LINGUISTICS

♥️Imitation

a learning strategy that young children frequently use to replicate someone's behavior, actions, phrases,
etc.

♥️Phonology

is the study of the sound system of a language.

♥️Grapheme

individual letters

♥️Phonemes

basic units of sound

♥️Syntax

The ordering of words into meaningful verbal patterns such as phrases, clauses, and sentences.

♥️Syntactic clues

requires the child to think about the words order in a sentence. The word order in a sentence might also
provide clues to readers; context clues

♥️Lexicon

refers to the vocabulary of a language

♥️Semantics

refers to the way that meaning is conveyed in a language through the use of its vocabulary

♥️Connotation

refers to the implied meaning of words and ideas; therefore, speakers must have knowledge of the
culture to understand an expression of applied meaning

♥️Denotation

literal meaning of words and ideas

♥️Pragmatics

describes how context can affect the interpretation of communication

♥️Relative pronoun clauses

A relative clause does not express a complete thought, so it cannot stand alone as a sentence.

ex. that, which, whichever, who, whoever, whom, whose, whosever, whomever

♥️Subordinate clauses

a clause, typically introduced by a conjunction, that forms part of and is dependent on a main clause
(e.g., "when it rang" in "she answered the phone when it rang").

♥️gerunds

-ing verb

♥️intelligible

able to be understood, comprehensible

♥️Ebonics

A language variant used by some African-American children

♥️Phonation disorder

describes any kind of abnormality in the vibration of the vocal fold. Ex. Hoarseness or extreme
breathiness can interfere with comprehension

♥️Resonance disorder

describes abnormalities created when sound passes through the vocal tract. The most typical resonance
disorder occurs when the sound passing through the nasal cavity changes oral sounds to nasal. This type
of disorder should not be confused with nasal quality of Southern dialects like the Texas twang.

♥️Stuttering

is characterized by multiple false starts or the inability to produce the intended sounds.

♥️Cluttering

occurs when children try to communicate excessively fast mode that makes comprehension difficult.

♥️Lisping

is a term used when children or adults produce the /s/, /sh/, /z/, and /ch/ with their tongue between
the upper and lower teeth

♥️Phonemic awareness

refers to a child's ability to understand that words have smaller components called sounds, and these
sounds together create syllables and words
♥️Phonological awareness

is the ability to recognizes and manipulate components of the sound system of a language; is an
auditory process and skill

♥️Syllabication

It refers to the ability to conceptualize and separate words into basic pronunciation components, which
are syllables.

♥️Phonemic stress

where the stress is put on each syllable of a word

♥️Alphabetic principle

The ability to connect letter with sounds, and create words based on these associations.

♥️Pre-alphabetic phase

identifying the logo of a store like Wal-mart, by their design instead of by specific letters contained in
the logo.

♥️Partial alphabetic phase

As they get exposed to alphabet block playing and concrete letter objects are typical on early childhood
programs. They begin connecting the shape of the letter with the sound that it represents.

♥️Full alphabetic stage

At this stage, children begin making connections between the letters, the sounds that the represent, and
the actual meaning of the word.

♥️Consolidated alphabetic stage

Children begin conceptualizing that they can us components of words that the know to decode new
words. They begin discovering how they can create new words with the use of onsets, rhymes, and
other letter sequences.

♥️sight words

words they can identify instantly

♥️Running record

is a way to assess students' word identification skills, accuracy and fluency in oral reading.

♥️Formative evaluation
occurs during the process of learning when the teacher or the students monitor progress while it is still
possible to modify instruction

♥️Summative evaluation

occurs at the end of a specific time of course study.

♥️Criterion-referenced tests (CRTs)

the teacher tries to measure each student against uniform objectives or criteria (STARR test)

♥️Norm-referenced tests

the purpose is to compare the performance of groups of students; limited number can score high.

♥️Performance-based testing

asses how students perform on a certain task.

♥️Authentic assesments

Paper and pencil test, essay test as well as projects, observations, checklist, anecdotal records,
portfolios, self-assessments, and peer assessments.

♥️rubric

is a checklist with assigned point values.

♥️Story retelling

a strategy used with children to assess listening and reading comprehension. This strategy also assess
sentence structure knowledge, vocabulary, speaking ability and knowledge about the structure of
stories.

♥️Prior knowledge (background knowledge)

Something the student knew about the topic prior to studying.

♥️Pre-reading activities

during this time prior knowledge is activated, during this time a teacher can make an unfamiliar topic
seem familiar and an interest can be stirred up.

