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Praxis Reading & Language Arts > Language + Speaking & Listening > Flashcards

Language + Speaking & Listening Flashcards

1
Q

a person, place, or thing

A

Noun

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2
Q

shows action

A

Verb

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3
Q

describes a noun

A

Adjective

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4
Q

describes a verb, adjective or another adverb and usually ends in ly

A

Adverb

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5
Q

used in place of a noun

A

Pronoun

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6
Q

shows the relationship between nouns and between pronouns

A

Preposition

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7
Q

a word or phrase that expresses a strong emotion

A

Interjection

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8
Q

joins two words or phrases and shows a connection

A

Conjunctions

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9
Q

Any group of words that do NOT create a complete sentence

A

Fragments

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10
Q

Multiple sentences in a row lacking clear grammatical structure and punctuation

A

Run-ons

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11
Q

A noun or clause represented by a pronoun

A

Antecedent

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12
Q

these pronouns occur in the subject of the sentence

A

subjective pronouns (I, he/she, we, they)

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13
Q

these pronouns occur in the predicate of the sentence (after the action verb/prepositional phrase)

A

objective pronouns (me, him/her, us, them)

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14
Q

these pronouns show possession in the sentence

A

possessive pronouns (i.e. me/mine, his/her/hers, our(s), their(s))

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15
Q

The pronoun must match the number of items in the ____________.

A

Antecedent

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16
Q

If a sentence has two subjects connected by or/nor, either/or, or neither/nor, the verb must agree with the ______ subject.

A

second/the subject closer to the verb

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17
Q

However, if a sentence begins with “neither” or “either” without the “or/nor” combination, the verb is
_______.

A

singular

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18
Q

A word, phrase, or clause that is improperly separated from the word it modifies or describes.

Example: I saw owls skiing down the mountain.
(Correction: While I was skiing down the mountain, I saw owls).

A

Misplaced Modifier

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19
Q

not concerned with right or wrong

A

amoral

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20
Q

not following accepted moral standards

A

immoral

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21
Q

to criticize strongly

A

censure

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22
Q

prominent or important

A

eminent

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23
Q

about to happen

A

imminent

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24
Q

between involves ___ things, among involves ______ things.

A

two; three or more

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25
Q

number is used for _______ nouns, amount is used for ________ nouns.

A

quantifiable; non-quantifiable

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26
Q

fewer is used for _____ nouns,
less is used for ______ nouns.

A

count; non-count.

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27
Q

one independent clause (sentence type)
(“I like her.”)

A

simple sentence

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28
Q

two independent clauses and a coordinating conjunction (sentence type)
(“I like her, and I like him.”)

A

compound sentence

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29
Q

independent clause and a dependent clause (sentence type)
(“Although I like her, I do not like him.”)

A

complex sentence

30
Q

two independent clauses and one dependent clause (sentence type)
(“I’ve never liked horror movies, but because my husband likes them, I now watch horror movies all the time.”)

A

compound-complex sentence

31
Q

a sentence that tells about something and ends with a period

A

declarative (“my favorite color is green.”)

32
Q

a sentence that asks something and ends with a question mark

A

interrogative (“what is your favorite color?”)

33
Q

a sentence that tells someone to do something and ends with a period

A

imperative (“draw the picture using your favorite color.”)

34
Q

a sentence that shows strong feelings and ends with an exclamation mark

A

exclamatory (“I love green so much I’d paint myself green!”)

35
Q

When the sentence follows the same grammatical pattern

A

Parallel Structure

36
Q

A variation of a language that is characteristic of the users of that language

A

Dialect

37
Q

A variation of a language that is determined by use- a situation or context.

A

Register

38
Q

When students infer a word meaning by using the paragraph or surrounding text.

A

Context Clues

39
Q

breaking apart a word into root word and affixes to help determine the meaning

A

root word and affix (context clue)

40
Q

using another example to give the opposite of what the word means

A

contrast (context clue)

41
Q

using information from the sentence to allow the reader to naturally find the meaning of the word

A

logic (context clue)

42
Q

using the definition of the word in the sentence to give meaning

A

definition (context clue)

43
Q

using a specific example to bring meaning to the word or emphasizing the meaning of the word through pictures

A

example or illustration (context clue)

44
Q

understanding the verb tense of the words in order to find meaning

A

grammar (context clue)

45
Q

writing or speech that is not meant to be taken literally

A

figurative language

46
Q

using like or as (f.l.)

A

similie

47
Q

a description that conveys a clear picture to the reader (f.l.)

A

imagery

48
Q

applying word or phrase to an individual or thing (f.l.)

A

metaphor

49
Q

attributing human characteristics to something not human (f.l.)

A

personification

50
Q

the formation of a word from a sound associated with it (f.l.)

A

onomatopoeia

51
Q

exaggerated statements or claims not meant to be taken literally (f.l.)

A

hyperbole

52
Q

a word or phrase that means something different from its literal meaning (f.l.)

A

idioms

53
Q

when words that start with the same sound are used repeatedly in a phrase or sentence (f.l.)

A

alliteration

54
Q

expression of one’s meaning by using language that normally signifies the opposite, typically used for humorous or emphatic effect (f.l.)

A

irony

55
Q

when the author uses clues or imagery to express what might happen next (f.l.)

A

foreshadow

56
Q

the formal definition of a word

A

denotation

57
Q

an idea or feeling that a word invokes in addition to its literal or primary meaning

A

connotation

58
Q

an expression designed to call something to mind without mentioning it explicitly

A

allusion

59
Q

students must consider the ___,____, and _____ of their word choices

A

meaning, specificity, and audience

60
Q

diction is classified into what four levels of language?

A

formal, informal, colloquial, and slang

61
Q

an author’s attitude toward a topic

A

tone

62
Q

vocab that is used in everyday speech, learned in conversation, and rarely requires direct instruction.

A

tier I vocab

63
Q

vocab that are common in writing and everyday speech, occur across contexts, and are best used for targeted explicit vocabulary instruction.

A

tier II vocab

64
Q

vocab that is low-frequency. They often pertain to specific content area and are best learned within the context of the lesson or subject.

A

tier III vocab

65
Q

a cooperative learning activity in which each student becomes an expert on a small piece of information that is part of a much larger piece

A

jigsaw

66
Q

a cooperative learning activity in which students work together to solve a problem or answer a question about an assigned reading

A

think-pair-share

67
Q

a writing activity where students use journals to react to what they read by expressing how they feel and asking questions about the text

A

reading response journals

68
Q

activity where the teacher sets the expectation that students use evidence in the text to support claims they make during the discussion

A

evidence-based discussion

69
Q

a small-group, cooperative learning activity where students engage and discuss a piece of literature/text

A

literature circles

70
Q

engaging in a conversation by asking questions and restating parts of the conversation

A

active listening

71
Q

the movement of the tongue, lips, and jaw in order to make the specific speech sounds

A

articulation

Praxis Reading & Language Arts (4 decks)

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