Language Arts Flashcards
(132 cards)
0
Q
Phonemes
A
Basic units of sound
1
Q
Phonology
A
sound system of a language
2
Q
Graphemes
A
Individual letters which represent phonemes
3
Q
Morphology
A
Structure of Words and word formations.
Helps students to decode printed information.
4
Q
Morphemes
A
The smallest unit of a word.
5
Q
Syntax
A
The way words are organized and arranged in a language.
6
Q
Lexicon
A
The vocabulary of a language.
(The Meaning of words changes base on its context.)
Example Hot: could mean temperature, Fashionable or Lucky.
7
Q
Semantics
A
The way meaning is conveyed in a language.
(through the use of its vocabulary)
Words are based on Culture as well as the context of the conversation
8
Q
Connotation
A
Not stated out right. An Implied meaning of words and ideas
(idioms) depend on your culture
Example: it’s raining cats and Dogs could confuse an ELL who do not have culture knowledge of this idioms.
9
Q
Denotation
A
The literal meaning of words and ideas. Stated out right.
Example: a sign reads “Dog Bites” something that is stated outright.
10
Q
Pragmatics
A
The social aspect of language.
can affect the interpretation of communication
11
Q
Babbling/Pre-Language Stage (0-6 months)
A
Use crying to communicate with caregivers.
12
Q
One word Stage (11-19 months)
A
Imitating facial expressions,,
recognize their name,
points to objects
request assistance.
13
Q
Two-Word Stage (13-24 months)
A
Use open words and pivot to form sentences, (words used to perform multiple meanings) “see baby,” “see mommy,” or “no more”.
14
Q
Telegraphic Stage (18-27 months)
A
Use words that can be used in multiple situations.
Words with semantic value, (nouns, adjectives, and verbs).
15
Q
Ages Two to Three Years
A
They request instead of demand, Produce short sentences. And follows conversation formats.
Have about 200-300 words in their linguistic,
Vocabulary grows to 900-1,000 words.
16
Q
Age Four
A
Understand more than what they are able to verbalize.
Answer factual questions, but have difficulties explaining their answers.
17
Q
Age Six to Seven
A
Use well-constructed sentences Use all parts of speech. Still have problems with certain words and structures, Speech is fluent and clear. Understand and address questions
18
Q
Ages Eight to Twelve
A
Use relative pronoun clauses and subordinate clauses that begin with when, if, and because.
Use complex sentences, vocabulary, and verb construction.
Their sentence structure is more complex.
19
Q
Intelligibility
A
Can be understood by native speakers with minimum effort.
20
Q
Linear Rhetorical Pattern
A
Allows little flexibility to deviate from topic
21
Q
Curvilinear
A
Allows speakers the option of deviating from the main topic.
22
Q
Phonation
A
A disorder or abnormality in the vibration of the vocal fold.
Example: hoarseness or extreme breathiness can interfere with comprehension.
23
Q
Age Five
A
Working knowledge of grammar and language.
Use of progressive (-ing),
regular and past tense (-ed),
and plurals (-s).
have a vocabulary of about 2,100 words
24
Resonance
A disorder when sound passes through the vocal tract.
25
Stuttering
A fluency disorder that has the inability to produce intended sounds.
26
Cluttering
A fluency disorder that occurs when trying to communicate in an fast mode that makes comprehension difficult.
27
Expressive Aphasia (LPD)
Speech is slow and hesitating. Have problems with language including intonation, rhythm, and stress.
Affects the speaking ability and cause problems with articulation and fluency.
Damage to the lower back part of the frontal lobe.
28
Global Aphasia (LPD)
Children produce minimal speech and their comprehension is limited.
A brain-based disorder that affects articulation and fluency
29
Dramatic Play
Students Role-play real-life situations.
30
Language Play
Involves repeating patterns to amuse children. Rhyme, Songs, Alliteration, Tongue twisters are commonly used to practice pronunciation and language patterns.
31
Show-and-Tell
Children bring artifacts and personal items to class.
| They are expected to describe its features to the class.
32
Puppet Show
Hand puppets, finger puppets, and string puppets
Are use to promote communication and confidence among children.
(Benefit shy children)
33
Pair Interview
Children are paired to learn information from each other
| and then report their finders to the larger group.
34
Phonemic Awareness
Understands that words have smaller components called sounds, which create syllables and words.
35
Phonological Awareness
The 44 Speech Sound system of a language,
| Gives you the ability to segment words into smaller units, like syllables and phonemes. (Sound)
36
Syllabication
The ability to separate words into syllables.
37
Phonemic Stress
Are taught through the use of nursery rhymes, short poems, or stories like Humpty Dumpty , Mother Goose nursery rhymes.
Rhymes are beneficial to ELLs as they begin to develop not only phonemic awareness and phonemic stress, but they can also learn chunks of language that they can use to participate in classroom conversations and communicate with peers and their teacher.
38
Alliteration
use phonemes that begins with the same consonant sound or letter.
39
Word Stress
Affect the ability to understand words. and can also alter meaning.
40
Intonation Patterns
A pitch that changes the meaning of a sentence.
