midterm review Flashcards
(158 cards)
1
Q
a cognitive structure of knowledge in the mind to which new info and experiences are added. something everyone possesses and continue to form and change throughout life. tend to be easier to change during childhood. can become difficult to modify as people get older
A
shemata
2
Q
same schema, info is integrated into existing schema
A
assimilation
3
Q
occurs when schema are modified or new schemas are created
A
accomodation
4
Q
learning occurs through the…
A
process of equilibrium
5
Q
students think about what and how they are learning. learning is controlled by the learner, either consciously or unconsciously
A
information processing theory
6
Q
repeated information
A
rehearsal
7
Q
anticipating what will happen
A
predicting
8
Q
grouping info into categories
A
organizing
9
Q
expanding on the information presented
A
elaborating
10
Q
regulating or keeping track of progress
A
monitoring
11
Q
range of tasks a child can perform with guidance from others but cannot yet perform independently
A
zone of proximal development
12
Q
supports that help students sucessfully perform in zpd.
A
scaffolding
13
Q
the four language systems
A
phonological, syntactic, semantic, pragmatic
14
Q
sound system (o)
A
phonological
15
Q
structural system (2 t’s)
A
syntatic
16
Q
meaning system (mean)
A
semantic
17
Q
social or cultural use
A
pragmatic
18
Q
how many sounds in english
A
44
19
Q
represented with diagonal lines (sound)
A
phoneme
20
Q
written as letter
A
grapheme
21
Q
smallest meaningful units in language or word parts that change the meaning of words (-s, -ed) or affixes (prefixes and suffixes)
A
morpheme
22
Q
a morpheme that can stand alone as a word
A
free morpheme
23
Q
a morpheme that must be attached to a free morpheme
A
bound morpheme
24
Q
system that focuses on vocabulary, multiple meaning words, shades of meaning, synonyms, antonyms, homophones, word play, figurative language
A
semantic
25
what are the 6 language arts
reading, writing, speaking, listening, viewing, visually representing
26
which language arts are oral
speaking, and listening
27
which language arts are written
reading and writing
28
which language arts are visual
viewing and visually representing
29
which language are receptive
listening reading and viewing
30
which language arts are productive
speaking writing and visually representing
31
problem solving methods or behaviors
strategies
32
information processing techniques that students use automatically and unconsciously as they construct meaning
skills
33
___ is used unconsciously
skills
34
____ is used deliberately
strategies
35
distinguish among sounds
discriminative listening
36
listen for pleasure or enjoyment
aesthetic listening
37
listen to understand/learn something
efferent listening
38
evaluate messages
critical listening
39
Communicating ideas through oral language.
Children begin to learn oral language skills naturally.
Formal and informal speaking is critical to the learning process.
Teachers often neglect instruction in ”talk” during the elementary grades because they feel students already know how to talk.
speaking
40
understanding written language
reading
41
stages of the reading process
prereading, reading, responding, exploring, applying
42
Activate prior knowledge or build essential background knowledge
Make connections to something familiar
Teacher does this during instruction; readers do it for themselves when reading independently
Could be discussion, book box, video clip, tell about the author, read the first paragraph aloud, etc.
Preview the text – make a plan for reading
Introduce lesson vocabulary
Set purposes for reading
prereading
43
5 types of reading
read aloud, shared reading, guided reading, pair reading, independent reading
44
Students follow along as the teacher reads the selection aloud
shared reading
45
Teachers read with small groups of students on the same level
Texts should be written at the students’ instructional level
guided reading
46
Students read or reread a selection with a classmate
buddy reading
47
Students read silently by themselves at their own pace
independent reading
48
stages of the writing process
Pre-writing
Drafting
Editing
Revising
Publishing
49
Brainstorm - Use own experiences, make a list, a web, drawings; research, discuss ideas, etc.
Have an on-going list
Things you know about
Hobbies
Things you can do
Things you’d like to learn about
Places you’ve visited
Consider purpose, form/genre (teach how to), and audience
Choose a topic
Identify audience
Identify purpose (inform, entertain, or persuade)
Determine form (story, letter, poem, journal entry, informational, etc.) – TEACH THIS!
