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MTTC 2
| Term | Definition |
|---|---|
| Abstract words | refer to intangible qualities, ideas, and concepts. Ex: Truth, honor, kindness, and grace. |
| Active Reading | Reading something with a determination to understand and evaluate it for its relevance to your needs. |
| Alliteration | using a series of words containing the same sound. Ex: The kitchen cups. |
| Allusion | an expression designed to call something to mind without mentioning it explicitly |
| Ambiguity | A word which contains more than one meaning |
| Analytical Essay | Concentrate on how a source was written. Asks you to look at the smaller parts of work to shed light on larger parts. |
| Anecdotal notes | Used to record specific observations of individual student behaviors, skills and attitudes as they relate to the outcomes in the program of studies |
| Anecdote | A very short story that is significant to the topic at hand; usually adding personal knowledge or experience to the topic. |
| Aphorism | A statement of truth or opinion expressed in a concise and witty manner. Ex: "if it ain't broke, don't fix it." |
| Archetypal Criticism | Recurring images or symbols that are used often by authors because many people understand their meaning |
| Argumentative/Persuasive Writing | Aims to convince readers to agree with the authors viewpoints, opinion, or position, by providing supporting evidence and using subjective/expressive language to sway readers opinions, influencing feelings and beliefs. |
| Aside | Dialogue that informs audiences but is unheard by other characters. |
| Authentic assessment | Refers to assessment tasks that resemble reading and writing in the real world and in school. Its aim is to assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those abilities are used. |
| Ballad | Used in songs and poem Popular in 14th/15th century France Often rhymed and metered Cover love, death, murder, religion |
| Cesura | A pause mid-verse. They interrupt flow making the narration jerky. |
| Colloquialism | Form of speech used in everyday conversation. Refers to the words and phrases we use on a regular basis when we talk to our friends, family, and co-workers, or in other informal types of speech. |
| Comedy | Includes the protagonists rise in fortune and a happy ending. |
| Concrete words | Refer to tangible qualities or characteristics. Things we know through our senses. Ex: 102 degrees, Obese cat. |
| Connotation | A words underlying meaning; everything we associate with a word. |
| Constructivism | People construct their own understanding and knowledge by experience and reflection. Teachers encourage students to use active techniques (experiments) to create more knowledge and reflect on their understanding. |
| Couplet | Two lines of verse which rhyme and form a unit alone or as part of a poem. |
| Deconstruction | A theoretical criticism that states text no longer holds meaning. Followed structuralism. Language can not perfectly explain what someone may be trying to communicate. |
| Deductive Reasoning | A logical process in which a conclusion is based on the concordance of multiple premises that are generally assumed to be true. No other facts, other than the given premises, are considered. |
| Denotation | A words literal meaning. |
| Descriptive language | An account of a language that seeks to describe how it is used objectively, accurately, systematically, and comprehensively. What speakers say, and when, why and how they say it (and not whether they should or shouldn't say it.) |
| Descriptive Writing | Aims to recreate a moment, scene, event or experience by conveying details vividly, appealing to readers senses, imaginations, and emotions. |
| Dialect | Represents the particular pronunciation, grammar, and figurative expressions used by certain groups of people based on their geographic region, social class, and cultural background. Ex: "There's gold up in them thar hills." |
| Diction | More related to individual characters than to groups of people. The way in which a specific character speaks, including their choice of words, manner of expression, and use of grammar. Ex: two characters express what they mean differently. |
| Discourse | How the author arranges and sequences events, could be chronological or not |
| Dramatic Irony | Narrative informs audiences of more than its characters know. |
| Dramatic Monologue | A poem in the form of a speech or narrative by an imagined person, in which one speaker inadvertently reveals aspects of their character while describing a particular situation or series of events. |
| Dramatic Reading | A public reading or recitation of a work of literature (as a poem or play) with an interpretative or dramatic use of the voice and often of gestures. |
| Elizabethan Era | Took place from 1558-1603. Coincides with the reign of Queen Elizabeth. Poets drew inspiration from italian forms and genres such as love sonnets, the pastoral and allegorical epic. |
