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37 Cards in this Set
- Front
- Back
Phonology
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The study of the sound system of language.
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Phonemes
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The basic units of sound.
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Morphology
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The study of the structure of words and word formations..
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Morphemes
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The smallest representation of meaning.
Ex: cars has two morphemes: the basic word or root word car and the plural morpheme s. |
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Syntax
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The ways in which words are organized and arranged in a language.
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Lexicon
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The vocabulary of a language.
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Semantics
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The way that meaning in conveyed in a language through the use of its vocabulary.
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Connotation
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Refers to the implied meaning of words and ideas.
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Denotation
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Refers to the literal meaning of words and ideas.
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Pragmatics
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Describes how context can affect the interpretation of communication. Describes the hidden rules of communications understood by native speakers of the same language.
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Phonemic awareness
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Refers to a child's ability to understand that words have smaller components called sounds, and that these sounds together create syllables and words. This is the basic linguistic principle required to help develop an understanding of oral and written communication.
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Phonological awareness
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The ability to recognize and manipulate components of the sounds system of a language. It includes ability to segment words into smaller units like syllables and phonemes (sounds). It also encompasses the ability to identify and separate words within a sentence, identify stress in individual words, and identify the intonation pattern used in sentences.
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Bottom-up approach (skills based)
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This approach leads from the specific to the general, or from parts to the whole. This approach begins with phonemes and graphemes, and continues by expanding to the syllable, words, sentences, paragraphs, and then the whole reading selections. The best representation of this approach is phonics instruction.
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Top-down approach (meaning-based)
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This approach begins with the whole and then proceeds to its individual parts. Begins with whole stories, paragraphs, sentences, words and then proceeds to the smallest units of syllables, graphemes, and phonemes. The approach that best represents this view is the whole language approach.
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Miscue analysis
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A process that begins with the child reading a selection orally, and an examiner noting variations of the oral reading from the printed text. Each variation from the text is analyzed for type of variation.
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Balanced reading program
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-read alouds
-shared and guided reading, and reading workshops -student-directed reading and independent reading -teacher directed writing -shared writing as in language experience/interactive writing, writing workshops -student-directed writing and independent writing activities |
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Semantic cues
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Requires a child to think about the meanings of words and what is already known about the topic being read.
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Syntactic cues
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The word order in a sentence.
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Structural cues
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Letter groups in words.
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Derivational morphemes
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Come in the form of prefixes.(pre-, anti-, sub-, etc)
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Inflectional morphemes
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Do not change the syntactic classification in a word. Always function in suffixes.
(short plural, long plural, third person singular, possessive, progressive, regular past tense, past particle, comparative and superlative) |
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Homonyms
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Words that have the same sound and same spelling but differ in meaning.
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Homophones
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Words that sound the same but are spelled differently and have different meanings. (blue, blew)
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Convergent questions
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Indicates that only one answer is correct.
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Divergent questions
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Indicates that more than one answer is correct.
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Cloze test
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A passage with omitted words that the test taker must supply.
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Semantic mapping
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Can be used as a strategy to make direct connections between the vocabulary words or words they are learning in the classroom and those that they may have seen, heard, or learned priorly.
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SQ4R
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Survey, question, read, reflect, recite, and review. Students often use this when reading text in content areas.
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Reciprocal teaching
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An instructional activity designed for struggling readers in which the teacher engages students in a dialogue about specific portions of a text. The main purpose of this activity is to guide children to construct meaning and to monitor reading comprehension.
1. summarizing the content of a passage 2. asking a question about the main idea 3. clarifying difficult parts of the content 4. predicting what will come next |
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DRTA
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Stands for Directed Reading Thinking Activity.This teacher-directed strategy helps students to establish a purpose for reading a story or reading expository writing from a content book.
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Elements of writing
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1. organization
2. ideas 3. voice 4. word choice 5. sentence fluency 6. conventions 7. presentation |
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Narrative writing
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A story or and account. It may recount an incident or a series of incidents. May be fiction or nonfiction.
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Descriptive writing
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Writing to provide information about a person, place, or thing. Can be fiction or nonfiction.
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Expository writing
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Writing to explain and clarify ideas. Found in many textbooks.
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Functional writing
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Writing that describes activities in which which writing is used to achieve a specific purpose. Ex: labeling areas and objects in the classroom.
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Running records
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A way to assess students' word identification skills and fluency in oral reading.
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Summative evaluation
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Occurs at the end of a specific time or course of study. Usually applies a single grade or score to represent a student's performance.
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