Organize ideas (use graphic organizer)
prewrite
50
Get ideas on paper
If handwriting, use pencil, skip every other line, use only 1 side of the paper
If typing on a computer, just get ideas written. Do not worry about sequence, spelling, capitalization, punctuation, etc.
drafting
51
which process is linear (reading or writing)
reading
52
Writers distance themselves from the rough draft for 1-2 days
Then they reread it and make revisions to the content
Add
Change
Delete
Move
Share compositions with classmates who compliment and make possible suggestions
Writers make revisions based on feedback
revising
53
Recommended to again set aside the paper for 1-2 days
Proofread for grammar and mechanical errors
Spelling
Punctuation
Capitalization
Usage – homophones, tense, subject-verb or subject-pronoun agreement
Helps to have someone else edit; use an editing checklist
editing
54
Write a final, polished copy
Report, book, poster, letter
Share the writing with an appropriate audience
More authentic, the better
Share at a back-to-school or community event
Put it in the classroom or school library
Read to students in other classes
Post it on the class website or online publication site
Send it to a literary magazine
publishing
55
The child is associating letters and sounds but not yet using entirely conventional spelling.
invented spelling phase
56
Understanding visual images and connecting the to accompanying spoken or written words
Because visual media are commonplace in American life today, children need to learn how to comprehend them and to integrate visual knowledge with other literacy knowledge.
viewing
57
Presenting information through images, either alone or along with spoken or written words
Students create meaning through multiple sign systems such as video productions, hypertext and other computer programs, story quilts, and illustrations on charts, posters, and books they are writing.
visually representing
58
Students meet daily to discuss the book and reflect on their reading. Students have roles (change daily) to help them with the discussion.
responding
59
After finishing the book, students prepare self-selected projects to present to the class (murals, dramatizations, poems, choral readings, etc.)
creating
60
Students meet as a class and each group shares it book in a book talk, presentation of projects, etc. They never tell the ending because they want to encourage classmates to read the book.
sharing
61
language arts instruction for kindergarteners and first graders is known as
emergent literacy
62
the two essential components when learning to read
decoding and comprehension
63
the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words
decoding
64
The ability to recognize that words are made up of a variety of sound units.
phonological awareness
65
building blocks to phonological awareness
listening, rhyme and alliteration, sentence segmentation, syllable awareness, onset and rime, phonemic awareness
66
what is the foundation of phonological awareness
listening
67
The ability to focus on similarities and differences of sounds is a skill woven into all stages of phonological awareness.
rhyme
68
Repetition of the initial sounds in two or more words
alliteration
69
who is the master of phonological awareness
dr seuss
70
It can be confusing to a child when the focus moves from the thought as a whole to the small parts of the sentences – words.
We need to help children hear the individual words in a sentence.
Hearing the pauses in spoken language is a step towards becoming a reader.
sentence segmentation
71
uninterrupted segment of speech
syllable awareness
72
Identifying syllables in a word
syllable awareness
73
all the sounds in a word that come BEFORE the first vowel.
onset
74
first vowel in a word and all the sounds that follow.
rime
75
The awareness of and ability to manipulate the individual sounds (phonemes) in spoken words
phonemic awareness
76
6 layers of phonemic awareness
phoneme isolation, blending, segmentation, addition, deletion, substitution
77
which give you the best bang for your buck
segmenting and blending
78
the understanding that there is a relationship between sounds (phonemes) and their spellings (graphemes).
Essential component of reading and writing practice and instruction in the primary grades.
phonics
79
Translating the code or symbols into words of spoken language.
decoding
80
immediately recognized; usually do not conform to normal rules for decoding (was, as, the)
sight words
81
appear in printed material at a high rate of occurrence
high frequency words
82
gathering information
assessment
83
making a judgment, examining evidence, assigning a value
evaluation
84
Observations or other non-standardized procedures (A teacher made checklist).
informal
85
A test or task using procedures that are carried out under controlled conditions (standardized tests, test accompanying a published program, DIBELS).
formal
86
assessment monitors student learning and informs the teacher
Provides ongoing feedback
Low stakes (low point value)
formative
87
assessment evaluates student learning; compares it to some standard or benchmark
summative
87
the ability to learn to speak, listen, read, write, and think. Others note the skills needed to function in society (think technology skills now).
