AEPA Language Arts
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ashleyasmith on July 20, 2012
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The best teachers test perpetration for the AEPA (elementary education) 01
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115 terms
Terms | Definitions |
|---|---|
 context | The pictures or the parts of a sentence, paragraph, story, or passage that occur just before and after a specified word or passage that help to determine the exact meaning. |
| Cultural Pluralism | when small groups within a larger society maintain their uniquie cultural identity. Seeing value in all cultures. |
| Multiculturalism | Is the combining. Of. Many cultures to form a better society |
| assimilationism | belief that minority cultures should dissolve into a dominant culture |
| Pluralism | This suggests that a functional society should recognize and accept micro cultures as they are |
| Decodable words | Words that follow a regular pattern and have a predictable sound, such as the long final vowel sounds in so, he, and be. |
| Graphemes | Printed letter symbol used to represent a speech sound (phoneme). In English there are 26 graphemes (letters). |
| Phoneme | in a spoken language, the smallest distinctive sound unit |
| Disadvantages to the phonics method | A major disadvantage of phonics is that visual learners may not read well by this method. A second disadvantage of the method is that rules do not hold true all the time. |
| Techniques for teaching | Student should have opportunities to practice the phonics rule and generalizations in context; instructors should make an effort to show the transfer of these to everyday materials an other subjects |
| Analytic phonics | PHONICS USED IN CONTEXT WITH ACTUAL MATERIALS; BEST PHONICS APPROACH |
| Synthetic phonics | LEARNING PHONICS AS ISOLATED RULES; LEAST EFFECTIVE PHONICS APPROACH |
| Structural analysis | A technique for breaking a word into its pronunciation units; the breaking down of a word into word parts such as prefixes, suffixes, roots, and combining forms. Ex: figuring out the word "returnable." If we had met "re" before and if we had met "able" before, we should know how to pronounce them. After we have isolated "turn," we may recognize it as a familiar word and know how to pronounce it. |
| Controlled vocabulary | Some text try to limit the new words a child meets, most children do not need this |
| Running record | An assessment which measures a child' fluency and skills during oral reading |
| Miscue analysis | A way of acquiring insight into children's reading strategies by studying the mistakes (miscues) they make when reading aloud. |
| Literal level of comprehension | the most basic level of comprehension, which involves reading the lines, or reading and understanding exactly what is on the page. When questioned about the text, all of the information is literally stated in the text. (ie factual question, sequence question, contrast question). |
| Interpretive level of comprehension | requires students to read between the lines, such as explain figurative language, define terms and answer interpretive and inferential questions (ie. contrast question, deriving meaning question, purpose question, cause and effect question) |
| Critical level of comprehension | Both literary and interpretive-reader evaluates and passes personal judgements-quality value-accuracy and truthfulness. |
| Creative level of comprehension | This is the highest level of comprehension. The student must read beyond the lioness, make judgements about the text. |
| Bloom's Taxonomy | There are six categories of cognitive objectives organized by complexity: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. |
| Convergent questions | Questions that have a single correct answer |
| Divergent questions | Questions that have no single correct answer |
| Guided reading | instruction that supports and extend the reading process |
| Mnemonic devices | techniques for using associations to memorize and retrieve information |
| Story mapping or webbing | These help students think about a reading passage and it's structure. |
| Poetry | A kind of rhythmic, compressed language that uses figures of speech and imagery designed to appeal to our emotions and imagination. |
| Prose | The literary genre that is written in ordinary language and most closely resembles everyday speech. |
| Basals | Text book with a collection of stories used to teach reading |
| Narrative | The telling of a story or an account of an event or series of events. |
| Traditional literature | stories that are passed down from one group to another in history. This includes folktales, legends, fables, fairy tales, tall tales, and myths from different cultures. |
| Modern literature | Modern thoughts, ideas, and concerns. tends to revolve around the themes of individualism, the randomness of life, mistrust of institutions (government, religion) and the disbelief in any absolute truths |
| Seven types of traditional literature | Parable, fable, fairy tales, folk tales, noodle-headntales, myths, and legends |
| Parable | a short narrative designed to teach a moral lesson in other words the story is didactic. |
| Fable | a short tale often with nonhuman characters from which a useful lesson may be drawn |
| Fairy tales | have magical characters and events; usually starts with-Once upon a time |
| Folk tales | stories or legends that are told over and over from one generation to another |
| Noodle-head stories | A type of folktale in which one or more characters are silly and the listener can outsmart them. |
| Myths | a traditional story that deals with the supernatural, ancestors, or heroes |
| Legends | widely-told stories about the past that may or may not be factual; every culture has its own legends - its familiar, traditional stories |
| Four classifications of modern literature | Novels, romance, confession, or Menippean satire |
| Novels | extended fictional works, usually of book length |
| A romance | Tend to demonstrate poetic justice, and have happy endings. |
| Confession | One character reveals thoughts and ideas, this character is usually a round character. The character is one whom the reader knows in detail. |
| Menippean satire | reader sees the world through the eyes of another - experiences the character's life |
| Fore shadowing | the use of clues or hints to suggest events that will occur later in the plot |
| Flashback | a transition (in literary or theatrical works or films) to an earlier event or scene that interrupts the normal chronological development of the story |
| Cliffhanger | a sudden ending to a chapter, which makes the reader want to read on |
| Sensationalism | The use of exciting or shocking stories or language at the expense of accuracy, in order to provoke public interest and excitement |
| Climax | Most exciting moment of the story; turning point |
| Denouement | the point at which the plot of a novel or drama is finally resolved; the outcome or solution of a complex sequence of events |
