texes generalist exam english reading 001
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Created by:
swandi98 on September 4, 2011
Subjects:
english-language-arts-and-reading-001
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112 terms
Terms | Definitions |
|---|---|
 imitation | learning strategy that young children frequently use to replicate someones behavior, action, phrases, etc. language acquisition is started with imitation |
| participation in conversation means | providing children with the vocabulary and the format of conversation they need to begin developing oral language |
| linguistic support | talking with children with intensity of vocabulary and social participation with adults are on grade level |
| "children seen and not heard" | restricted conversation develops below school level peers |
| purpose of language | to communicate wants and needs |
| modeling language | means to listen and be supportive and not correct language development in young children |
| phonology | study of sound system in language |
| phonemes | smallest unit of sound: /d/ /o/ /g/ blended to form words: dog |
| graphemes | individual letters represent phonemes |
| morphology | study of structure of word and word formations |
| morphemes | smallest representation of meaning cars->root word-car->plural word-s |
| syntax | entails the ways in which the words are organized and arranged in language |
| kernel sentences | noun - intransitive verb - predicate nominative |
| lexicon | vocabulary of language |
| semantics | way that meaning is conveyed in a language through the use of its vocabulary |
| connotation | implied meaning of words and ideas -idiomatic expression as a communication tool - "it's raining cats and dogs" what is the intended meaning? |
| denotation | literal meaning of words and ideas "dog bites" - people should not trespass or dog will bite amelia bedelia is a character that is literal and has no connotation |
| pragmatic | how context can affect the interpretation of communication describes hidden rules understood by native speakers of the same language "common sense" rules introduction to a person: how are you, followed by a generic response fine - nothing more |
| stages of language development | babbling or pre language stage:0-6 mo holophrastic one-word stage: 11-19 mo two word stage: 13-24 mo telegraphic stage: 18-27 mo ages 2 and 3 age 4 age 5 age 6 and 7 ages 8-12 |
| babbling or pre language stage | receive messages, use reflexive crying to communicate play vocally linguistic and non linguistic sounds identify voices of parents and follow certain commands understand intonation patterns used to convey anger or excitement and patterns used to ask questions |
| holophrastic stage | children at the 1 word stage begin imitating inflections and facial expressions of adults recognize their name and follow simple instructions in contextual settings pointing and requesting understand word concepts and use these to conceptualize complete ideas |
| two word stage | producing rudimentary types of phrases Pivot Open can produce utterances like no more, all gone |
| Pivot | words that can be used to accomplish multiple functions no, up, all, more and gone |
| open | contains words that re generally used to refer to one concept or situation home, milk, doggy, juice, pants, shoe |
| telegraphic stage | beyond 2 word stage and use: content words function words |
| content words | high semantic value that can be used in multiple settings nouns, adjectives, verbs begin to use words in ways they have heard them |
| function words | limited in prepositions and articles do not convey as much as content words sentences consist of subject, verb, object or adjective "milk all gone" "that's not nice" |
| age 2-3 years | at 2 years old: 200-300 words in their linguistic repertoire generally produce short sentences prepositions and pronouns with inconsistency at 3 years old: 900-1000 words follow 2 step commands and engage in short dialogues about familiar topics. request instead of demand courteous vocabulary following conversation formats |
| age 4 | 1,500 words in their speaking repertoire complex sentence structures with pronunciation problems and over generalization understands more than what they verbalize answer factual questions in contextual situations difficulty explaining the rationale for answers |
| age 5 | 2,100 words and working knowledge of the grammar of the language problems with compound sentences |
| ages 6 and 7 | 2,100 speaking vocabulary vocabulary of more than 20,000 words |
| ages 8-12 | age 8: using relative pronoun-clause sentences using subordinated clauses that begin with when, if, because(if you bother me, i will tell the teacher) age 9: the use of the gerund has become common for speakers of this age (cheating is bad) speech is more coherent through the use of connectors:first, during, after, finally age 10-12: use roots, prefixes, suffixes and understand new words in the language sentence structure is more complex |
| pre-k | aware of environmental print recognize signs (STOP) seen frequently recognize a limited number of letter and numbers interpret forms of their writing that represent their written message-invented spelling:"I have a new bike" I hv a n bke actively participate in reading and writing activities orally make rhyming words patterns listen to short stories and retell their favorite parts recognize the orientation of print (left to right, top to bottom, and print usage) |
| kindergarten | retell information from narrative and expository text sources write letters of the alphabet (upper case) and numbers recognize the sound that letters make in initial position make an association with onsets and rimes in one-syllable words write a limited number of sight words engage in invented spelling to communicate in printed form use more descriptive words in oral expression |
| first grade | read stories and discuss stories write stories develop comprehension strategies for getting the main idea, predicting outcomes, understanding sequence, using contextual clues, etc. develop reading literacy use word identification strategies to determine an unknown word use limited punctuation marks use appropriate capitalization in words such as their first name and the first word in a sentence develop spelling techniques for writing words develop sight words |
