1
Q
- use/understand single words or chunks through oral discourse
- Use/understand simple, memorized written with visual support
- use most common vocab
A
Language Proficiency Levels-
Level 1
2
Q
- use/understand phrases/short sentences through oral discourse
- use/understand simple,written English with instructional support, but errors often impede meaning
- use high frequency vocab
A
Language Proficiency Levels-
Level 2
3
Q
- use/understand a series of related sentences in oral discourse
- use/understand written English but errors at times impede meaning
- use some specialized and technical vocab
A
Language Proficiency Levels- Level 3
4
Q
- use/understand a variety of complex sentences in oral discourse
- use/understand written English at grade level with instructional support
- use some specialized and technical vocab
A
Language Proficiency Levels-
Level 4
5
Q
- use/understand a variety of linguistically complex sentences in oral discourse
- use/understand written language approximate to English peers
- use specialized and technical vocab at grade level
A
Language Proficiency Levels-
Level 5
6
Q
Beginning Level Proficiency
A
Levels 1 & 2
7
Q
Intermediate Level Proficiency
A
Level 3
8
Q
Advanced Level Proficiency
A
Level 4
9
Q
Advanced High Level Proficiency
A
Level 5
10
Q
-relates sounds to meanings though word of mouth communication
A
Oral Language
11
Q
First steps of oral language should be
A
naturally accomplished and without formal instruction
12
Q
for ELLs,first steps of oral language in reading instruction should be
A
inclusive in phonemic awareness, phonics, decoding, and word attack skills; also must be taught vocab, comprehension skills and strategies
13
Q
Major Goals of Oral Language
A
Enhanced Vocab and Concept Development
14
Q
oral language development should be based on
A
-development should build on cultural linguistic and home backgrounds by including those as appropriate
15
Q
Teachers must teach and model aspects of oral language because
A
students should understand different purposes of speaking and listening to various groups
16
Q
words in two languages that share similar meaning, spelling, and pronunciation. 30-40% of all English words relate to Spanish
A
Cognates
17
Q
placement of a verb before its subject and can grammatically be correct/incorrect
A
Inversions
18
Q
combination of sounds that has meaning in speech or writing; cannot be divided into smaller grammatical parts
A
Morpheme
19
Q
formal or informal assessments; goal is to listen, analyze, and record brief episodes of students’ oral language-conversation, retelling a story, etc.
A
Oral Language Assessment
20
Q
spelling patterns
A
orthography
21
Q
the smallest individual sounds in a word
A
phonemes
22
Q
The sounds of human speech
A
Phonetics
23
Q
The study of language in use, not in its structure. Pragmatics studies the appropriate use of language. One needs to be competent in pragmatics in order to communicate in a competent manner
A
Pragmatics
24
Q
This is breaking something into parts. In oral language development, segmentation usually refers to hearing and recognizing parts of words
A
Segmentation
25
Rules that govern the construction of words in order to make phrases, clauses, and sentences. The structure of phrases or sentences that make sense. Syntax includes subject-verb-agreement
Syntax
26
The knowledge of the meaning and pronunciation of words
Vocabulary
27
oral language cannot be acquired UNLESS
it is used
28
Skills students need to interpret, analyze, evaluate, and produce both images and messages from various media
Viewing and Representing
29
Scaffolding instruction of prior reading and writing for viewing and representing skills is
necessary
30
teachers provide temporary support and then gradually remove that support as new students master skills
scaffolding instruction
31
various hints/suggestions of the meaning of a word or visual image
connotative meaning
32
the very specific definition of a word or visual image
denotative meaning
33
a scoring guide based on several criteria rather than a single numerical score
Rubric
34
the use of everyday language such as in text messaging and emails
colloquial writing and speaking
35
requires that teachers have a clear understanding of various types of literacy screening and assessment tools in order to meet the needs of all students
Assessment of developing literacy
36
assessment provides valuable information necessary for
planning instruction
37
Assessment cycle
instruction, learning, assessment, evaluation, planning, starts all over
38
tests in which a standard has been set for the test taker to achieve in order to pass the test
criterion-referenced state tests
39
the basis of these texts is the curriculum that is being taught
curriculum-based reading assessments
40
Screenings, tests, and questions that are considered part of the instructional process since they are given throughout the learning of new instructional objectives
Formative Assessments
| can be in the forms of asking questions, observations, and self/peer assessment
41
measure of reading where a reader has difficulty with no more than one word out of every twenty
independent reading level
42
a measure of reading where a reader has difficulty with one in ten words
Instructional reading level that is challenging but manageable
43
Determining the kinds of reading strategies a reader uses during the process of reading from a text; incorrect guess
Miscue analysis
44
Tests that compare an individual's performance to a group called the norm group
Norm-referenced texts
45
a kind of assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something
performance-based assessment
46
an on-going method to assess students' reading through listening to them read while checking on their accuracy, error rate, and self correction rate
Running Records
47
test that are given at certain points in time in order to determine what students know and don't know ; typically standardized ones
Summative assessment
48
an informal type of assessment that requires students to write a response to a teacher prompt or question
Exit slips
49
