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EC-6 Content Vocab
vocabulary words and definitions for the generalist test
| Question | Answer |
|---|---|
| phonology | study of the sound system of a language |
| phonemes | basic units of sound |
| grapheme | letters |
| morphology | study of the structure of words and word formation |
| morphemes | smallest representation of meaning |
| syntax | describes the origanization and the word sequence in a complete sentence |
| lexicon | vocabulary of a language |
| semantics | describesthe way that meaning is conveyed in a language |
| connotation | the implied meaning of words and ideas |
| denotation | the literal meaning of words and ideas |
| pragmatics | how context can affect the interpretation of communication |
| imitation | learningstrategy that young children frequently use until age two, but imitation decreases in effectiveness as language learning becomes more complex |
| pivot | words that can be used to accomplish multiple functions (ex: no, up, all, see, more, and gone) |
| the open class | contains words that are generally used to refer to one concept |
| content words | contain high semantic vallue that can be used in multiple situations |
| function words | do not convey as much as information as content words (such as prepositions and articles) |
| ebonics | language variant used by some African American children and speakers of the Boston Dialect, drop the /r/ after a vowel |
| word stress | second type of inference (ex: in standard english most speakers will place the primary stress of the word composition on the second to last syllable) |
| curvilinear | allows speakers the option of deviating from the main topic without being penalized |
| phonation | describes any kind of abnormality in the vibration of the vocal fold (ex: hoarseness or extreme breathiness can interfere with comprehension) |
| resonance | describes abnormalities created when sound passes through the vocal tract |
| stuttering | characterizedd by multiple false starts of the inability to produce the intended sounds |
| cluttering | occurs when children try to communicate in an excessively fast mode that makes comprehension difficult |
| lisping | a term used when children or adults produce sound /s/ /sh/ /z/ and /ch/ with t heir tongue between the upper and lower teeth |
| receptive aphasia or "sensory aphasia" | results from a lesion to a region in the upper back part of the temporal lobe of the brain |
| expressive aphasia | results from damage to the lower back part of the frontal lobe |
| global aphasia | a brain-based disorder that affects both the receptive and expressive features of language |
| phonemic awareness | the ability of a child to understand that words have smaller components called sounds, and these sounds together create syllables and words |
| alliteration | a literacy technique used to emphasize phonemes by using successive words that begin with the same consonant sound or letter |
| skills-based approach | emphasizes phonics instruction |
| meaning-based approach | promotes reading comprehension and enrichment |
| alphabetic principle | ability to connect the letters of the alphabet with the sounds that they produce |
| pictographic (writing systems) | designed to represent words or ideas with the visual image representing the concept |
| syllabic (writing systems) | represents syllables with signs, and syllabic writing is more efficient thatn a pictographic writing system |
| alphabetic (writing systems) | uses the sounds of the language as a basic unit of writing |
| partial alphabetic phase | becoming exposed to alphabet block playing and concrete letter objects that are typical in early childhood programs |
| full alphabetic stage | children begin making connections between letters, the sounds that they represent, and the actual meaning of the word |
| consolidated alphabetic stage | children begin conceptualizing that they can use components of words that they know to decode new words |
| bottom-up approach | proceeds from the specific to the general, or from the parts of the whole |
| phonics | a method of teaching beginners to read and pronounce words by teaching them the phonetic value of letters, letter groups, and syllables |
| top-down approach | this approach begins with the whole and then proceeds to its individual parts |
| whole language approach | this approach suggests that to derive meaning from text, readers rely more on he structure and meaning of language than on the graphic information from the text |
| miscue analysis | a process that begins with a child reading a selection orally, and an examiner noting variations of the oral reading from the printed text |
| authentic literature-based (texts) | combines the best skill instruction and the whole language approach in order to teach both skills and meaning as well as to meet the reading needs of individual children |
| genre | a particular type of literature that can be classified in multiple categors. Some of the moest common genres used in elementary schools are science fiction,biography, and traditional literature,folk tales, fables, myths, epics, and legends |
| picture books | books in which the illustrations and the text work together to communicate the story |
| multicultural literature | a term used to describe literature other than traditional European stories |
| authentic multicultural | used to describe literature written by members of particular cultural groups that represent their own reality |