| 2nd grade | increase sight word recognition red variety of text source such s expository, poems, notes from peers, invitations, etc. read for different purposes such as for information, fun, etc read with fluency use effective comprehension strategies use word identification strategies to determine the pronunciation of an unknown words use an increasing number of punctuation marks in written products use the elements of the writing process make the transition from invented spelling to correct spelling use capitalization more extensively engage in self-directed independent reading |
| 3rd grade | increase sight word recognition read with increased fluency, rate and expression use word identification strategies to determine the pronunciation and meaning of unknown words use comprehension strategies to gin understanding of text sources use reference sources to gain information recognize the different between narrative and expository text forms write descriptively in different text forms such as expository paragraphs, stories, research reports, poems, letters, etc. use effectively the elements of the writing process proofread written products develop and use an increased vocabulary increase the ability to use correct spelling |
| 4th grade | increase sight word recognition that includes content are subjects read a variety of text sources with increased understanding, fluency, rate, and expression spell correctly in a variety of written forms such as paragraphs, poems, etc. read longer text sources as informational articles and trade books expand vocabulary usage continue to use reference sources use effective comprehension strategies to understand a variety of text sources increase usage of punctuation |
| expository text | writing for a purpose explaining describe define |
| declarative sentence | makes a statement ending with a period |
| interrogative sentence | asking a question |
| imperative sentence | direction or command ends with a period |
| exclamatory sentence | ending in exclamation mark and is strongly versed |
| descriptive text | writing to describe something or someone |
| narrative text | is very common in novels, poetry and biographies. They tell life stories and involve plots and story lines. |
| persuasive text | advertisements opinion essays |
| intelligible | can be understood by native speakers with minimum effort |
| language interference | phonologically language interference happens when students use the phonology of their first language to pronounce words in English language. "lice" for "rice" |
| curvillinear style | allows the speaker the option of deviating from the main topic without being penalized |
| speaking check list | sticks to the topic builds support for the subject speaks clearly takes turns and waits to talk talks so others in the group can hear speak smoothly use courteous language presents in an organized and interesting way supports the topical thesis answers questions effectively is comfortable speaking publicly maintains listeners' interests volunteers to answer in class |
| voice disorders | phonation resonance |
| phonation | disorder of any kind in the vibration of the vocal fold hoarseness |
| resonance | disorder abnormalities created when sound passes through the vocal tract hyper nasal sounds |
| fluency disorders | stuttering cluttering |
| stuttering | multiple false starts or the inability to produce the intended sounds |
| cluttering | when children try to communicate in an excessively fast mode that makes comprehension difficult |
| articulation problems | lisping |
| lisping | most common form of articulation problem sound of letters /s/, /sh/, /z/, /ch/ with their tongue between upper and lower teeth children also have problems with letters/w/, /l/, /r/ Elmer Fudd and sylvester the cat are famous lisping and r for wabbit |
| language processing disorders | generally cause by brain-based disturbances called aphasia |
| aphasia | receptive expressive global |
| receptive aphasia | "sensory aphasia" results from lesion to a region in the upper back part of the temporal lobe creates problems with listening comprehension and retrieval of words from memory has tendency to repeat formulaic phrases and producing unintelligible sequence of words or sounds |
| expressive aphasia | damage to the lower back part of the frontal lobe affects speaking ability and causes specific problems with articulation and fluency very slow speech indicating multiple hesitations and p problems with intonation, rhythm and stress resembles telegraphic age of first language developers |
| global aphasia | brain based disorder that affects both receptive and expressive language minimal speech comprehension is limited "irreversible aphasia" |
| activities to promote oral language | dramatic play language play show and tell puppet show pair interview presentations |
| dramatic play | using prompts is an ideal activity to develop communication students are given the opportunity to role-play by resembling real-life situations |
| language play | use of language in rhyme, alliteration, songs and repeating patters to amuse children. tongue twisters are commonly used practice pronunciation and language patterns nursery rhymes |
| show and tell | children bring artifacts and personal items to class children show the object and are expected to describe its features to the class home and cultural pride as well as multicultural awareness |
| puppet show | hand puppets finger puppets string puppets prompts communication and confidence among children orally communicate using the puppet to convey information enjoyable and motivating activity for young learners |
| pair interview | promote communication to learn information about each other and report findings to a larger group recommended instructional strategy to be used for the first day of school to get to know each other |
| presentation | speaking in front of people called an audience or individuals |