| English Language Arts skills | Primarily contribute to students academic success in other content areas through cognitively demanding language tasks to help students develop high order thinking skills. |
| Enjambment | (in verse) the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza. |
| Epic Poem | Lengthy narrative poem in grand language celebrating adventures and accomplishments of a legendary or conventional hero. Traditionally the protagonist is motivated by a strong code of ethics. |
| Ethos | Represents credibility or an ethical appeal which involves persuasion by the character involved. |
| Euphemism | A mild or indirect word or expression substituted for one considered to be to harsh or blunt. "A few extra pounds" |
| Explicit Teaching | Teaching where the instructor clearly outlines what the learning goals are for the student, and offers clear, unambiguous explanations of the skills and information structures they are presenting. |
| Exposition | Used to introduce background information about events, settings, characters, etc, to the readers. |
| Expository/Informative Essay | writing that seeks to explain, illuminate, or expose. |
| Fables | Moral of the story is its theme. |
| Farce | Zany, goofy type of comedy that includes pitfalls, other forms of slapstick humor, plot contains highly improbable events, mistaken events, deceptions, and disguises, Shakespeare's play The Comedy of Errors is an example |
| Fictional work | Themes are about the authors perspectives regarding life and human behavior. Not meant to teach the readers a lesson. Meant for readers to infer the themes. |
| Figurative Language | Language has more meaning behind it. |
| First person narratives | allows narrators to express inner feelings and thoughts. |
| Folklore | Refers to the traditional beliefs, myths, tales, and practices passed through generations by word of mouth. |
| Formative Assessment | Ongoing evaluations to demonstrate what a student is in the process of learning has learned thus far. |
| Free-verse | Poetry is neither rhymed or metered. Does not follow any rules. |
| Gothic Fiction | Originated as a reaction against 18th century enlightenment rationalism, featuring horror, mystery, superstition, madness, supernatural elements, and revenge. |
| Haiku | This ancient form of poetry writing is renowned for its small size as well as the precise punctuation and syllables needed on its three lines. |
| Help support ideas | The primary purpose of using gestures while delivering a speech is to? |
| Hyperbole | Excessive exaggeration used for humor or emphasis rather than for literal meaning. Ex. "He is as skinny as a toothpick." "She is as old as the earth." |
| Iambic | Refers to a rhythm, or pattern, of words in poetry in which each short syllable that is not stressed is followed by a long or stressed syllable. |
| Idealism | Behavior or thought based on a conception of things as they should be, or one wants them to be. |
| Implicit Teaching | Teaching where the instructor does not outline such goals or make such explanations overtly, but rather simply presents the information or problem to the student and allows the student to make their own conclusions |
| Inductive Reasoning | A logical process in which multiple premises, all believed true or found true most of the time, are combined to obtain a specific conclusion. Derived from general knowledge. Moves from specific observations to broader generalizations and theories. |
| Inquiry Teaching | This method takes the traditional model and flips it around. The students are the ones who do the asking, and the teacher's role is to be their guide as they find the answers they are looking for. |
| Intonation | How the voice rises and falls in speech. Falling, rising, fall-rise Ability to recognize pattern by age 1 |
| Jargon | Terms used to convey hidden messages accepted and understood in the field. "Police language" |
| Lexicology | The study of the form, meaning, and use of words. |
| Lexicon | The vocabulary of a group of people, language or field ex: vocabulary for football players vs. court members |
| Limerick | A five line witty poem with a distinctive rhyme. AABBA |
| Literal Language | Language means what it says. |
| Logos | to convince an audience by use of logic or reason. Examples: "The data is perfectly clear: this investment has consistently turned a profit year-over-year, even in spite of market declines in other areas." |
| Metaphysical Poets | Poets who encouraged readers to see the world from new and unaccustomed perspectives |
| Meter | Described by the number of beats or stressed syllables per verse. Diameter |
| Microculture | Individuals who are bound together by a common language within the context of the broader society. |
| Modeling | An instructional strategy in which the teacher demonstrates a new concept or approach to learning and students learn by observing. |