| modern fantasy | a genre that presents make-believe stories that are the product of the author's imagination |
| historical fiction | fiction that is set in the past |
| nonfiction | have the real world as their point of origin |
| context clues | help to identify unknown words, there are three main kinds: sematic, syntactic, and structural |
| semantic clues | require a child to think about the meanings of words, and what is already known about the topic being read |
| syntactic clues | the word order in a sentence that provides clues to readers |
| structural clues | strategy to provide clues to readers by paying attention to letter groups because there are many groups of letters that frequently occur within words, which are called morphemes |
| derivational morphemes | most come from foreign languages like greek and latin, and they represent relatively consistent meanings (ex: prefixes pre, ant, sub) |
| inflectional morphemes | do not change the syntactic classification, and typically follow derivational morphemes in a word. (Native in English, and always function as suffixes) |
| homonyms | words that have the same sound and the same spelling but differ in meaning |
| homophones | words that sound the same but they are spelled differently and have different meanings (ex: blew, blue) |
| homographs | words that are spelled the same way but have more than one pronunciation and different meanings (ex: bow) |
| automacity | the quick and accurate recognition of letters, words, and language conventions |
| Guided Oral Repeated Reading | using text at the reading level, allow the child to read the same story repeatedly to develop fluency |
| pre-reading activities | prior knowledge is activated, new prior knowledge is formed, and interest is stirred up. Teachers of ELL's have to spend more time in pre-reading activities than the actual time devoted to reading the stories |
| story retelling | strategy used with young children to assess listening to reading comprehension. Can also assess sentence structure knowledge, vocabulary, speaking ability, and knoledge about the structure of the stories |
| convergent | indicates that only oone answer is correct |
| divergent | indicates that more than one answer is correct |
| cloze test | a way of checking on comprehension; a passage with omitted words the test taker must supply |
| scanning | children are guided to look for specific information in text |
| skimming | students read major headings, table of contents, bold letters, graphic materials, and summary paragraphs to get the main idea of the content |
| note taking | unless a teacher wants to read passages directly or out of an encyclopedia or other source material, he or she should take the time to actively teach note-taking techniques |
| mnemonic devicces | memory-related devices to help them remember the steps in reading a chapter effectively |
| DRTA (Directed Reading/Thinking Activity) | a teacher-directed strategy helps students to establish a purpose for reading a story or reading expository writing from a content book |
| analysis | inferences made from text |
| evaluation | assessing inferences |
| synthesis | drawing conclusions about the ideas |
| application | applying the ideas to new situations |
| organization (NREL) | the internal structure of the sample (part of the writing process developed by NREL) |
| ideas (NREL) | how ideas are presented in the sample (part of the writing process developed by NREL) |
| voice(NREL) | the uniqueness of the author and how ideas are projected (part of the writing process developed by NREL) |
| word choice (NREL) | vocabulary used to convey meaning (part of the writing process developed by NREL) |
| sentence fluency (NREL) | the flow of ideas and the use of connectors (part of the writing process developed by NREL) |
| conventions (NREL) | the use of capitalization, punctuation,and spelling (part of the writing process developed by NREL) |
| presentation (NREL) | how the final product looks in print (part of the writing process developed by NREL) |
| focus and coherance (TEA) | how the main idea is introduced and supported in the composition (part of the writing process developed by the TEA) |
| organization(TEA) | the organization of ideas, including connectors(part of the writing process developed by the TEA) |
| development of ideas (TEA) | how the ideas are presented and supported in writing (part of the writing process developed by the TEA) |
| voice (TEA) | the uniqueness of the author and how ideas are projected (part of the writing process developed by the TEA) |
| conventions (TEA) | the use of capitalization, punctuation,and spelling (part of the writing process developed by the TEA) |
| narrative | a story or an account |
| descriptive | provides information about a person, place or thing |
| expository | explains and clarifies ideas |
| persuasive | convincing the reader of something |
| audience | the teacher can designate an audience for students' writing. Knowing who will read their work, students can modify their writing to suit the intended readers |
| occasion | helps to determine the elements of writing |
| purpose | helps to determine the format (narrative, expository, descriptive, or persuasive)and the language of the writer |
| personal journals | used to record personal information and to encourage slef-analysis of their experiences |
| dialogue journals | promote written communication among students and between the teacher and students |
