MULTIPLE SUBJECT CSET PART I LANGUAGE ARTS
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
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| Morphology | show 🗑
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| show | The understanding that words are composed of sounds called phonemes
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| show | The study of the social, physical and cultural context of language use
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| show | The study of the way sounds function in language
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| show | The difference between a child's campacity to solve a problem on his own and his ability to solve the problem with assistance
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| Rhetoric | show 🗑
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| show | reveals a character's thoughts and feelings
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| show | The innate structural predispotion of the human brain to make sense of language
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| show | Learning how to learn
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| show | The rhythm of a poem (regular or irregular)
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| show | A type of learning modeled on the way young children absorb a native tongue
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| show | Sound that signals differences in meaning (ex. Cat and Hat)
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| Morphemes | show 🗑
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| show | A use of figurative language in which a words or phrase signifies or stands for something else in addition to itself.
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| show | The study of the ways in which sounds, words, sentences etc ar used to convey meaning in language "the study of meaining in a language"
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| show | The grammatical structure of sentences
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| show | A structural device in which words,phrases or ideas are repeated once or several times
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| Archetypes | show 🗑
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| Allegory | show 🗑
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| Universal Grammar | show 🗑
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| Satire | show 🗑
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| Parody | show 🗑
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| FAULTY LOGIC | show 🗑
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| show | ATTACK A PERSON W/NO EVIDENCE
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| FALSE CAUSALITELITY | show 🗑
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| RED HERRING | show 🗑
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| OVERGENERALIZATION | show 🗑
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| BANDWAGON | show 🗑
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| BEGGING THE QUESTION | show 🗑
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| show | REPETITION OF THE SAME SOUND
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| BIRTH-1YR | show 🗑
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| show | ONE-WORD UTTERANCES(HOLOPHRASTIC SPEECH)
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| 18-30 MONTHS | show 🗑
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| 2-5 YRS | show 🗑
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| 5-7 YRS | show 🗑
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| 7YRS TO ADULTHOOD | show 🗑
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| show | ING form of a verb used as a noun
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| show | has a main noun and an explanatory phrase that are combined in a grammatical way, and it has a base structure.
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| Phonological awareness skill that is easierst for young studnet to acquire | show 🗑
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| The languages of the world are similar to ea. other in all of the following | show 🗑
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| Infinitive | show 🗑
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| show | is a word or group of words that tells us something about the sentence or the verb
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| show | example present partiple, past partiple
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| show | OUTLINING, WEBBING, NOTE-TAKING
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| Noam Chomsk's theory of Universl Grammar | show 🗑
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| Spelling stages | show 🗑
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| Pre-commuicative | show 🗑
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| show | child understand letter sound correspondence as a principle EXAMPLE U INSTEAD OF YOU
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| Phonetic stage | show 🗑
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| Transitional Stage | show 🗑
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| Formal Assessment | show 🗑
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| show | on going assessments provide immediate useful into FORMATIVE
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| show | a word that joins words or group of words (but, and, or)
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| show | words/phrases that express strong emotion (stop!, help!)
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| Helping Verb | show 🗑
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| prepositions | show 🗑
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| APPOSITIVES CLAUSE | show 🗑
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| COMPLEX SENTENCE | show 🗑
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| TRANSITIONAL WORDS | show 🗑
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| show | ARE DEPENDENT CLAUSE THAT BEING WITH RELATIVE PRONOUNS (WHO, WHOM, WHICH, WHICHEVER, WHOEVER, WHOMEVER) AND ARE SURROUNDED BY COMMAS.
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| show | IS A DEPENDENT CLAUSE
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| ADVERB CLAUSE | show 🗑
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| show | DEPENDENT CLAUSE THAT BEGING W/RELATIVE PRONOUNS AND ARE NOT SURROUNDED BY COMMAS.
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| show | NORMALLY STARTS WITH A SUBORDINATING CONJUNCTION.
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| show | REFERS TO IMPROPER WORD USAGE
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| OMNISCIENT POINT OF VIEW | show 🗑
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| show | NARRATIVE POEM THAT TELLS A STORY AND WAS WRITTEN TO BE SUNG.
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| DRAMATIC MONOLOGUE | show 🗑
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| PROSE | show 🗑
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| SONNET | show 🗑
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| analyzing prose | show 🗑
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| DRAMATIC SITUATION | show 🗑
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| show | ALLITERATIONS, ONEMONOPIA
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| THEME OF POEM | show 🗑
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| show | WHAT ARE THE SIMILE AND METAHOR OF THE POEM. PATTERN IN IMAGES
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| show | METAPHOR, SIMILE, PERSONIFICATION
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| show | RHYME, METER, SOUND EFFECTS
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| show | KIND OF WORK-FICTION, NONFICTION
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| NARRATOR | show 🗑
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| SUBJECT | show 🗑
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| STRUCTURE | show 🗑
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| show | DETERMINED BY DICTION, IMAGERY, FIGURATIVE OF SPEECH AND SYNTAX.
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| show | A persona, in the word's everyday usage, is a social role or a character played by an actor.
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| ALTER EGO | show 🗑
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| show | term describing various styles of poetry that are written without using strict meter or rhyme
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| METERED POETRY | show 🗑
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| Accommodation | show 🗑
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| Accretion Learning | show 🗑
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| show | tends to be more relevant to students and it appears to be the conscious choice of how students want to learn. This approach involves self-instruction, experimenting, inquiry, exploring, and general curiosity. Acquisition accounts for about 20% of what st
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| Affixes | show 🗑
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| Alphabetic Principle | show 🗑
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| Assimilation | show 🗑
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| Authentic Assessment | show 🗑
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| show | teaching students to use their own thinking processes to solve problems
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| Conventional Spelling | show 🗑
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| show | two letters that represent one speech sound, as EA in BREAD, CH in CHAT, or NG in SING.
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| Diphthongs | show 🗑
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| Consonant alternations | show 🗑
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| show | strategy where the teacher reads a line or passage with good expression, and calls on students to read it back. This is a good technique to use with Emergent Readers to help them build reading fluency.
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| Emergent Reader - | show 🗑
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| Formative Evaluation | show 🗑
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| Guided Reading | show 🗑
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| show | classroom teacher supports student development with the writing process. Students are required to write sentences or passages while the teacher guides the process and instruction through conferences and minilessons.
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| Homographs | show 🗑
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| Invented Spelling | show 🗑
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| show | a method of teaching reading by using the reader's own dictated language. This approach allows the reader to read words common to their environment.
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| Onomatopoeia | show 🗑
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| show | eaching reading and spelling that stresses basic symbol-sound relationships and their application in decoding words in beginning instruction.
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| show | a succession of letters representing the same phonological unit in different words, such as ed in red, bed, fed. or, IGHT in FLIGHT, MIGHT and TIGHT.
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| Reflective Teaching | show 🗑
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| show | an outdated reading strategy that attempts to teach students to read by having them follow other students in reading specific passages of text identified by the teacher. This technique is not recommended because it hampers reading fluency, its boring, and
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| show | a data structure for representing the generic concepts stored in memory. There are three types of schemata’s, content, language, and textual.
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| Content Schemata | show 🗑
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| Language Schemata | show 🗑
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| Textual Schemata | show 🗑
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| Summative evaluation | show 🗑
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| show | . Students have access to books they could not read independently.
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| Guided Reading | show 🗑
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| . Independent Reading | show 🗑
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| Buddy Reading | show 🗑
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| show | . Students have access to books they could not read independently.
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