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MTTC - Elementary Ed
ELA/World Languages
| Term | Definition |
|---|---|
| Literacy | the ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. |
| phonological awareness | the ability to perceive sound structures in a spoken word - syllables and individual phonemes within syllables |
| phonemes | the sounds represented by the letters in the alphabet |
| onset sounds | the sounds at the beginning of the words |
| rime | the same thing as rhyme, but spelled differently to distinguish syllable from poetic |
| alphabetic principle | the use of letters and combinations of letters to represent speech sounds |
| phonological writing system | each letter stands for an individual sounds and words that are spelled just as they sound |
| language | children learn this through interacting with others, experiencing it in daily and relevant context, and through understanding that speaking & listening are necessary for effective communication |
| language development | teachers promote this by intensifying the opportunities a child has to experience and understand language |
| oral; written | ______ and ______ language develops simultaneously |
| oral language development | language development that does not occur naturally, but does occur in a social context - hence why it's best to include children in conversations rather than talking at them |
| written language development | language development that can occur without direct instruction |
| print-rich environment | a learning environment where the teacher includes displays, graphic organizers, and big books for the benefits of the students |
| decoding | the method or strategy used to make sense of printed words and figure out how to correctly pronounce them |
| decode | In order to _________, a student needs to know the relationships between letters and sounds, including letter patterns; that words are constructed from phonemes and phoneme blends; and that a printed word represents a word that can be spoken |
| phonics | the process of learning to read by learning how spoken language is represented by letters |
| fluency | the end goal of language development; the ability to read accurately and quickly |
| vocabulary | The larger a student's ___________, the better their reading comprehension will be. A larger _________ also means the student |
| affixes | syllables attached to the beginning or end of a word to make a derivative or inflectional form of a word; prefixes and suffixes |
| prefix | a syllable that appears at the beginning of a word that, in combination with the root or base word, creates a specific meaning |
| root word | the base of a word that affixes can be added to |
| suffix | a syllable that appears at the end of a word that, in combination with the root/base word, creates a specific meaning |
| noun suffixes | the type of suffix that denotes the act of, state of, or quality of ("-ment" + "argue" = argument); also denotes the doer, or the one who acts ("-eer" + "auction"= auctioneer) |
| verb suffixes | the type of suffix that denotes "to make" or "to perform the act of" ("-en" + "soft" = soften) |
| adjectival suffixes | the type of suffix that |
| prior knowledge | something from a student's long-term memory |
| learning approach, linguistic approach, cognitive approach, and socio-cognitive approach | 4 theories of language development |
| learning approach | this theory assumes that language is first learned by imitating the speech of adults |
| linguistic approach | championed Noam Chomsky in the 1950s, this theory proposes that the ability to use a language is innate; this is a biological approach rather than one based on cognition or social patterning |
| cognitive approach | developed in the 1970s and based on the work of Piaget, this theory states that children must develop appropriate cognitive skills before they can acquire language |
| sociocognitive approach | this theory best explains the lack of language skills among children who are neglected, have uneducated parents, or live in poverty |
| listening | a critical skill when learning a new language; students spend more time doing this than they do speaking; this is an active skill, not a passive one |
| top-down processing | process where the listener refers to background or global knowledge to figure out the meaning of a message |
| bottom-up processing | process where the listener figures out the meaning of a message by using "data" (i.e. sounds, words, grammatical relationships, etc.) obtained from what is said |
| pre-listening activity | activity that establishes the purpose of the lesson and engages students' background knowledge |
| The listening activity | activity that requires the listener to obtain information and then immediately do something with that information |
| post-listening activity | activity that is an evaluation process that allows students to judge how well they did with the listening task |
| epic poems | poems that typically recount heroic deeds and adventures, using stylized language and combining dramatic and lyrical conventions |
| epistolary poems | poems that were developed in ancient times; written and read as letters |
| ballad | a popular 14th-15th century convention; often structured with rhyme and meter and focus on subjects such as love, death, and religious topics |
| elegies | mourning poems that are written in 3 parts: lament, praise of the deceased, and solace for loss |
| odes | poems that evolved from songs to the typical poem of the Romantic time period, expressing strong feelings and contemplative thoughts |
| pastoral poems | poems that idealize nature and country living |
| epigrams | memorable rhymes with one or two lines; known for humor and wit |
| limericks | two lines of iambic dimeter followed by two lines of iambic dimeter and another of iambic trimeter; known for humor and wit |
| Haiku | originally a Japanese poetry form; has 17 syllables, traditionally distributed across three lines as 5/7/5, with a pause after the first or second line; syllabic and unrhymed |
| sonnets | traditionally has 14 lines of iambic pentameter, tightly organized around a theme |