| reflective journals | used to respond in wirint to specific situations or problems |
| learning logs | commonly used in the content areas to record elements discussed in class |
| word processing | contains features that can help children with editing |
| running record | a way to assess students' word identificatino skills and fluency in oral reading |
| independent level | student reads 95% of the words correctly |
| instructional level | student reads 90%-94% of the words correctly |
| frustration level | student reads 89% or fewer words correctly |
| observations | during individual or gropu work |
| check-list | competencies, skills, or requirements and then uses the list to check off the ones a student or group displays |
| anecdotal records | helpful in some instances, such as capturing the process of group of students uses to solve a problem |
| learning styles | through informal observations and through the use of inventories (formal and informal); teachers should be able to determine for each student |
| formative evaluation | occurs during the process of learning when the teacher or the students monitor porgess while it is still possible to modify instruction |
| summative evaluation | occurs at the end of a specific time or course of study criterion-referenced tests (CRTs): the teacher attempts to measure each student against uniform objectives or criteria |
| Texas Assessment of Knowledge and Skills | basic skills test for children in grades 3-12. Criterion-referenced test that assesses the implementation and the mastery of the TEKS |
| Norm-referenced test (NRT) | compares the performance of groups of students. This type of test is competitive because a limited number of students can score well |
| bell-shaped curve | a plot of NRT scores resembles his, with most scores clustering around the center, and a few scores at each end |
| mid-point | the average of test data; and therefore, half of the population will score above average and half below average |
| percentile score | a way of reporting a student's NRT score |
| raw scores | indicate how many questions the student answered correctly and are, therefore, useful in computing a percentage score |
| Mathematics: equity | excellence in mathematics education requires equity-high expectations and strong support for all students |
| Mathematics: curriculum | mo=ust be coherent, focused on important mathematics, and well articulated across grades |
| Mathematics:teaching | effective mathematics teaching requires understanding of what sudents know and need to learn, and then challenging and supporting them to learn well |
| Mathematics: learning | students must learn mathematics with understanding, actively building new knoledge from experience previous knowledge |
| Mathematics: assessment | should support the learning of important mathematics concepts, and furnish useful information to both teachers and students |
| Mathematics: technology | essential in teaching and learning mathematics; it influences the teaching of mathematics and enhances students' learning |
| number and operations | these components include the concept of number, and fraction, and basic computation |
| algebra | this component includes elementary algebraic reasoning involving paterns and sets of numbers |
| geometry | this encompasses the study of geometric shapes and spatial reasoning |
| measurement | this component includes the units of measurements (standard and metric) and the process for measurement in general |
| data analysis and probability | these two components cover the collection, analysis, and display of mathematics information |
| Mathematics Process Standards: problem solving | in this component students are guided to formulate and solve mathematics problems that can be used in real-life situations |
| Mathematics Process Standards: reasoning and proof | these two components allow student opportunities to examine problems, find solutions, and justify them using logical mathematics principles |
| Mathematics Process Standards: communication | this component teaches children to use precise and appropriate mathematics vocabulary to explain processes and outcomes |
| Mathematics Process Standards: connections | this component emphasized the importance of mathematics and the connection to other content areas and life in general |
| Mathematics Process Standards: representations | this component teaches how mathematics information can be presented in various ways- numebrs, letters,tables, graphs, and so on |
| centration | four and five year old chidren focus attention on one characteristic of an object and ignore the others |
| conservation | four and five year olds might not understand that changes in the appearance do not necessarily change characterisstics of the object |
| protractor | a semicircular instrument for measuring and constructing angles |
| calculators | generally used to calculate large numbers when the main focus of the activities goes beyond simple computations |
| stopwatches | can be used to introduced the concept of time |
| scales | used to measure mass |
| arabic number system | used in the US and most nations. Uses a 10 number system 0-9. |
| whole numbers | positive or negative complete bumbers that begin with 0 anc continue until infinity |
| rational numbers | numbers that can be represented as a fraction or a ratio |
| fractions | a whole number can be divided among equal parts |