literacy
88
oral language
listening and speaking develop first, then reading and writing
89
birth-prek
early emergent literacy
90
prek- grade 1
emergent literacy
91
grade 1-3
beginning literacy
92
almost fluent reading and writing
grade 2-5
93
fluent reading and writng
grade 4- adult
94
the most basic words on the tier
tier 1
95
multiple meaning words on the tier
tier 2
96
content specific and abstract on the tier
tier 3
97
the word old is an example of what tier
tier 1
98
the words enduring, mature, and elderly are example of what tier
tier 2
99
ancient and antique are examples of of what tier
tier 3
100
a bound morpheme that is added to words
affixes
101
what are the types of affixes
prefix and suffix
102
constitute words by themselves and can stand alone
free morphemes
103
can’t stand alone- always parts of words
bound morpheme
104
words that have the same meaning
synonym
105
words that have opposite meanings
antonyms
106
words with sound and spelling similarities
homonyms
107
words that sound alike but spelled differently
homophones
108
words that are spelled the same but pronounced differently
homograph
109
words that are spelled and pronounced alike
homographic homophones
110
phrases with figurative meaning
idiom
111
level 1 of word knowledge
no knowledge
112
level 2 of word knowledge
incidental knowledge
113
level 3 of word knowledge
partial knowledge
114
level 4 of word knowledge
full knowledge
115
what is the best way to teach context clues
modeling
116
definition, example-illustration, comparison-contrast, logic, morphology, grammar
6 types of context clues to identify words
117
what are the different parts of words
base words, root word, prefixes, suffixes
118
base word is a ____ morpheme
free
119
what are the 2 types of text
expository, narrative texts
120
present info organized around main ideas and supporting details
expository
121
tells a story, beginning, middle and end, characters, setting plot action resolution, theme
narrative texts
122
strategies for activating prior knowledge
preview and predict, kwl, making connections
123
types of making connections
text to self
text to world
text to text
124
process of judging, concluding, or reasoning from some given information
inferencing
125
students monitor their own thinking and understanding and make actionable decisions about what to do when they don’t understand
monitoring and clarifying
126
thinking of questions while reading that require integration of new information and then reading to find answers
generating and answering questions
127
right there, think and search, author and you, on your own
4 types of questions
128
students identify what is important in the text
summarizing
129
process of combining elements from multiple sources and integrating them into a new whole
synthesizing
130
forming mental pictures while reading to connect the questions and knowledge in one’s head
visualizing
131
using critical thinking to make judgements about what one has read and about one’s own reading ability
evaluating
132
process of showing or demonstrating how to use or do something
modeling
133
modeling that is not directly identified
implicit modeling
134
directly showing and talking with students about what is being modeled using a think aloud process
explicit modeling
135
form of writing that uses words, form, patterns of sound, and figurative language and imagery to convey a message
poetry
136
three line stanza with a 5/7/5 syllable count
haiku
137
least defined, lacks a consistent rhyme scheme
free verse
138
14 line poem, typically concerning love
sonnet
139
poems where certain letters in each line spell out a word or phrase
acrostic
140
a five line poem that consists of a single stanza,
humorous or silly
Limerick
141
like a elegy, an ode is a tribute to its subject
ode
142
written in mourning following death
elegy
143
5 line poem, particularly vivid in their imagery
cinquain
144
alliteration/consonance, assonance, onomatopoeia, and repetition are ____ devices
sound
145
repetition of consonant sounds at beginning of words
alliteration
146
repetition of vowel sounds within non-rhyming words
assonance
147
repetitive sound produced by consonants in the middle or end of words in a phrase
consonance
148
words that are used to represent particular sounds
onomatopoeia
149
repeating of a particular sound devise to create an effect
repetition
150
poets use words that appeal to the readers senses of sight, sound, touch, taste, and smell
imagery
151
creates pictures by making comparison
figurative language
152
a comparison use like or as
simile
153
describes one thing as if it were another
metaphor
154
gives human characteristics to something nonhuman
personification
155
when an author or poet refers to a famous person, place or thing in history
allusion
156
the feeling the authors word choices give the poem
mood/tone
157
central or main idea
theme