41
Balanced Reading Program
Best Teaching practices for reading instruction programs:
| 1) Skills-based approach (phonics instruction
(2) Meaning-based approach (reading comprehension and enrichment).
42
Alphabetic Principle
The ability to connect letters with sounds,
| and to create words based on these associations.
43
Pre-Alphabetic Phase
Not connecting the letters and the sounds, but can identify logos
44
Partial Alphabetic Phase
The begin connecting the shape of the letters with the sound that they represent.
They are able to connect letters with the sound of the names of peers.
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Full Alphabetic Phase
Children makes connections between the letters, the sounds that they represent, and the meaning of the word.
46
Consolidated Alphabetic Phase
Children use words that they know to decode new words.
They can create new words with the use of onsets, and rhymes,
47
Teaching Grapheme-Phoneme Correspondence
Is taught using games, songs, and other engaging activities.
48
Pictographic Writing System
Words, ideas, and concepts that are represented with a visual image.
49
Syllabic
Syllables are depicted through the use of unique symbols.
50
Alphabetic Writing System
Sounds are used in a unit for writing, based upon phonetic signs
51
Wooten
PENNY
52
Emergent Readers
They understand that print contains meaningful information.
They are able to follow and match words with their pronunciation.
53
Early Readers
Children are beginning to read simple text with some degree of success.
They also develops high frequency words in print.
Their reliance of picture clues has decreased now that they can get more information from print.
54
Fluent Readers
Can read with fluency and comprehension.
* Use several cuing systems to obtain meaning from print
* They self-monitor their reading, and can identify and correct errors with minimum external support.
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Bottom-Up Approach (From the parts to the whole)
Begins with Sounds, Letters, Syllables, Words, Sentences, Paragraphs, Then the whole reading selections.
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Phonics
Helps to teach beginners to read and pronounce words through phonetic value of letters, letter groups, and syllables.
57
Top-Down Approach (Meaning-Based)
Begins with stories, paragraphs, sentences, words, the smallest units of syllables, graphemes, and phonemes.
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Whole Language Approach
Readers rely more on the structure and meaning of language rather than on the graphic information from the text.
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Miscue Analysis
A child reading Orally, than Teacher noting variations of the oral reading from the printed text.
Each variation is a miscue and is analyzed for type of variation.
60
Balanced Reading Program
Requires skill for decoding words.
Techniques include phonics instruction with interesting and engaging reading and writing experiences like:
(Read aloud, shared reading, student-directed reading, independent reading, teacher directed writing, shared writing, student-directed writing and independent writing)
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Semantic Clues
Are Clues that require a child to think about the meanings of words and what they already know about the topic being read.
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Structural Clues
Provide clues, readers pay attention to letter groups because there are letters that frequently occur within words, which are called morphemes. (Smallest unit of a word)
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Syntactic Clues
The way word order or convey into sentence, this might also provide clues to readers.
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Derivational Morphemes
Represent relatively consistent meanings. They can change the syntactic classification of the word.
65
Inflectional Morphemes
Do not change the syntactic classification and typically follow derivational morphemes in a word.
English has 8 inflectional endings (short plural, long plural, third person singular, possessives, progressive, regular past tense, past participle, and comparative and superlative)
66
Homonyms
Words that have the same sound and the same spelling
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Homophones
Words that sound the same but spell differently
68
Homographs
Words that are spelled the same way but have more than one pronunciation
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Compound Words
Words that are created when two independent words are joined to create a new word.
70
Automaticity
The quick and accurate recognition of letters, words, and language conventions.
This is achieved through continuous practice using texts written at the reading level of the child.
71
Guided Oral Repeated Reading.
Using text at the reading level of the child,
| This allow the child to read the same story to develop fluency.
72
Choral Reading
Reading "in-group" is another activity used to promote fluency.
This activity is ideal of ELLs and struggling readings because of pronunciation and fluency problems will not be publicly noticed and they can use the model provided by fluent readers.
73
Pairing Students
Pairing proficient readers with ELLs or struggling readers can benefit both groups -
* the proficient child receives additional practice, and
* the ELLs and struggling readers are able to listen to fluent readers.
74
Interactive Computer Program
Using computer programs provide individualized reading support for children. ( especially those with disabilities )
Computer programs often contain colorful pictures and interesting stories.
75
Silent Sustained Reading
Child read continuously for 20 minutes each day.
So they can improve reading fluency.
76
Readers' Theater
This activity promotes reading fluency.
The activity, a story is modified so that various character have to read portions of the text.
Students rehearse their reading part and then create a theater format to present the reading.
77
Running Record
An assessment used to assess students' word identification skills and fluency in oral reading.
78
Guided Practice
Teachers provide various types of support and resources.
Scaffolding learners with guided support means working within their zone of proximal development.
79
Independent Practice
Students have opportunities to practice and apply the skills and strategies they learned.
Students practice reading skills with text that is at their instructional and independent reading level.
80
Pre-Reading Activities
Where prior knowledge is activated, new prior knowledge is formed, and interest is stirred up.
81
Story Grammar
Components are
* setting,
* characters,
* problems encountered by characters,
* attempts at a solution to the problem,
* successful solution, and ending.