| algorithm | a step-by-step problem-solving procedure and recursive computational procedure for solving a problem in a finite number of steps |
| commutative property | the orders of the addends or factors do not change the result A+B=B+A |
| Associative Property of Multiplication and Addition | the order of the addends or product will not change the sum or the product (2+3)+5=10 2+(3+5)=10 |
| property of zero | the sum of a number and zero is the number itself, and the product of a number and zero is zero 8+0=8, 8x0=0 |
| distributive property | you can add and then multiply or multiply then add 8x(5+2)=(8x5)(8x2)=56 |
| Please Excuse My Dear Aunt Sally | Parenthesis, Exponentiation, Multiplication, Division, Addition, and Subtraction |
| decimal places | two numbers to the right of the point |
| fahrenheit | uses a system from 0-212 degrees to represent temperature |
| celcius | used in most other countries in the world, and it is specifically useful in scientific experimentation |
| estimating | generally done by rounding the numbers to the nearest tenth |
| place value | the basic foundation for understanding mathematic computation |
| multiplying exponential terms | the constant terms are multiplied, but the exponents of terms with the same variable bases are added together, which is somewhat counterintuitive |
| addition and subtraction | only like algebraic terms (same exponent) can be added or sutracted to produce simpler expressions |
| division | exponents are subtracted |
| right angle | an angle that has exactly 90 degrees |
| acute angle | angle with less than 90 degrees |
| obtuse angle | angle greater than 90 degrees |
| perimeter of a square | found by multiplying four times the measure of a side of the square |
| perimeter of a triangle | found by adding the measure of the three sides of the triangle |
| area of a rectangle | found by multiplying the measure of the length of the rectangle by the measure of the width of the triangle |
| area of a square | found by squaring the measure of the side of the square |
| volume | refers to how much space is inside of three dimensional, closed containers |
| cube | three dimensional solid figure |
| isosceles | a polygon with two equal sides |
| equilateral | the measure of all sides of the triangle are equal |
| scalene | triangle is a polygon with three unequal sides |
| pictorial | graphs are the most concrete representation of information |
| bar graphs | used to represent two elements of a single subject |
| line graphs | present information in a similar fasion as the bar graphs, but it uses points and lines |
| pie charts | used to help visualize relationships based on percentages of a subject |
| literature-based approach | an ideal way to integrate social studies with language arts |
| thematic units | help teachers to integrate the content areas |
| data retrieval charts | used to gather and keep track of data gathered from research, observation, or experimentationn |
| narrative charts | used to show events in a sequence |
| pedidgree chart | shows the origin and development of something |
| organizational chart | sohws the structure of an organization, like a school or business |
| flowchart | show a process involving changes at certain points |
| scaffolding | originally used to describe the way in which adults support children in their efforts to comunicate in the native language;like the structional support of a building that is eliminated when the structure is complete |
| graphic organizers | visuals used to show relationships |
| semantic web or tree diagram | shows the relationship between main ideas and subordinated components |
| time line | presents a visual summary of chronological events and is ideal for showing historical events or events in a sequence |
| flowchart | shows cause and effect relationships and can be used to show steps in a process |
| venn diagram | uses circles to compare common and unique elements of two or three distinct components |
| SQ4R | Survey, Question, Read, Reflect, Recite and Review. A study strategy in which the learner is engaged in the entire reading process |
| reciprocal teaching | an instructional activity designed for struggling readers, with the teacher engaging students in a dialogue about a specific portion of a text |
| cooperative learning | a teaching strategy designed to create a low-anxiety learning environment in which students work toether in small groups to achieve instructional goals |
| present goals | the teacher goes over the objectives of the lesson and provides the motivation |
| present information | the teacher presents information to students either verbally or with text |
| organie students into learning terms | the teacher explains to sudents how to form learning teams and helps groups make an efficient transition |
| assist teamwork and study | the teacher assists learning teams as they do their work |
| test students on the content | the teacher tests students' knowledge of learning materials as each group presents the results of their work |
| provide recognition | the teacher finds ways to recognize both individual and group efforts and achievement |
| physical geography | refers to tehe physical characteristics of the surface of the earth and how those features affect life |
| cultural geography | deals with the interaction of humans with their environment and how that interaction produces changes |
| prime meridian | the meridian at 0 degrees, has been set in Greenwich, England |
| equator | the latitude at 0 degrees and divides the globe into the Northern and Southern hemispheres |
