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reading/language/lit
cset multiple subject subset 1 (part 1)
| Question | Answer |
|---|---|
| homophones | same sound, different meaning |
| syntax | rules for organizing words into sentences |
| pragmatics | rules for conversation |
| telegraphic speech | minimal words to get meaning across |
| infant-directed speech | motherese/parentese: baby talk, adult modified speech for children to better understand |
| strategies for childrn's natural ability to speak | recasting/rephrasing, expanding, labeling, echoing |
| i versus me | use I when pronoun is the subject of a verb, use me when pronoun is the subject of a preposition |
| diction | word usage |
| personification | giving human qualities to nonhuman |
| irony | conveys a meaning opposite from words actually used |
| protagonist versus antagonist | hero versus villan |
| climax | highest point of interest |
| denounement | resolution of conflict |
| ballad | narrative poem that tells a story and was written to be sung |
| free verse | technique of poetry, no rhyme and does not have a regular rhetorical pattern |
| prose | no break in continuity of print |
| sonnet | 14 lines, iambic pentameter, formal arrangement. iambic pentameter: line of five iams; iams= one unstressed syllable followed by stressed syllable |
| omniscent point of view | telling a story that allows author to enter the minds of other characters and tell the story from multiple vantage points |
| foreshadowing | clue to suggest events that have not yet occured |
| emergent reader | early childhood; pre-k; begin awareness of text left to right, scribble,. instruction: help recognize print in environment, letter shaped, pretends to read |
| beginning reader | k-3rd; letters associated with sound, simply cvs words; rhyme/blend words; instruction: phonics, text comprehension, listening and writing |
| fluent reader | 4-8th grade: reads larger unit of print, use analogy to decode words, decoding becomes fluent; instruction: decoding, fluency, text comprehension, utilize metacognition |
| remedial reader | shows no competency, assess weakness, reteach modalities as taught to beginning reader |
| phoneme | smallest part of spoken language |
| grapheme | smallest part of written language |
| phonics | relationship between phoneme and grapheme. systematic/explicit instruction |
| phonemic awareness | ability to hear, identify and manipulate phonemes |
| phonological awareness | includes phonemic awareness, rhymes, syllables, onset and rime |
| syllable | word part that contains a vowel or vowel sound |
| decoding | word identification analysis to understand meaning. |
| segmenting | breaking down words into individual phonemes |
| onset and rime | onset: initial consonant sound of syllable, rime part of syllable that contains the vowel and all that follows |
| blending | combining individual phonemes to form words |
| morpheme | unit of meaning that cannot be divided |
| fast mapping | using context clues to arrive at a quick guess of meaning |
| habituation | children can distinguish abstract rules for sentence structure |
| holophrase | single word that expresses a complete thought |
| overregulartizations | applying rules across all word encounters "foots" |
| private speech | talking out loud to oneself with no intention to communicate with others |
| telegraphic speech | simplified speech |
| reading assessments | alphbet knowledge, concepts about print, phonemic awareness and assessments, high frequency words, oral reading inventory, spelling inventory |
| teaching phonics in the classroom | assess, plan, explicitly teach and model, select and design resource material for assessment, instruction, provide fluency practice, provide ongoing assessments. |
| fluency | ability to read accurately and quickly, naturally, effortlessly, with expression |
| teaching fluency | model, read aloud daily, choose appropriate text, assess independent reading level, use variety of materials |
| read aloud exercises | choral, student-adult, tape-assisted, partner, readers theatre |
| implications of teaching vocablary | implement strategies for reading specific words, provide repeated exposure to words, use word parts (prefix, suffix), use context clues use dictionary or aids |
| text comprehension | ultimate goal of reading, ask questions, summarize, clarify, predict, think about content, model think alouds, discussions, bridging |
| activity in text comprehension | where is it difficult? what is difficult? restate, look back then forward, use graphic organizers and semantic maps/webs, answer and ask questions...analyze story structure, summarize, activate prior knowledge, use mental imagery |
| subject-verb agreement | single subject = single verb |
| verb tenses | past present future, some irregular |
| adjective versus adverb | adjective describes things, adverb describes actions |
| prounouns | take the place of nouns |
| parallelism | proper grammatical structure. running, swimming, biking. not run, swimming, biked |
| idioms | widely accepted phrases |
| dangling modifier | introductory phrase does not refer clearly or logically to the subject |
| misplaced modifier | phrase is place too close to a words that it should not modify |
| the comma | before a coordinating conjuction, set off interrupting or introductory phrases, set off nonessential clauses |
| the semicolon | balance, separates elements of equal power of meaning. used to separate main clauses when not done by a coordinating conjunction |
| the colon | formal introducer; translated to mean "as follows" |
| writing strategies | prewrite, draft, revise, edit, proofread |
| dialect | distinctive variety of vocabulary grammar and pronounciation spoken by members of regional group, nation, or social class |
| idiolect | particular variety of a language used by an individual speaker or writer which are marked by peculiarities of vocab grammar, and pronounciation |
| characteristics of speech | eye contact, posture, hand gestures, pace/clarity, volume and tone of voice |
| research strategies | print, electronic + citing sources |
| novels | same as short stories with more complicated plots, subplots, deepening development of ideas |
| short stores | 20000-100000 words, singular/limited purpose. exposition, rising action, climax, falling action, denouement |
| folk tales | prose narratives follow traditional storylines arise from oral traditions, original author never known, includes fairy tales, legends, fables, tall tales |
| alliteration | repetition of sound usually initial consonant |
| analogy | comparison of similar traits between dissimilar things in order to highlight similarity |
| figurative language | word or phrase that departs from literal language |
| hyperbole | deliberate exaggeration for effect |
| imagery | word/phrases that appeal to the senses |
| irony | use of words to suggest the opposite of their intended meaning |
| literal language | actual definition of a word |
| metaphor | figure of speect in which something is described as something else |
| symbol | concrete object or image that represents abstract ideas |
| analyzing poetry | dramatic situation? structure? theme? meaning? tone? important figures of speech or imagery? |
| genre | literary form |
| jargon | special language by a profession or group |
| literal | not figurative, accurate |
| lyrical | songlike |
| narrative technique | procedures used in the telling of a story |
| novel | fictional narrative in prose of considerable length; shorter = novellas, even shorter = short stories |
| omniscent point of view | free to describe the thoughts of any character and skip about time |
| oxymoron | combination of opposite, union of contradictory terms |
| parable | designed to suggest a principle, illustrate a moral |
| paradox | statement that seems to be self-contradicting but in fact is true |
| paradoy | imitate the style of another composition for comedic effect |
| plot | interrelated actions leading up to the climax |
| point of view | vantage point |
| rhetorical question | question asked for effect, need not answer |
| rhetorical techniques | devices used to persuade |
| satire | seeks to arouse readers disapproval of an object of ridicule |
Created by:
msanpedro54
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