying contexts.

38
Q

What do teachers need to do to encourage oral language development?

A

Teachers need to state the purpose and set expectations for listening within different contexts, they need to consider the classroom environment, plan activities with purpose, use teachable moments and monitor and reflect the quality of students listening skills.

39
Q

What are components of small group conversations?

A
  • Groups are 3-6 members
  • Develops interpretations
  • Talks should be meaningful, functional, and genuine
  • Teacher defines the goal of the group work
  • Group members have assigned jobs
    -Students use strategies to begin and move through the convo
    -Students feel ownership and responsibility
40
Q

What is sharing time in the classroom and what are some benefits of it?

A

A daily morning activity where students are able to share in response to discussion prompt/ daily questions. (This helps build community)

41
Q

What are examples of small group conversations?

A

knee partner convos, group project collaboration/ planning time, small group literacy conversations with a teacher and a differentiated group, table group responses to a question.

42
Q

What are roles in small group conversations?

A

Manager/ facilitator, recorder, spokesperson/presenter, fact checker, investigator, connector, encourager

43
Q

What are components of grand conversations?

A
  • Conversation starts with “who would like to start” and “what are you thinking”
  • Students then build each other’s ideas off one another and answer or ask questions
  • Minimal facilitation from teacher
44
Q

What are example of grand conversations?

A

Many of them revolve around literature/ shared reading experiences but they can be used in many ways such as holidays.

45
Q

What are roles in grand conversations?

A

-Everyone including the teacher, become participants students moderate
- Students moderate and direct the flow of conversation to build on each other or change the topic and call on the next participant

46
Q

What are oral reports and what are some benefits of them?

A

Oral reports are an important at efferent talk activity that can be as small as an informal quick share or formal speech

47
Q

What are debates and what are some benefits of them?

A

Students learn how to use oral language to persuade their peers and articulate their perspective through research and emotional appeals.

48
Q

How can we hep students succeed in sharing time?

A

We can prepare student with expectations of both speakers and listeners. Also working with students beforehand to practice what they want to say during sharing time. Also by asking basic who, where, what questions

49
Q

How can we help students succeed at oral reports?

A

We can teach students how to prepare and present an oral report by giving them the steps to 1. Choose a topic 2. Gather and organize information 3. Develop a report 4. Create visuals 5.Rehearse the presentation 6. Give the presentation

50
Q

How can we help students succeed in debates?

A

We can introduce students to high quality literature that will spark conversation and critical discussion. Exposure to debates (that are not sensitive content) also prepares students for giving their own debate.

51
Q

What are interviews and what are some benefits to them?

A

A language arts activity that helps students refine questioning skills and use oral and written language for authentic purposes

52
Q

How can we help students succeed in interviews?

A

By introducing interviews conducted on TV and discuss the purpose of the interview and what anchors are doing in the process. Preparing them through the process
-choosing questions
-conducting the interview
-sharing the results

53
Q

How can teachers guide listening before a read aloud?

A

Catch students attention with a hook or attention getter, activate prior knowledge, setting expectations for the listening that will be happening.

54
Q

How can teachers guide listening during a read aloud?

A

Keeping students accountable by having them follow along with a graphic organizer, writing questions. Teachers can keep students engaged by intonation, different voices for characters, comprehension questions throughout the story.

55
Q

How can teachers guide listening after a read aloud?

A

Teachers can engage students by asking for predictions and communicating next read aloud. Students can make connections from previous readings and ask questions.

56
Q

What are types of listening?

A
  • Discriminative
  • Aesthetic
  • Efferent
  • Critical
57
Q

What is discriminative listening?

A

Listening in a style the involves distinguishing between sounds (pig or peg)

58
Q

What is efferent listening?

A

Listening style with the purpose of listening for understanding and remembering important information. (Nonfiction, graphic organizers)

59
Q

What is aesthetic listening?

A

Style of listening that is for enjoyment and pleasure (Story read- alouds)

60
Q

what is critical listening?

A

A style of listening in which students evaluate messages and decipher underlying meaning to text.

61
Q

How would you have students apply their knowledge about visual elements or visually represent learning to meet specific literacy standards?

A

visual aids, writing stories that include writing elements. Share their learning through technology.

62
Q

What are some benefits to technology?

A

Helps bring students together and collaborate through online platforms. It also gives students the ability to express their learning through visual representations.

63
Q

What are challenges with tech in the class?

A

Limits interaction, students use it as a crutch (don’t practice writing or spelling skills as much) restricts relationship with teacher.

64
Q

What are some practical things we can do to make technology implementation more successful and meaningful in our classroom?

A

Teachers can be intentional about teaching internet safety, only have students use technology for specific purposes, set specific expectations for how students use technology and how they care for technology.

Language Arts (2 decks)

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