| Modernism | From 1914-1945. Marked by sudden and unexpected breaks with traditional ways of viewing the world. Represents the struggle many had with the way new ideas and discoveries challenged their previous lives. |
| Mood | Story's atmosphere or feeling the reader gets from reading it, the writer uses figurative expressions, sentence structures, and choice of diction. |
| Morphology | Component of language that deals with analyzing meaning through the internal structure of individual words. The study of words or morphemes, the smallest units in a language. |
| Narrative | Tells the story of an event. Strong sense of narration, characters, and plot. |
| Neoclassicism | The name given to Western movements in the decorative and visual arts, literature, theatre, music, and architecture that draw inspiration from the "classical" art and culture of Ancient Greece or Ancient Rome. |
| Neologisms | The introduction or use of new words or new senses of existing words. |
| New Criticism/Formalism | Analyze the structure and imagery of text without analyzing with other outside sources. Was a formalist movement in literary theory that dominated American literary criticism in the middle decades of the 20th century. |
| New Historicism | A method of literary criticism that emphasizes the historicity of a text by relating it to the configurations of power, society, or ideological in given time. |
| Norman Conquest of 1066 | The event that began the transition from Old English to Middle English |
| Novel of manners | Fictional stories that observe, explore, and analyze the social behaviors of specific time and place. Popular author included Jane Austen. |
| Observational Assessment | An observer answers questions by observing the participants skills, abilities, and behaviors. |
| Onomatopoeia | Uses words imitating the sounds of things they name or describe. |
| Oxymoron | A figure of speech in which apparently contradictory terms appear in conjunction. "The same difference" |
| Parables | Themes are the lessons they aim to teach. |
| Paradox | A seemingly absurd or self-contradictory statement or proposition that when investigated or explained may prove to be well founded or true. |
| Parallelism | Refers to using elements in sentences that are grammatically similar or identical in structure, sound, meaning, or meter. |
| Parody | An imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect. |
| Pastoral Poem | Idealize nature and country living. |
| Pathos | To persuade an audience by appealing to their emotions. "I'm not just invested in this community - I love every building, every business, every hard-working member of this town." |
| Personalization of Strategies (Step 5 of SSBI) | Students personalize what they have learned about various systematic strategies for language learning. They self-assess their application of the strategies they have learned, and they examine how they can transfer these strategies to different contexts. |
| Personification | attribution of human characteristics to something non-human. |
| Phonology | The study of how sounds in a language are used. |
| Portmanteau | A word whose form and meaning are derived from a blending of two or more distinct forms. Smog |
| Post-colonial Theory | An academic discipline that analyzes, explains, and responds to the cultural legacy of colonialism and imperialism. . |
| Post-structuralism | Every aspect of human experience are textual = based on language. Frameworks and systems are merely fictitious constructs and they can't be trusted to develop meaning or give order. |
| Postmodernist Literature | Idiosyncratic forms and playful langague is its disictive feature. |
| Prescriptive Language | describes when people focus on talking about how a language should or ought to be used. One way to remember this association is to think of going to a doctor's office. |
| Previewing | The most effective reading strategy to use for the range of context in a textbook to get an idea of what we are going to find in a particular text or in other words it is a skill of learning about a text before reading it. |
| Process writing approach | Teachers give students opportunities for extended practice with planning, writing, and reviewing. |
| Prose | A form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure rather than rhythmic structure, such as in the case of traditional poetry. |
| Reader-Response Theory | This theory is focused on the readers response to the text. |
| Realism | Literary movement that produced writing that reflected the very real lives of working class. |
| Reciprocal Teaching | instructional activity of a dialogue between teachers and students regarding segments of text for the purpose of constructing text meaning. |
| Religious ritual | English drama developed from? |
| Renaissance | Took place from 1550-1660. The period in European civilization following the middle ages characterized by a surge in classical scholarship and values. |