| Laurentian Highlands | part of the canadian shield that extends into the northern US and the Great Lakes area |
| Atlantic-Gulf Coastal Plains | the coastal regions of the eastern and southern states |
| Appalacian highlands | covers the Appalachian Mountains, the Adirondack Mountains, and New England- states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont |
| Interior Plains and the Great Plains | covers the interior part of the US |
| Interior Highlands | Also part of the interior continental US |
| Rocky Mountain System | In the western US and Canada extending from British Colombia to Montana, Utah, Colorado, and New Mexico |
| Intermontane Plateaus | a large region that includes the Pacific Northwest, the Colorado Plateau, and the basins of the Southwestern US |
| Pacific Mountain System | covers the west coast of the US |
| continental divide | separates the eastward-flowing rivers from the westward-flowing rivers |
| first amendment | separation of church and state, freedom of religion, speech, press and the right to peaceful assembly |
| second amendment | rights to keep and bear arms |
| third amendment | made it illegal to force people to offer quarters to soldiers in time of peace |
| fourth amendment | right to privacy and unreasonable searches or seizures |
| fifth amendment | rights of due process, protection against self- incrimination, and protection from being indicted for the same crime twice (double jeopardy) |
| sixth amendment | rights to speedy public trial by an impartial jury, and to counsel for ones defense |
| seventh amendment | right to sue people |
| eighth amendment | protection against cruel and unusual punishment |
| ninth amendment | enumeration of specific rights in the constitution cannot be taken as a way to decay other rights retained by the people |
| tenth amendment | rights not delegated to the federal government the constitution are reserved to the states or to the poeple |
| macroeconomics | the study of the economy at the world, regional, state, and local levels |
| microeconomics | deals with specific issues related to the decision-making process at the household, firm or industry levels |
| globalization | can be defined as a continuous increase of cross-border financial, economic, and social activities |
| economic interdependence | describes positive, close, connection between producers and consumers of goods and services within a nation or across nations |
| federal reserve system | the main purpoe of this institution is to keep the banking industry strong to ensure a supply of currency |
| matter | anything that takes up space and has mass |
| mass | a body is the amount of matter in an object or thing |
| volume | describes the amount of space that matter takes up |
| weight | the amount of gravitational force exerted over an object |
| elements | organized into the periodic table |
| atoms | an element composed of microscopic components. Made up of particles called electrons, neutrons, and protons. |
| compounds | consisst of matter composed of atoms that are chemically combined with one another in definite weight proportions |
| mixtures | matter that is made up of two or more types of molecules, not chemically combined and without definte weight proportions |
| solutions | mixtures that are homogenous, which means that the components are distributed evenly |
| color | how matter is reflected or perceived by the human eye |
| density | the mass that is contained in a unit of volume of a given substance |
| hardness | represents the resistance to penetration offered bya given substance |
| conductivity | the ability of substances to transmit thermal or electric current |
| photosynthesis | plants capture radiant energy from the sun and transform it into chemical energy |
| chemical energy | a form of glucose |
| kinetic energy | used for movement and to do work; an object possessing energy because of its ability to move |
| heat | a required element for all warm-blooded animals, like humans |
| potential energy | the energy that an object has as the result of its position or condition |
| activation energy | the energy necessary to transfer or coert potential energy into kinetic energy |
| conduction | the process of transferring heat or electricity through a substance |
| radiation | describes the energy that ravels at high speed in space in the form of light or through the decay of radioactive elements |
| convection | describes the flow of heat through the movement of matter from a hot region to a cool region |
| simple machine | has few or no moving parts and can change the size and direction of a force |
| lever | a simple machine, such as a seesaw |
| prokaryotic | the simplest and most primitive type of cells |
| eukaryotic | cells evolved from prokaryotic cells and in the process became structurally and biochemically more complex |
| mitosis | nuclear cell division |
| meiosis | replication |
| Kingdom: Monera (bacteria) | consists of unicellular organisms |
| Kingdom: Protista (protozoans) | contains a type of eukaryotic cell with a more complex organization system |
| Kingdom: Fungi | made up of multicellular organisms with sophisticated organization system (that contains eukaryotic cells) |
| Kingdom: Plantae (Plants) | multicellular organisms with a sophisticated organization system |
| Kingdom: Animalia (animals) | also multicellular with multiple forms and shapes, and with specialization senses and organs |