♥️Reciprocal Teaching

is a research-bases method that develops comprehension. In small groups of four, students take on roles
and practice four key comprehension strategies; summarizing, questioning, clarifying, and predicting.

♥️convergent
indicates that only one answer is correct

divergent

♥️indicates that more than one answer is correct

♥️Literal questions

questions that are easily answered and can be easily located within the text.

♥️Inferential questions

students must draw conclusions, e.g., about a feeling, a new idea; "reading between the lines

♥️Applied questions

creative questions that extend beyond text, e.g., "So what does this mean for us?" or "What would you
have done if you were ____?" Additionally, teachers can use Bloom's Revised Taxonomy to make sure
they are asking questions from across the taxonomy

♥️cloze test

a passage with omitted words the test-taker must supply; By leaving strategic blanks throughout the
reading passage, the reader draws upon semantic (meaning-based) and syntactic (grammar-based) clues
to construct and problem solve about what the best possible choice for the missing word might be

♥️Semantic mapping

a strategy to make direct connections between the vocabulary or words they are learning and those
they may have seen, heard or learned is a reading tool that shows the relationships between words and
concepts. It is a visual diagram with specific links between words and concepts. By showing the ways
that words and concepts relate to other words and concepts, students can understand the
interrelatedness of words and ideas in a visual, concrete, and organized way as they read. It can be used
before, during, and after reading instruction.

♥️Independent level

the student reads 95% of the words correctly in the book

♥️Instructional level

the student reads 90% to 94% of the words correctly in the book, which means the student can perform
satisfactory with help from the teacher.

♥️Frustration level

the student reads 89% or fewer words correctly in th book

♥️retell a story

student tells the teacher the story they just read; measures comprehension (informal assessment)

♥️informal assessment

measures can include observations, journals, written drafts and conversation

♥️checklist

list of competencies, skills or requirements, and then uses the list to check off the ones a student or
group display. Gives teachers the potential for capturing behaviors that cannot be accurately measured
with paper and pencil test.

♥️Anecdotal records

is an observational method used frequently in classroom or learning settings in which the observer
summarizes a single developmental incident after the event has occurred. Written from memory, the
anecdotal record documents a student's growth and trends. Are helpful ins some instances, such as
capturing the process a group of students' uses to problem solve. They can be useful for when giving
feedback to the group.

♥️Hyperbole

exaggerated statements or claims not meant to be taken literally.

♥️Onomatopoeia

the formation of a word from a sound associated with what is named (e.g., pop, roar, meow)

♥️A compound sentence

at least two independent clauses and no dependent clauses

The sentence: "The bus was late and he was late." Is an example of

♥️A participial phrase

when a verb is used as an adjective

"leaping the fence, the cat surprised me" is an example of?

♥️An appositive phrase

A noun or pronoun with modifiers. It is placed next to a noun or pronoun and adds information or detail

♥️A complex sentence

The sentence: "The bus was late, but John still managed to catch it." Is an example of
♥️Shared reading

is a method that facilitates students' understanding of the text while the teacher reads aloud and
students follow along with the same text.

♥️Mentor Text

are primarily used during writing workshops and writing mini-lessons to provide examples of quality
writing for students to imitate or as sources of inspiration for writing. can provide examples of a genre, a
writing trait, or a specific author€™s style. lessons have a specific teaching focus, such as how to write
with detail.(integrate reading and writing by demonstrating exemplar texts)

♥️Dialogue journals

are like a pen pal

♥️Learning logs

guide students to synthesize the content learned in class and identify areas in need of further support.

♥️Visual coherence

The ways in which the design of the piece creates a sense of unity and wholeness.

♥️visual impact

The ways in which the overall design appeals to the viewer

♥️visual salience

The ways in which the layout and use of color appeal to the viewer

♥️Students who have difficulties reading typically have core deficits in phonological awareness. Which of
the following instructional activities by the teacher best supports development in this area?

Breaking words into phonemes, orally, and asking the students to count the number of phonemes

♥️Matthew effect

Borrowed from a line in the Bible's Book of Matthew -- the rich get richer and the poor get poorer. In
reading, this describes the difference between good readers and poor readers -- while good readers gain
new skills very rapidly, and quickly move from "learning to read" to "reading to learn," poor readers
become increasingly frustrated with the act of reading, and try to avoid reading when possible. The gap
is relatively narrow when the children are young, but rapidly widens as children grow older. (Good
readers, already fluent and skilled at reading text, become better readers, whereas poor readers
become worse.)