| Petrarchan sonnet | sonnet named for the 14th-century Italian poet Petrarch, has an eight-line stanza (the octave) and a six-line stanza (the sestet) |
| historical fiction | set in particular historical periods, including prehistoric and mythological |
| novels of manners | fictional stories that observe, explore, and analyze the social behaviors of a specific time and place |
| sentimental love novels | novels that originated in the movement of Romanticism |
| epistolary novels | novels that are told in the form of letters written by their characters rather than in narrative form |
| pastoral novels | novels that lyrically idealize country life as idyllic and utopian, akin to the Garden of Eden |
| Bildungsroman | German for "education novel"; also used in English to describe "apprenticeship" novels focusing on coming-of-age stories (including youth's struggles and searches for things i.e. identity, spiritual understanding, or the meaning in life) |
| Roman a clef | French for "novel with a key"; refers to books that require a real-life frame or reference |
| Realism | a literary form with the goal of representing reality as faithfully as possible; its genesis in Western literature was a reaction against the sentimentality and extreme emotionalism of the works written in Romanticism |
| Realists | these individuals focused in great detail on immediacy of time and place, on specific actions of their characters, and the justifiable consequences of those actions |
| Realistic literature | type of literature that often addresses ethical issues; these realistic works have often concentrated on the middle classes of authors' societies |
| satire | uses sarcasm, irony, and/or humor as social criticism to lampoon human folly; often involved creating situations or ideas deliberately exaggerating the reality to be ridiculous to illuminate flawed behaviors |
| denotative meaning | the meaning of a word that is the literal meaning |
| connotative meaning | the meaning of a word that goes beyond the literal meaning to include the emotional reaction that a word may invoke |
| syntax | sentence structure |
| allusion | an uncited but recognizable reference to something else ("Four score and 7 years ago...") |
| mood | the story's atmosphere, or the feelings the reader gets from reading the content |
| tone | the emotions and attitudes of the writer that they express in the writing |
| alliteration | using a series of words containing the same sounds (assonance with vowels, consonance with consonants) |
| personification | describing a thing or animal as a person |
| imagery | description using sensory terms that create mental images for the reader of how people, animals, or things look, sound, feel, taste, and/or smell |
| hyperbole | excessive exaggeration used for humor or emphasis rather than for literal meaning |
| literary irony | demonstrates the opposite of what is said or done |
| literary theory | gives a rationale for the literary subject matter of criticism and also for the process of interpreting literature |
| Geoffrey Chaucer | medieval poet (c. 1343-1400) aka "Father of English Literature"; chiefly wrote long narrative poems (The Book of the Duchess, Anelida and Arcite, etc.) |
| Sir Thomas Browne | (1605-1682) was an immeasurable influence on the development of English literature; credited with coining over 100 new words in the Oxford English Dictionary |
| Metaphysical Poets | term coined by Dr. Samuel Johnson; mainly 17th-century lyric poets who shared certain elements on content and style in common; these poets encouraged readers to see the world from new and unaccustomed perspectives by shocking them with paradox |
| Romanticism | this movement occurred in first half of 19th-century; part of the Counter-Enlightenment; identified and gained momentum from the French Revolution against the social and political standards of aristocracy & its overthrowing of them |
| William Blake | (1757-1827) considered one of the earliest and foremost English Romantic poets; artist & printmaker; his work led people to consider him both precursor to and member of Romanticism |
| William Wordsworth | (1770-1850) instrumental in establishing Romanticism when he and Samuel Taylor Coleridge collaboratively published Lyrical Ballads (1798) |
| carpe diem | "seize the day"; a long poetic tradition that advocates making the most of time because it passes swiftly and life is short |
| couplet | a stanza of two lines, either rhymed or unrhymed |
| anecdote | a brief story authors may relate, which can illustrate their points in a more real and relatable way |
| aphorisms | state common beliefs and may rhyme ex: "Early to bed and early to rise / make a man healthy, wealthy, and wise" |
| allusions | literary or historical figures to impart symbolism to a thing or person, and/or create reader resonance |
| satire | ridicules or pokes fun at human foibles or ideas, as in the works of Johnathan Swift and Mark Twain |
| parody | a form of satire that imitates another work to ridicule its topic / style |
| paradox | a statement that is true despite appearing contradictory |
| oxymoron | combines seeming contradictions (ex: "deafening silence") |
| analogies | compare two things that share common elements |
| syllogism | when using logic to reason with audiences, this will refer either to deductive reasoning, or a deceptive, very sophisticated or subtle argument |
| deductive reasoning | type of reasoning that moves from general to specific |
| inductive reasoning | type of reasoning that move that moves from specific to general |
| diction | author word choice that establishes tone and effect |
| understatement | achieves effects like contrast or irony by downplaying or describing something more subtly than warranted |
| chiasmus | uses parallel clauses, the second reversing the order of the first (ex: JFK's "Ask not what your country can do for you; ask what you can do for your country") |
| anaphora | regularly repeats a word or phrase as the beginnings of consecutive clauses or phrases to add emphasis to an idea |
Created by:
jmeeker
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