| aerobic respiration | consumes oxygen |
| voluntary movement | caused by nerve impulses sent from the brain through the spinal cord to nerves to connecting skeletal muscles |
| involuntary movement | occurs in direct response to outside stimulus |
| hemoglobin | contained in the red blood cells and is carried to the tissues through the circulatory system |
| producers | green plants that produce oxygen and store chemical energy for consumers |
| consumemrs | animals, both herbivores and carnivores |
| decomposers | like fungi and bacteria, are in charge of cleaning up the environment by decomposing and freeing dead matter for recycling back into the ecosystem |
| Asexual animal reproduction | reproduction is basically restricted to unicellular organisms, with the parent cell splitting to create a new identical organism |
| sexual animal reproduction | requries insemination of an egg with sperm |
| jewelry | gemstones such as amethysts, opals, diamonds, emeralds, topazes, and garnets are examples of minerals commonly used to create jewelry |
| construction | gypsum boards (drywall) are made of a mineral of the name gypsum |
| personal use | talc is the softest mineral and it is commonly applied to the body in powder form |
| igneous | rocks are crystalline solids that form directly from the cooling of magma or lava |
| granite | one of the most common types of igneous rocks and is created from magma (inside the earth) |
| obsidian | lava that has cooled and forms a rock with a glassy look |
| sedimentary | these rocks are called secondary rocks because they are often the result of the accumulation of small pieces broken off from the preexisting rocks and then pressed into a new form |
| clastic | sedimentary rocks are made when pieces of rock, mineral, and organic material fuse together |
| chemical | sedimentary rocks are formed when water rich in minerals evaporates, leaving the minerals behind |
| organic | sedimentary rocks are made from the remains of plants and animals |
| metamorphic | also secondary rocks formed from igneous sedimentary, or other types of metamorphic rock |
| crust | the outer portion of the earth where we live. The thickness of the crust varies from about 3-40 miles, depending on the location |
| mantle | the thickest layer of the earth located right below the crust |
| core | the inner part of the earth |
| exfoliation | occurs in places like the desert when the soil is exposed first to high temps, which cause it to expand, and then to cold temps, which make the soil contract |
| freeze-thaw | breaks down rock when water gets into rock joints or cracks and then freezes and expands, breaking the rock |
| erosion | the movement of sediment from one location to the other through the use of water, wind, ice, or gravity. |
| faults | in the earth's crust, breaking rocks and reshaping the environment |
| richter scale | used to measure the amount of energy released by the earthquake. severity of 0-9 on the richter scale |
| rotation | describes the spinning of earth on its axis |
| revolution | a result of earth rotating on its axis, and following and orbit around the sun |
| climate zones | created by the tilt of the earth as it moves around the sun and its curvature |
| new moon | the moon is not visible to earth because the side of the moon facing Earth is not being lit by the sun |
| crescent moon | at this stage between the half moon and the new moon, the shape of the moon is often compared to a banana |
| half moon/first quarter | during this stage, half of the moon is visible |
| gibbous moon | in this stage, about 3/4 of the moon is visible |
| full moon | the whole moon is visible from Earth |
| blue moon | describes the appearance of two full moons in a single calendar month |
| fine arts | an umbrella term used to describe artworks that appeal to people's aesthetics |
| visual arts | refers to "fine arts" such as sculpture, painting, and print making |
| line | refers to marks from a pen or brush used to highlight specific part of a painting or structure |
| shape | represents a self-contained, defined area of two or three dimensional area creating a form |
| space | describes the emptiness around or within objects |
| value | refers to the darkness or lightness of an artwork |
| color | represents reflected light and the way it bounces off objects |
| texture | describes the surface quality of a figure or shape |
| emphasis | the technique of making one part of a work stand out from the rest of the artwork |
| balance | refers to the positioning of objects in such a way that none of them overpower the other components of the artwork |
| rhythm | describes the type of patterns used in the artwork |
| contrast | used to create interest through the combination of elements |
| movement | refers to the way that artists produce the appearance of motion |
| harmony | used to represent a sense of completeness in the artwork |
| prehistoric | characterized through cave paintings that represent daily activities of a group |
| ancient | produced a large number of masterpieces from varied civilizations, such as the Sumarians, Babylonians, Assyrians, Egyptians, Greeks, and Romans |
| medieval | produced large numbers of artwork masterpieces |
| renaissance | developed new forms and revived classical styles and values, with the belief in the importance of the human experience on Earth and realism |
| Baroque | emerged in the 17th century in Europe |
| Rococo art | characterizes the art of the early 18th century |
