Reading & English

Question 1

Figurative language

Simile
Metaphor
Personification 
Synecdoche 
Metonymy

Answer 1

Simile - comparison between 2 unlike things using like or as

Metaphor - comparison between 2 unlike things without using like or as

Personification - Giving a human characteristic to non human thing or idea

Synecdoche - using a part of something to symbolize the whole

Metonymy - one term associated with the other to mean the other

Question 2

Prose & Poetry - describe each

Answer 2

Prose - everyday communication

Poetry - manipulation to language with respect to meaning, meter, sound and rhythm

Question 3

Fiction vs. Non-Fiction

Answer 3

Fiction - literary work usually presented as prose that is not true

Non-Fiction - literary work that is based on fact

Question 4

Alliteration
Assonance
Onomatopoeia

Answer 4

Alliteration - repetition of the first sound or syllable with words in close proximity

Assonance - Repetition of identical or similar vowel sounds

Onomatopoeia - words that imitate sounds

Question 5

Meter

Iambic
Anapestic
Trochaic
Dactylic
Spondaic
Pyrrhic

Answer 5

Meter - recurring pattern of stressed an unstressed syllables to create rhythm

Iambic - an unstressed syllable followed by a stressed
syllable
Anapestic - Two unstressed syllables followed by a
stressed syllable
Trochaic - 1 stressed syllable followed by an unstressed
syllable
Dactylic - a stressed syllable followed by 2 unstressed
syllables
Spondaic - 2 consecutive syllables that are stressed
almost equally
Pyrrhic - 2 consecutive syllables that are equally
unstressed

Question 6

Blank vs Free verse

Answer 6

Blank verse - unrhymed verse that consists of lines of iambic pentameter which is five feet of unstressed and stressed syllables

Free verse - lacks regular patterns of poetic feet but has more controlled rhythm than prose in terms of pace and pause, no rhyme

Question 7

Short Story

Answer 7

prose fiction that has the same elements as a novel, plot, characters and point of view

Question 8

Primary & Secondary Research

Answer 8

Primary Research - material that comes from the horse’s mouth

Secondary Research - anything that is not primary

Question 9

Poetry

Role of emotion
Line structure
Stanza Structure

Answer 9

Emotion - Designed to appeal to the physical & emotional senses

Line structure - any length, any metrical pattern, determined by how it is written on the page

Stanza structure - group of lines, each group denotes a relationship among the lines

Question 10

Literacy

Answer 10

Ability to read and write, identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying context.

Subset includes phonological awareness, decoding, comprehension and vocabulary

Question 11

Phonological Awareness

Answer 11

ability to perceive sound structures in a spoken word, such as syllables and individual phonemes within syllables
- auditory skill
Teaching can include - clapping, practice saying blended phonemes, reading poems, songs, nursery rhymes, alliterative text, etc.

Question 12

Alphabetic principle

Answer 12

use of letters and combinations of letters to represent speech sounds

Question 13

How to develop language skills

Answer 13

• modeling enriched vocab and teaching new words
• using questions and examples to exude descriptive language
• provide ample response time to encourage speech practice
• ask for clarification to develop communication skills
• promote conversation among children
• provide feedback to let them know they were heard and understood

Question 14

Print & Book awareness provides:

Answer 14

• a connection between print and messages contained in signs, labels, etc.
• reading and writing are ways to obtain info
• print runs left to right
• book has parts and authors
• illustrations carry meanings
• letters and words are different
• words and sentences are separated by spaces and communication
• different text forms are used for different functions
• print represents spoken language

Question 15

Decoding

Answer 15

method or strategy used to make sense of printed words and figure out how to correctly pronounce them

Question 16

Phonics

Answer 16

process of learning to read by learning how spoken language is represented by letters. Commonly used method to teach decoding and reading

Question 17

Fluency

Answer 17

goal of literacy development, evidence includes ability to

recognize words automatically and group words for comprehension

Question 18

Vocabulary Development

Answer 18

• calling on a student’s prior knowledge and making comparisons
• defining a word and providing multiple examples of the use
• showing how to use context clues to discover the meaning
• providing instruction on prefixes, roots and suffixes
• showing how to use a dictionary or thesaurus
• studying a group of words related to a single subject

Question 19

Affixes
Prefixes
Root Words
Suffix

Answer 19

Affixes - syllables attached to the beginning or end of a word to make a derivative form of the word