| Revenge Tragedy | Protagonist suffered serious wrong such as assault or murder of family member, wrongdoer not punished. protagonist faces conflict of suffering injustice or exacting his or her own justice by seeking revenge Ex: Hamlet, Medea |
| Rhetorical Analysis | Form of criticism (or close reading) that employs the principles of rhetoric to examine the interactions between a text, an author, and an audience. |
| Romantic comedy | Most popular, include humor, happy ending and love, story line- two people well suited to one another are either brought together for the first time or reconciled after being separated. Example Disney Cinderella |
| Satire | A writing style that ridicules or pokes fun at human ideas. |
| Schemata | The process by which readers combine their own background knowledge with the information in a text to comprehend the text. |
| Semantics | The range of possibilities words are restricted by the context, so when children come to a word they don't know they can "guess" based on the context. (Meaning) |
| Sentimental Novel | an 18th-century literary genre which celebrates the emotional and intellectual concepts of sentiment, sentimentalism, and sensibility. ... They feature scenes of distress and tenderness, and the plot is arranged to advance both emotions and actions. |
| Situational irony | What happens contrasts with what was expected. |
| Soliloquies/Monologues | Large sections of dialogue spoken by one actor |
| Sonnet | A short poem with 14 lines. Use iambic meter in each line and line ending rhymes. |
| Speculative Writing | Nonfiction works aimed at hypothesizing on the future circumstances surrounding a given subject. |
| Story | Characters, places, and events originating in the author's mind |
| Strategy Awareness-Raising (Step 2 of SSBI) | Aim is for teachers to make students aware of learning strategies they may never have considered, or had thought about but have never actually utilized. |
| Strategy Practice (Step 4 of SSBI) | Teachers ask students to experiment with a wide range of learning strategies. |
| Strategy Preparation (Step 1 of SSBI) | Involves teachers discovering which learning strategies students already know, and how they are able to apply them. |
| Strategy Training (Step 3 of SSBI) | Involves explicit instruction by classroom teachers to teach students why, when, and how specific learning strategies are used to support activities for learning and using language. |
| Stream of Consciousness | a method of narration that describes in words the flow of thoughts in the minds of characters. |
| Styles and Strategies Based Instruction | Combines training activities in learning strategies and styles with day-to-day language instruction. |
| Summative Assessment | Evaluate what a student can demonstrate she has learned at the end of a lesson, unit, course, or term. Ex: final exam |
| Syntax | English places restriction on the order that words can be placed in a meaningful sentence. (Structure) |
| The unreliable Narrator | a narrator whose credibility has been seriously compromised. This character can't be trusted and usually speaks with a bias. The story is told in a first person point of view by the author, allowing for a mysterious and twisting story. |
| The writing process | Includes prewriting, drafting, revising, editing, and publishing. |
| Think-alouds | Teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose is to model for students how skilled readers construct meaning from a text. |
| Third Person Omniscient Point of view | Method of storytelling in which the narrator knows the thoughts and feelings of all the characters in the story. |
| Three Cuing System Model | Widely referenced model for word recognition. Suggests there are 3 questions that good readers use to identify individual words in a text - Semantics, Syntax, Visual. |
| Tone | Emotions and attitudes of the writer that he/she expresses in the writing, same techniques are used as mood. |
| Tragedy | Opposite of comedy, portrays Hero's fall in fortune depict suffering and pain to cause terror and pity in the audience downfalls be through personal action, choice, error, not by bad luck or accident |
| Verbal Irony | Uses words opposite to the meaning. Ex. Sarcasm. |
| Villanelles | A 19 line poem with two rhymes throughout consisting of five targets and a quatrain, with the first and third lines of the opening trace recurring alternately at the end of the other tercets and with both repeated at the close of the concluding quatrain. |
| Visual (Graphophonics) | Cues involve the letter-sound or sound-symbol relationships of language. Readers identifying unknown words by relating speech sounds to letters or letter patterns |
| Scaffolding | Providing contextual support for the use of simplified language, teacher modeling, visual and graphics, cooperative learning and hands on learning. |
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