| Nineteenth Century Art | characterized by three elements 1)romanticism and idealism 2)realism 3)impressionism |
| realism | rejected traditional means of composing a picture, academic methods of figure modeling and color relations, and accurate and exact rendering of poeple and objects in favor of an art that emphasized quickly observed and sketched moments from life |
| impressionism | began with Edouard Manet in France in the 1860's |
| Twentieth-Century Art | provided new avenues for artistic expressions |
| surrealism | one of the new trends in painting that emerged in the 20th century |
| cubism | emerged during the 20th century, along with abstract pantings of Pablo Picasso |
| muralists | created art that was physically interesting and whose subjects were accessible to the average person |
| photorealism | emerged as a new form of art were paintings resemble photos, lifelike; often portraits, still life, nd landscapes |
| graffiti | a new and controversial type of art form that emerged in inner cities in america |
| tone | the musical sound of the voice; may describe the quality of sound; synonyme for tone is timbre |
| tempo | stands for the word "time" and it dscribes the speed or pace of a song or music |
| pitch | describes the vocal or instrumental production of sounds |
| meter | a musical tem used to describe the rhytym of a composition based on the repetitive patterns or pulses of strong and weak beats |
| melody | the succession of th enotes |
| form | the structure of the song, or the way that it is put together |
| textre | the context in which simultaneous sounds occur |
| dynamics | refers to the volume or the loudness of the sound or the note |
| rhythmic instruments | k-4 triangle, tambourine, blocks and sticks |
| melodic instruments | melody bells and simple flutes |
| harmonic instruments | chording instruments, like autoharp |
| music notation | a way of writing music |
| traditional music notation | the students use the lines spaces on the musical staff |
| nontraditional music notation | something that many students in the upper grades may have noticed in their books |
| tejano music | one of the forms of folk and popular music developed by mexicans and Mexican-Americans in the Southwest |
| mexican | americans in the southwest |
| mariachi | a type of musical group, that is originally from Mexico |
| country music | a combination of popular musical forms developed in the Souther US. |
| the blues | a vocal instrument form of music that evolved in the US in predominantly African American communities |
| complex carbohydrates | include veggies, fruits, high fiber, whole grain, breads, and cereals, should comprise at least one half of the diet |
| proteins | should take up about 1/5 of the diet |
| saturated fat | present also in cocoa butter, palm oil, and coconut oil |
| low density | the body may produce too much, as a result of high in saturated fats |
| liloprotein (LDL) | a type of cholesterol |
| High Density Liproprotein (HDL) | can be raised by exercise |
| triglycerides | other types of fat in the blood that is important to monitor |
| unsaturated vegetable fats | preferable to saturated fats; appear to offset the rise in blood prossure that accompanies too much saturated fat and may lower cholesterol and help with weight loss |
| vitamins | essential to good health; however a person must be carefyl not to take too much of certain vitamins |
| minerals | essential to good health; some minerals needed for appropriate body function ( sodium, potassium, zinc, iron, calcium, phophorous, and magnesium) |
| aerobic exercise | the key to successful weight loss |
| fracture | break in a bone |
| compound | break in the bone AND the skin |
| traumatic shock | the severe compression of circulation caused by injury or illness |
| sprain | an injury to a joint caused by the joint being moved too far or away from its range of motion |
| ligaments | join bone to bone |
| tendons | join muscle to bone |
| strain | a muscle injury caused by overwork |
| dislocation | a joint injury in which bone becomes out of place at the joints |
| heat exhaustion | include cold and sweaty skin, nausea, dizziness, and paleness |
| heat stroke | includes high fever, dry skin, and possible unconsciousness |
| heart attack | include shortness of breat, pain the left arm, pain in the chest, nausea, and sweating |
| seizures | often epilepsy |
| resuscitation | a first aid technique that provides artificial circulation and respiration |
| over stimulation | being "wired", unruly, and or belligerent |
| under stimulation | all they want is to be left alone, and typically they are unsociable, sedate, and withdrawn |
| cells | the building blocks of the human body |
| tissues | groups of similar cells working to perfom a specific jobo |
| organ | a group of tissues working together |
| organ system | a group of organs working together in a special activity |
| ligaments | connective tissues held together by more than 200 bones |
| skeletal muscles | contractions, to which tendons attach the bones |
| tendons | affect movements |
| somatic | allows voluntary control over skeletal muscle |
| autonomic | involuntary; controls cardiac and glandular functions |
| involuntary movement | reflex movement, occurs in direct response to outside stimulus |
| voluntary movement | a result of nerve impulses carried by cranial or spinal chord nerves that connect the brain to skeletal muscles |
| receptors | constantly send impulses to the central nervous system |