Prefix - a syllable that appears at the beginning of a word

Root word - base word to which affixes can be added

Suffix - syllable that appears at the end of a word

Question 20

Context Clues

4 types

Answer 20

words or phrases that help a reader figure out the meaning of an unknown word

synonyms - word with a similar meaning is placed close for comparison
antonyms - word with a different meaning is placed close for comparison
explanation - obvious explanation given close to the word
examples - examples of what the word means are given to help define the term

Question 21

Comprehension

Answer 21

when the student has the vocabulary and reading skills necessary to make sense of the whole picture, not just the word

Question 22

Literal vs. Critical Comprehension

Answer 22

Literal - refers to the skills a reader uses to deal with the actual words in a text. Identify topic sentence, main idea important facts, and sequencing of events

Critical - involves prior knowledge and an understanding that written material, especially nonfiction, is the authors version of the subject. Involves analysis of meaning, evaluation, validation, questioning and reasoning skills

Question 23

Metacognition

Answer 23

thinking about thinking. Taking an active role in reading

taking control of their own learning process, self-monitoring progress, evaluating effectiveness of strategy and making adjustments as needed.

Awareness, Planning, Self monitoring and reflecting

Question 24

Critical Thinking Tools for readers

Answer 24

1. Summarization - main points and important details
2. Question generation - constantly ask questions while reading about comprehension, vocab, predictions, etc.
3. Textual Meaning - engages the reader by having him interact with text, highlight, shorthand, etc.

Question 25

4 Language development theories

Answer 25

Learning approach - language is first learned by imitating then solidified in school through drills and rules Linguistic approach - Noam Chombsky, 1950s, ability to use language is innate Cognitive approach - Piaget, 1970s, children must develop appropriate cognitive skills before they can acquire language Sociocognitive approach - 1970s, language development is a complex interaction of linguistics, social and cognitive influences

Question 26

Fairy Tale Fable Tall Tale

Answer 26

Fairy Tale - fictional story involving humans, magical events and animals Fable - animals, plants and forces of nature act like humans and it teaches a moral lesson Tall Tale - exaggerates human abilities or describes unbelievable events

Question 27

Topic Sentece

Answer 27

states the paragraph's subject, presents the main idea

Question 28

Cause & Effect

Answer 28

cause - reason for actions or events effect - results of cause or causes ability to identify is part of critical thinking

Question 29

facts and opinions

Answer 29

Facts - statements that can be verified through research; who, what, when, why, where Opinions - personal views

Question 30

Invalid arguments - 4 types

Answer 30

1. ad hominem - attacks person's character or behavior 2. hasty generalization - condemnation of a group based on the behavior of one person or a part 3. faulty causation - assigning wrong cause to an event 4. bandwagon effect - everyone is doing, must be right important for reader to be able to identify various types of invalid arguments ot prevent being deceived and making faulty conclusions

Question 31

Inductive & Deductive Reasoning

Answer 31

Inductive - using particulars to draw a general conclusion. Starts with data Deductive - general facts or premise to come to a specific conclusion

Question 32

Narrative Theme -

Answer 32

thread that ties all elements of the story together and gives them purpose. central idea of a work. The theme is not the subject of a work, but what a work says about a subject and must be universal

Question 33

Types of Paragraphs & Essays

Answer 33

``` Illustrative Narrative Descriptive Comparison & Contrast Classification Cause & Effect Persuasive ``` pg 23

Question 34

3 ways an explanation can be presented in definition paragraphs or essays

Answer 34

1. definition by synonym 2. definition by class 3. definition by negation

Question 35

Beginning Stages of Writing

Answer 35

1. Drawing pictures - conveys thoughts & feelings 2. scribble stage 3. learning the alphabet and writing left to right 4. written words - not complete, but usually correct beginning and end with attempts at vowels 5. writing, spelling will be phonetic

Question 36

speaking skills children should have

Answer 36

- speak at an appropriate volume, tone and page - pronounce most words accurately - use complete sentences - make eye contact - use appropriate gestures - exhibit awareness of audience and made adjustments - ask relevant questions - respond appropriately when asked information or opinion - speak in turn - provide a summary - participate in small or large group discussions/debates - read orally before an audience - conduct short interviews - provide directions and explanations

Question 37

Listening skills children should develop

Answer 37

- follow oral instruction consistently - actively listen to peers & teachers - avoid distracting behaviors - respond to listening activities and exhibit ability to discuss, illustrate or write about the activity - respond to listening activities and exhibit ability to identify themes, ideas, etc. - respond to persuasive speaker and exhibit ability to analyze and evaluate credibility - demonstrate appropriate social behavior while part of an audience