process of growth of students' reading, writing, and oral language skills
Literacy Development
50
Literacy development often moves in
predictable stages
51
Literacy development includes
- ability to recognize letters and their words
- being able to sound out words by breaking them into simple forms
- reading and comprehending
- ability to write with meaning
52
skills of reading, writing and speaking develop
simultaneously and interrelatedly in young children
53
purpose of the story or book which could be for entertainment, information, or to solve a problem
author's point of view
54
students' understanding of a book through discussion about items including the front and back covers, title page, the story itself, unusual names, and/or new vocabulary, reading from left to right, and connection between written and spoken words
book orientation
55
vocabulary refers to stored information about the meaning and pronunciation of words
Lexicon
56
Thinking about your own thinking
metacognition
57
the way words are formed and are related to each other
morphology
58
the study of speech sounds used in language
phonology
59
setting, characters, theme, conflict, and resolution
story elements
60
when children understand that written language has meaning and gives messages; begin to recognize words in the environment or in text signs
emergent stage of development
61
begin understanding that reading from the printed page needs to make sense - both from pictures and from print; can identify most letters and know the sounds of some
Early readers
62
recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words
fluent readers
63
ability to read easily and with understanding and prosody ; involves rate and accuracy and intonation
reading fluency
64
goal of reading fluency strategies
is to improve students' ability to comprehend what they read
65
skills for reading fluency
phonemic awareness, alphabetic principle, phonics, word recognition skills, and vocab
66
fluency can be accurately measured through
oral reading; requires using three skills of speed, accuracy, and prosody concurrently
67
Effortless reading of words that usually does not include reading with expression
automaticity
68
factual material that describes and discusses something or tries to persuade
expository text
69
refers to stories and can be in any format including books, dramatic plays, songs, speech, or writing
narrative text
70
the way a student orally reads words and sentences
prosody
71
the ability of a student to recognize written words correctly and fluently
word recognition skills
72
active, integral processes through which students derive / construct meaning from the printed page
reading comprehension
73
at the top of the scaffold of teaching reading
reading comprehension
74
teacher models and teaches students to say out loud or in their head what they are thinking when they are reading
thinking aloud modeling strategy
75
time for students to a practice a strategy with the help of the teacher
guided practice
76
an assigned task that is provided for students to do independently after they have practiced the targeted skills with the help of the teacher
independent practice/application
77
repeating the first letter or sound at the beginning of adjacent or closely connected words
alliteration
78
exaggeration in a statement or claim in order to make a point but not meant to be taken literally.
hyperbole
79
comparing an object or action to something else which is not literally applicable
metaphor
80
comparing two things using the words "like" or "as"
simile
81
giving human characteristics to objects or animals
personification
82
words that mimic the sound of the object or action that it refers to
onomatopoeia
83
using contradictory terms in conjunction with each other
oxymoron
84
factual material that includes expository, persuasive, and procedural text
informational text
85
factual material that describes and discusses a topic or sometimes tries to persuade
expository text
86
the ability to develop feelings and understanding about what has been read
appreciative comprehension
87
the ability to analyze the text through questioning whether it is fact or opinion by determined if there is faulty/confusing reasoning, determining character development and use of language, and explaining point of view
Evaluative comprehension
88
understanding parts of what has been read without it being stated explicitly
inferential comprehension
89
understanding the facts from what has been read such as main idea, specific details, and point of view
literal comprehension
90
Thinking about one's own thinking; includes self-monitoring and self-evaluation
metacognition
91
building on simpler skills to develop other skills that are more difficult
scaffolding in reading
92
need to be specifically and explicitly taught to all students
comprehension strategies
93
determining a structure of background knowledge that a reader has about what is being read or written
schema development
94
lifelong learning skills that will be used extensively in content areas
reading inquiry and research
95
type of graphic organizer especially used for inquiry and research and usually used beginning in upper elementary grades
I Chart
96
The ability to recognize, name, and write letters
alphabetic knowledge
97
combining sounds (such as syllables) together to form into a word
blending
98
the various hints/suggestions of meaning of a word or visual image
connotative meaning
99
two consonants that blend together but lose their own sound and create a new one such as: ch, tch, sh, th, wh, ng, ck, kn, -dge, and ph
consonant digraphs
100
when children know and use most basic spelling rules and spell most words correctly
conventional spelling
101
very specific definition of a word or visual image
denotative meaning
102
A student that is beginning to learn to read
emergent reader
103
a symbol, letter, or combination of letters that represents a single sound
grapheme
104
the relationship between symbols (letters and words) and sounds of a language
graphophonemic
105