| heart | pumps blood in the circulatory system |
| aorta | its branches break into increasingly smaller arteries |
| capillaries | tiny, thin-walled structures, which blood passes through |
| veins | joining to form increasingly larger vessels until it reaches the largest veins, which return it to the right side of the heart |
| lumphocytes and antibody | destroy invading molecules |
| lungs | in the lungs, oxygen enters tiny capillaries, where it combines with hemoglobin in the red blood cells and is carried to the body's tissues |
| saliva | chewing and ixing food begins digestion |
| stomach | where gastric and intestinal juices continue the digestion process |
| alimentary canal | the mixture of ood and secretions allow it to easily go down |
| gastrointestinal tract | a smooth muscle used y the alimentary canal |
| gross motor skills | include the ability to hop on one foot and balance, climb stairs without support, kick a ball, through overhand, catch a ball that has bounced, move forward and backward, and ride a tricycle |
| fine motor skills | around age 4 or 5 have the ability to dress themselves using zippers, buttons, and possibly tying shoes |
| self-concept | self-esteem |
| self-efficacy | the confidence you have in your ability to cope with life's challenges |
| depression | can manifest itself in an overall lack of interest in activities, constant crying, or talk of suicide |
| anxiety | obsessive thoughts are another indication of a possible mental or emotional disorder |
| psychotic disorders | such as schizophrenia, are serious emotional disorders |
| infantile autism | a serious emotional disorder that appears in early childhood |
| risk factors | characteristics that occur statistically more often for those who develop alcohol and drug problems, as either adolescents or adults, that for those who do not develop substance abuse problems |
| movement education | the process by which a child is helped to develop competency in movement |
| anatomy | describes the structure, position, and size of various organs |
| contextualized | to place a word, phrase, or idea within a suitable context |
| noun | a word or group of words used as the name of a class of people, places, or things, or of a specific person, place or thing. |
| intransitive verb | action verb that doesnt have a direct object example talk, sleep. He talked for a while and then he slept all night. |
| transitive verb | an action verb that must have a direct object. ex: Sylvia kicked Juan under the table. kicked-transitive verb; Juan=direct object |
| indirect object | precedesthe direct objectand tells to whom or for whom the action of the verb is done and who is receiving the direct object. ex: She gave me the report. Who received the report? me. |
| direct object | noun or pronoun that receives the action of a verb or shows the result of the action. It answers the question "What or Whom" after anaction verb. An action verb with a direct object is called a transitive verb. >>shows the RESULT of the action |
| academic english | using english for academic purposes, which may be hard for ELL's |
| denotative language | what the word means, its explicit definition as listed in a dictionary. |
| connotative language | determes when the word is used ex: home is your house, but connotatively "there's no place like home" it is the emotional feeling of it |
| metaphors | figure of speech which a term or phrase is applied to something to which it is not litterally applicable in order to suggest a resemblance, as in "a might fortress is our God" |
| grapheme | letters |
| phoneme | basic units of sound |
| letter-sound correspondence | letter sound correspondences involve knowledge of the sounds represented by the letters of the alphabet and the letters used to represent the sounds |
| graphemes | a letter of teh alphabet or mark of punctuation |
| shared book experience | when the whole class studies/reads/discusses/delves into otherwise spends time with a single book together |
| morpheme | a miningful linguistic unit consisting of a word (such as dog) or a word element (such as -s at the end of dogs) that can be divided into smaller meaningful parts |
| derivational morphemes | changes the root's class of words or its meaning, or BOTH! The word unhappy derives from the root happy added with a prefix un, and unhappy is totally different from happy. The prefix UN is the derivational morpheme. |
| inflectional morphemes | don't change either the root's class of words or the meaning. The word books, derives from the root book, added with a suffix -s. both book an dbooks are nouns, the meaning is the same and in this case, teh suffix -s is inflectional. |
| root words | the basic linguistic of a word, the form of a word after all affixes are removed. Also known as the "stem word" ex: export- root word "port". In many non-English languages, the root is formed of consonant sequences that do not represent an actual word |
| word analysis | the way to study English words, especially unfamiliar words to find their root words. It is easy to guess the meaning of most root words. |
| SSR- Silent Sustained Reading | a period of uninterrupted silent reading |
| decoding skills | skills used to make sense f printed words. This means being able to recognize and analyze a printed word to connect it to the spoken word it represents. |
| reading fluency | able to speak with ease or smoothly, able to read with ease, smoothly |
Created by:
LauraHarris