♥️sustained silent reading (SSR)

has a primary focus of developing comprehension and vocabulary as students are taught to self-select
an appropriate text for their reading level, background knowledge, and interests. The process of wide
reading promotes fluency, vocabulary, and comprehension development overall, provided the students
select appropriate texts for themselves. The other answer choices, although helpful in creating
successful readers, are not the primary goal of SSR. (To boost reading comprehension and fluency)

♥️Expository writing

writing that explains or informs; is also known as informational text. It typically covers content areas
such as science, social studies, math, health, and other core academic areas. Expository text is typically
in the format of news stories, articles, biographies, textbooks, and magazine articles, among others,
including online reading.

♥️Narrative writing

usually consists of story-like text, such as fiction;

Tells the story of real-life experiences

♥️Persuasive writing

An attitude or position taken by a writer or speaker with the purpose of proving or supporting it; more
specific type of expository text.

♥️writing process

Generally is sequenced in the following steps: brainstorming, revising, editing, and publishing

♥️consolidated alphabetic stage

students understand and conceptualize that they can use parts of known words to decode unknown
words; Students can use components of words they know to decode new words

♥️Oral retelling

explanations students give in their own words of something they have heard or read. Commonly used
with reading as a comprehension check.

♥️Reader's theater

The oral presentation of drama by two or more readers using a printed script; normally used to create
motivation and oral fluency; students rehearse their reading part and then create a theater format to
present the reading. Through repeated reading, the students are building fluency.

♥️story grammar

A series of rules that are designed to show how the parts of a story are interrelated; focuses on
identifying and describing the common elements of fictional text, such as characters, plot, setting,
problem, and solution. Teachers can develop it by using graphic organizers and having students name
and identify the different features of the story grammar present in the text

♥️get the gist

Main (idea)

♥️plot summary

A Condensed Description of the Story;

synopsis

♥️Which of the following would be the best strategy to teach students so they can successfully read
expository text?

Teach them to read expository text more slowly than they would read narrative text; Expository text, or
informational text, often contains denser and more conceptually challenging ideas than encountered in
narrative text. Therefore, students need to be taught to read this text more slowly so they can fully
understand and monitor their own understanding about these denser ideas.

♥️morphology

means the study of morphemes and their function in words, vocabulary, and reading; is the study of the
structure of words and word formation. Morphemes are the smallest units of meaning in a word.
Examples of morphemes include prefixes (such as re- or un-) and suffixes (such as 'ed or 's) that can
change the meaning of a word. By drawing students' attention to morphemes through the study of
morphology, students can consider word meaning and, hence, their vocabulary.

♥️morphemes

The smallest units of meaning in a language.

♥️Teaching students about morphology can help them in which of the following ways with their
reading?

It will help students to unlock the meanings of words as they consider the meanings of prefixes, suffixes,
or root words.

♥️Rereading

Reading a text multiple times. This is a strategy that can increase reading fluency; is a common and
widely used comprehension

♥️Mr. Navarro is a seventh-grade language arts teacher. He is working with a group of students who are
having trouble with comprehending basic text. Which of the following is the most effective strategy that
he can teach students to do to support their comprehension when it breaks down while reading?
Rereading

♥️Directed reading-thinking activity

Guided reading method where teacher divides text into shorter segments and leads kids in predicting,
read silently to confirm predictions, discuss to clarify predictions and formulate new predictions; is a
strategy by which the teacher guides reading through either an expository or narrative text

♥️A study strategy by which the teacher helps students establish a purpose for reading and guides
students to make predictions while reading is also known as which of the following?

Directed reading-thinking activity

♥️homonym

a word spelled exactly like another word, but having a different meaning; ex. Club

♥️homophone

a word that has the same sound but a different meaning as another word; ex. Too and two

♥️Transitions

Any word or phrase (group of words) used to move from one idea to the next, one sentence to the next,
or one paragraph to the next; are specific words that increase the coherence of writing and are known
as connecting discourse. Examples include therefore, however, and sequence words such as first, next,
and then.

♥️Teaching students to use connecting discourse improves the overall effectiveness of their writing. The
types of words that aid in this learning objective are known as

transitions

♥️consonant digraph

Two consonants that represent one speech sound. (Examples: ch, sh, th); is defined as a letter-sound
combination where two consonant letters represent one sound. Examples include: ph, sh, wh, th, and ch