| Progressive plot | Requires one to read the entire book or story to find the answers to the question(s) in the plot. |
| Setting | The time and place of a story |
| Integral setting | is essential to the plot; it influences action, character or theme. |
| Types of characters | Round, flat, dynamic, static, protagonist, antagonist |
| Round character | this character is fully developed - the writer reveals good and bad traits as well as background |
| Flat character | a character who embodies a single quality and who does not develop in the course of a story |
| Dynamic character | A character who grows, learns, or changes as a result of the story's action |
| Static character | a character that does not change from the beginning of the story to the end |
| Protagonist | the main character, who must overcome obstacles and resolve the conflict |
| Antagonist | a person who is opposed to, struggles against, or competes with another; opponent; adversary. |
| Stock character | A stereotypical character; a type. The audience expects the character to have certain characteristics. Similar to conventional character and flat character. |
| Foil character | a character who is used as a contrast to another character; the contrast emphasizes the differences between the two characters, bringing out the distinctive qualities in each |
| Allegorical character | this type of character has a symbolic role beyond his/her function in the work. |
| Denotation | the literal meaning of a word |
| Connotation | refers to the implied or suggested meanings associated with a word beyond its dictionary definition |
| Irony | the use of words to convey a meaning that is the opposite of its literal meaning |
| Humor | anything that causes laughter or amusement |
| Figurative language | language employing one or more figures of speech (simile, metaphor, imagery, etc.) |
| Simile | a figure of speech that expresses a resemblance between things of different kinds (usually formed with 'like' or 'as') |
| Metaphor | a figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity |
| Personification | A figure of speech in which an object or animal is given human feelings, thoughts, or attitudes |
| Alliteration | use of the same consonant at the beginning of each stressed syllable in a line of verse |
| Consonance | the repetition of consonants (or consonant patterns) especially at the ends of words |
| Assonance | the repetition of similar vowels in the stressed syllables of successive words |
| Onomatopoeia | words that sound like what they mean |
| Rhythm | the arrangement of spoken words alternating stressed and unstressed elements |
| Imagery | the ability to form mental images of things or events |
| Hyperbole | extravagant exaggeration |
| Allusion | a reference to a well-known person, place, event, literary work, or work of art |
| Word play | the skillful manipulation of words, often for humorous effect |
| Parody | a composition that imitates somebody's style in a humorous way |
| Diction | a writer's or speaker's choice of words |
| Symbolism | the practice of representing things by symbols, or of investing things with a symbolic meaning or character. |
| The writing Process | Prewriting, composing or writing stage, Revising stage, editing/evaluation/post writing stage, rewriting stage |
| Prewriting | is the first stage of the writing process. It is when a writer gathers his/her thoughts before writing. This can be done by making a list, web, outline, etc. |
| Writing stage | Students may consult with one another and use various books and materials to contstruct their papers |
| Revising stage | PROCESS WRITING STAGE 3: POLISHING AND IMPROVING COMPOSITIONSL |
| Post writing stage | Students will read and correct own writing |
| Rewrite stage | PROCESS WRITING STAGE 5: AFTER RECEIVING BOTH PRAISE & CONSTRUCTIVE CRITICISM FROM PEERS AND TEACHER, STUDENTS DO FINAL REVISION |
| Expository writing | a type of oral or written discourse that is used to explain, describe, give information or inform. |
| Persuasive writing | writing in which the author wants to convince readers to agree with the author's opinions. To accomplish this, the writer must first make the issues clear to the reader and then provide incidents and facts to support his or her opinion. Examples: campaign speeches, debates, etc. |
| Speculative writing | creating a fictional story based on a given situation, speculating about what could/did happen -use personal experience -think about audience -use sensory language |
| Satire | witty language used to convey insults or scorn |
| Occasion in writing | Helps to determine the elements of the writing. The language should fit the occasion. |
| Purpose in writing | Helps to determine the format and the language of the writer. |
| Strategies to teach a variety of informational and literary text structures | Descriptive writing, ordered list, sequence, cause-and-effect, comparison, contrasts, chronological order, problem-and-solution |
| Clauses | groups of words containing a subject and predicate and functioning as a member of a complex or compound sentence |
| Predicate | make the (grammatical) predicate in a proposition |
| Verbals | a form of a verb used as a noun, an adjective, or an adverb in a sentence; not the main verb |
| Correlative conjunctions | conjunctions used in pairs or groups (both...and, either....or, neither...nor) |
| Fragment sentence | a portion of a sentence, such as a DEPENDENT CLAUSE or a PHRASE, - punctuated as though it were a complete sentence, for example, the fragment beginning with such - as in the following: There are many animals that fly. Such as birds, bats, and bees. |
| Run-on sentences | A run-on sentence consists of two or more main clauses that are run together without proper punctuation |
| Comma splices | sentences incorrectly written as if they were one sentense; seperated by a comma |
| Verb present tense | Singular Plural I have worked We have worked You have worked You have worked He, she, it has worked They have worked |
| Verb past tense | Singular Plural I had worked We had worked You had worked You had worked He, she, it worked They had worked |
| Verb future tense | Singular Plural I will work We will work You will work You will work He, she, it will work They will work |
| Verb present perfect tense | Singular Plural I have worked We have worked You have worked You have worked He, she, it has worked They have worked |
| Verb past perfect tense | Singular Plural I had worked We had worked You had worked You had worked He, she, it worked They had worked |
| Future perfect tense | a perfective tense used to describe action that will be completed in the future |
| Present participle | a participle expressing present action |
| Perfect participle | having been "verbed" |
| Subjunctive mood | uses 'if' and 'were', sets up a hypothetical situation |
| Antecedent | the word, phrase, or clause to which a pronoun refers. |
| Superlative form of an adjective | compares three or more persons, places, things, or ideas |
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