| affect | the arrow affected the ardvark verb |
| effect | the effect was eye popping noun |
| basal reader | text source used to develop children's literature skills introduce, practiced and applied by reading narratives and expository texts typically the "reading books" school supplies for teacher and students |
| phonemic awareness | basic linguistic principle required to develop oral and written communication child's ability to understand that words have smaller components called sounds, and that sounds together create syllables and words |
| phonological awareness | ability to recognize and manipulate components of the sound system of a language segment words into smaller units like syllables and phonemes (sounds) the ability to use letter-sound knowledge to identify unknown words |
| syllabication | ability to conceptualize and separate words into their basis pronunciation components, which are syllables division of speech sound within words: elegant = el/e/gant teachers often clap to indicate syllable boundaries |
| phonetic stress | taught through the use of nursery rhymes, short poems or stories like Humpty Dumpty introduction to sounds and music of language and phonemic stress and phonemic awareness ELLS are also able to pick up on chunks of language and can participate |
| alliteration | technique used to emphasize phonemes by using successive words that begin with the same consonant sound or letter Peter Piper Picked a Peck of Pickled Peppers |
| Word Stress | main stress and secondary stress present: noun (to give a present) and verb (to be present) |
| intonation patterns | describes the pitch contour of a phrase or a sentence that is used to change the meaning of the sentence appear to be identical but convey a different meaning Q: How ARE you? A: How are You? |
| metaphor | comparison of two unlike things without using as or like the moon was an orange floating on the silver platter of the sea |
| oracy | concept that identifies and describes the difference between the skills of listening and speaking from the skills of reading and writing |
| onsets | the consonants that come to the beginning of syllables in words "bl" as in "blend" |
| rimes | vowels and consonants at the end of a syllable "end" as in "blend" |
| orthography | correct spelling |
| choral reading and speaking | allows children to orally share written words also be used in a thematic unit as children orally deliver a poem or in a science class to read a section of print |
| readers' theater | children reading from a prepared script or from a script the children have written learn voice of the characters bring characters to life have eye contact with their audience |
| SQ3R | survey question read recite review |
| survey | First, get an idea of what the chapter is about by reviewing the highlights: Read the title, headings and subheadings. Notice words that are italicized or bold. Look at charts, graphs, pictures, maps and other visual material. Read captions. Read the very beginning and end of the chapter. |
| question | As you survey the text, ask a question for each section. Ask what, why, how, when, who and where questions as they relate to the content. Here's how you can create questions: Turn the title, headings or subheadings into questions. Rewrite the questions at the end of the chapter or after each subheading in your own words. Write down your questions. Questions help you pay attention, understand the text better and recall the information more easily later on. |
| read | Read one section of the chapter at a time, actively looking for an answer to your question for that section. Pay attention to bold and italicized text that authors use to make important points. Be sure to review everything in the section, including tables, graphs and illustrations — these features can communicate an idea more powerfully than written text. |
| recite | At the end of each section, look up from the text and in your own words recite an answer to your question for that section. Then write down your answer. Be sure to provide examples that support it. Now repeat the Question, Read and Recite steps for each section of the chapter. First ask a question for the next section. Then read to find the answer. Finally, recite the answer in your own words and jot it down. The written questions and answers can help you study in the future. |
| review | After completing the chapter, review your notes. Identify the main points by looking for the most important idea in each section. Recite, or write, a brief summary of the assignment. Review your study notes every week to help you remember the information. When it's time to prepare for your tests, you'll find you've created an invaluable study guide |
| closed syllable | ends in a consonant and has a short vowel sound |
| open syllable | ends in a vowel and has a long vowel sound |
| consonant digraph examples | spherical, church, numb, shrink, thought, whether |
| when is ck used in a word? | after a short vowel in a one - syllable word |
| assonance | the leaf the bean the peach all were with in reach |
| alliteration | six snakes sell sodas and snacks |
| medial sounds long vowel | feet |
| medial sounds short vowel | pan |
| medial sound consonants | kitten |
| syllable table | listen to the word: table: ta...ble |
| onset/rime pan | p...an |
| phoneme by phoneme sat | s/a/t how many sounds do you hear? 3 |
| segmenting words | phoneme counting |
| orthography | the spelling system of our language - English |
| synthetic approach | direct or explicit phonics bottom-up model of learning to read learning to recognize letter, blend words, read connected text |
| analytic approach | indirect or implicit phonics "discovery method" deduce the sound spelling relationship lease effective for students with learning disorders |
| random cues | almost any visual cue that will help the student remember the word abstract as a thumbprint or a smudge near the word |
| environmental cues | include where the word is located on the page |
| distinctive cues | y in pony or the two ll's in yellow |
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