82
Story Retelling
A strategy used to assess children listening and reading comprehension.
This can also assess sentence structure knowledge, vocabulary, speaking ability, and knowledge about the structure of stories.
83
Convergent
Only one answer is correct.
84
Divergent
More than one answer is correct.
85
Cloze Test
A passage with omitted words the test-taker must supply.
86
Semantic Mapping
A connections between the vocabulary or words they are learning in class, and words that they may have seen, heard, or learned prior.
87
Reading to Learn
Student decode written language, understand the content, and obtain vital information from the content.
Students need to understand how the text is organized in the content areas.
88
SQ4R ,
Survey, Question, Read, Write, Recite, Review
89
Reciprocal Teaching
Designed for struggling readers, has Four components:
1)Summarizing, 2)Question, 3)Clarifying, 4)Predicting.
Teacher engages students in a dialogue about specific portions of a text.
90
DRTA Directed Reading/Thinking Activity.
Helps students to establish a purpose for reading a story, or reading expository writing from a content book.
View content, create predictions, and confirm/correct predictions.
91
Scribbling
Children pretend that they are writing.
This stage represents an awareness of the difference between writing and drawing to communicate.
This happens from left to right and often also follows the top to the bottom.
92
Pseudo Letters
Forms that resemble letters, but cannot always be identified as such.
A( a form of invented spelling)
Children knows that alphabet contains characters of different shapes they attempt to reproduce these in a random way resulting in some form of invented spelling.
93
Random Letters
Children create individual letters from the alphabet in an attempt to create words.
The letters are randomly selected with no clear connotation with the phonemes that they are to represent.
94
Invented Spelling
Children try to connect the sounds (phonemes) and the letters (graphemes) to create words resulting in nonstandard writing.
95
Transitional Spelling
Students attempt self-correction.
Children begin noticing visual clues and developing a knowledge of word structure.
Sight word training becomes very important.
96
Conventional Spelling
Children spell most words.
They still may have problems with consonant digraphs, homonyms, contractions, compound words, as well as prefixes, suffixes, and more difficult letter combinations.
97
Emerging Writers are generally able to:
Dictate an idea of a complete story,
* use sounds in their writing,
* use pictures, scribbles, symbols, letters, and/or known words to communicate a message, and understand that writing symbolizes speech.
98
Early Writers exhibit the following behaviors:
Understand that a written message remains the same each time it is read,
This utilize their knowledge of sounds and letters as they progress through the states of spelling development, with modeling and assistance, incorporate feedback is revising, and beging to use conventional grammar, spelling, capitalization, and punctuation.
99
Newly Fluent Writers generally able to:
use prewriting strategies,
Address a topic or write to a prompt,
*organize writing to include a beginning, middle and end,
*'consistently use conventional grammar, spelling, capitalization, and punctuation, revise and edit, and produce many genres of writing.\
100
Formative Evaluation
Teacher or students monitor progress while it is still possible to modify instruction.
101
Summative Evaluation
Occurs at the end of a specific time or course of study.
102
Criteria Referenced T est
Teacher measure student against uniform objectives or criteria.
103
Norm-Referenced Tests (NRT)
Compare the performance of groups of students.
104
Genre
Classify multiple categories of literature.
105
Multicultural literature
Literature from other countries
106
Poetry
Use of words to capture something (sound,sight, feeling)
107
Dolche words
Frequently words used in English.
| Edward Dolche identified 220 words used like, am, a, at, can, had, can, ran, after, but, got, away
108
Modern fantasy
Make believe
| Harry Potter
109
Historical Fiction
set in the past, real ppl, real events depicted with fiction laced around them
110
Non-Fiction
Real worlpoint of origin
111
Biography
Real lives of people
112
scanning
children looking for specific information
113
skimming
reading headings, table of contents, bold letter, and summary
114
Think aloud
Teacher and student solve problem together.
115
Process writing
Teach the way real writers write.
116
6+1 trait writing
1) Organization 2)ideas 3) voie 4) word choice 5) Sentence fluency
6) Conventions 7) Presentation (developed by NREAL)\
117
TEA writing system
1) Pocus and coherence 2) Organization 3) Development of ideas
4) voice 5) Conventions
118
Narrative
a story or an account
119
Descriptive
Provide info about a person, place, or thing.
120
Expository
Explain or clarify ideas
121
Persuasive
Convincing the reader
122
Occasion
Determine the elements of writing
123
Purpose
Determine format and language of writer
124
Functional writing
Writing used to achieve a specific purpose.
125
Journal writing
A Learning Log that describe what they learned and need help with.
A Learning Log, Personal, dialouge, reflective or respond in writing to something.
126
Independent reading level
95% correct
127
Instrcutional level
90%-94%
128
Frutrational reading level
89% or below
129
PIVOT
Are Words that can be used for multiple functions,
Example: All, Up, See, Gone, More
130
Open Words
Are words that can be used to refer to one concept, or particular situation
Example: home, Milk, Doggy, Juice, Pants Shoe
131
Traditional Lit.
oral tradition of story telling and have been handed down from generation to generation.