have difficulty with no more than one word out of every twenty for students in grades 1-8. Each grade level is obviously expected to read more words per minute
independent reading level
106
a combination of sounds that has meaning in speech or writing; it cannot be divided into smaller grammatical parts
Morpheme
107
the initial sound in a word is the ____, and the remaining phoneme/sound is the ___
onset and rimes
108
ability too identify individual sounds in spoken words, divide words into individual sounds, blend together sounds into words, and "play with" sounds by adding or taking them away from words
phonemic awareness
109
when students spell the way they hear the word pronounced
phonemic spelling
110
both recognizing sounds and the corresponding letters; involves both ears and eyes
phonics
111
when students use scribble shapes and sometimes letter-like shapes for spelling words
pre-comminicative spelling
112
when children have some letter awareness
pre-phonemic spelling
113
refers to the context and framework through which a student views the world
schema
114
study of word or symbol meaning
semantics
115
words that students can quickly and easily identify
sight word vocabulary
116
when students use some conventional spelling but still misspell many irregular words
transitional spelling
117
two vowels that make only one sound such as oo as in foot
vowel digraphs
118
two vowels blending together to make a sound in which both vowels are usually heard oy, ow, oi, ou, aw
vowel diphthongs
119
steps that students go through to compose finished text: planning, drafting, revising, editing, and publishing
writing process
120
umbrella term that includes: phonemic awareness, syllabication, rhyming, understanding spoken words
Phonological awareness
121
can be taught and can be a strong predictor of children's future success in reading
phonological and phonemic awareness
122
most children are unable to develop phonological awareness skills without
explicit instruction
123
refers to students' ability to effectively know and use words in their listening, speaking, reading, and writing
vocabulary development
124
either a prefix at the beginning of a word or a suffix at the end of a word
an affix
125
a strategy used to determine the meaning of new words from the surrounding text
contextual analysis
126
the study of words or word parts
etymology
127
- aware that drawing and print have specific meanings and may try to "read" what they draw
- scribbles-first randomly then in a more linear fashion as from left to right
- draws symbols that represent letters
- understands that the difference between print and drawing, sometimes relying on these pictures and symbols to assign meaning
- writes "mock" letters
- relies on own experiences to generate messages
Stage 1 of Writing: Pre-Conventional Stage (Ages 2-5)
128
- understands that what is said can be written
- may continue to insert scribbles or mock letters in their writing
- beings to understand and demonstrate relationship between written and spoken words
- may pretend to read their own writing
Stage 2 of Writing: Emergent Stage (Ages 4-5)
129
Early Transition stage:
- writes single letter to represent entire word
-continues using some random letters, letter strings, and few mock letters
Transitional/Early Writing:
-Letter formation continues to be inexact
-has some understanding of capital letters
- attentive to beginning and ending consonant and cowl sounds and need for spacing
- spells more words correctly
-understands and can explain some of the purposes of writing
- begins to discuss ways to make writing better
Stage 3 of Writing: Transitional Stage (Ages 5-6)
130
- demonstrates more control over many aspects of the writing process
- can adjust writing for different purposes such as for information, biographies, and narratives
- uses an increasing number of known vocab words
- has more control over proper spelling of words, punctuation, and capitalization
- demonstrates greater usage of simple, compound, and complex sentences
- uses various strategies to attempt to spell new and unknown words
Stage 4 of Writing: Conventional Stage (Ages 6-7)
131
- understands and is able to write for various purposes and audiences
- expresses correct usage of most spelling, punctuation, capitalization, and grammar
- possesses and uses correctly an increasingly broad vocabulary
- writes a logical movement of ideas
- writes effectively through the use of appropriate words, phrases, and sentence structures; minor errors do not detract from writing fluently
- transitions easily from sentence to sentence and from one paragraph to another
Stage 5 of Writing: Proficient Writing (Ages 7-9)
132
basic elements to make a sentence: subject, verb, and complete thought
simple sentence
133
has an independent clause and a dependent clause
complex sentence
134
has two independent clauses joined by a coordination conjunction
compound sentence
135
made up of two independent clauses and at least one dependent clause
compound-complex sentence
136
ends in a consonant
closed syllable
137
ends in a vowel
open syllable
138
has silent "e" and makes the vowel before it long
vowel-consonant-e syllable
139
two vowels next to each other that combine to form a new sound
vowel team syllable
140
contains a vowel followed by the letter r
r-controlled syllable
EC-6 Cert
flashcards
Decks in class (16)
# Cards
-
Language Arts140
-
Pedagogy Terminology14
-
Social Studies - Economics54
-
Social Studies - Geography37
-
Social Studies - Government25
-
Social Studies - American History38
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Social Studies - Texas History5
-
Social Studies - World History0
-
Social Studies- Instruction and Assessment7
-
Fine Arts- Health23
-
Fine Arts - Music57
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Fine Arts - Physical Education21
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Fine Arts - Visual Arts34
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Fine Arts -Theater5
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Mathematics - Algebra10
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Science - Earth and Space0
