Language Arts
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| Phonological Awareness | show 🗑
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| show | Knowing that letters are used in print to represent speech sounds.
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| Phonemes | show 🗑
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| show | Consonant blends- two letters. Consonant clusters- three or more. Consonant diagraphs- two letters that represent one sound (example- th, ch, wh)
Vowel diagraphs- When two vowels go walking. Dipthongs- Two vowels produce glided sound (ex- oy, ow)
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| Onsets and Rimes | show 🗑
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| Pronunciation | show 🗑
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| Phonemic Awareness | show 🗑
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| show | Blending the sounds of letters into words.
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| show | A method of teaching people to read by correlating sounds with letters or groups of letters. Then this can be used to decode.
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| show | The division of words into syllables.
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| show | Of, pertaining to, or consisting of a syllable or syllables. Based on or pertaining to a specific number of syllables, as opposed to vowel length or number of stresses.
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| show | A combination of two or more words that function as a single unit of meaning. (Example- flowerpot)
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| show | Systematic relationships between letters and phonemes.
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| Decoding | show 🗑
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| The Biological Model | show 🗑
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| The Social/Functional Model | show 🗑
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| Stages in Language Development | show 🗑
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| Identifying Exceptional Development | show 🗑
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| Concept of Print | show 🗑
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| show | 1. Preproduction- Nods yes and no
2. Early production- One or two word responses
3. Speech emergence- Simple sentences
4. Intermediate Fluency- Makes few grammatical errors.
5. Advanced Fluency- Near native level of speech.
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| show | Not sure...
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| Common Phonics and Word-Recognition Approaches for ELLS | show 🗑
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| Two Major Approaches | show 🗑
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| Stages of Development | show 🗑
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| show | High frequency- Words that students commit to "looks." Words they just know by looking at them. You can do this by committing to memory and giving repetitous exposures to such words. An example is students cannot successfully blend the word "the."
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| show | Meaning is the the message to the receiver. Factors include- facial expressions, body language, tone, sentences, punctuation. "Its cold in here" could be a simple fact, or a request to turn up the heat. (Semantics)
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| show | The quality or condition of expressing oneself easily and articulately.
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| show | 80% of student learning happens outside of school. Children who are read to in the home have a much stronger language base, oral language, and are more likely to succeed. Reading to children should be interactive (stop and ask questions, etc.)
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| Theme and Thesis | show 🗑
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| Avoiding the "Topic Sentence Trap" | show 🗑
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| Inferences | show 🗑
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| Summarizing | show 🗑
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| show | The end or finish of an event/process or a judgment /decision reached by reasoning.
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| Plot | show 🗑
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| show | The place or type of surroundings where something is positioned or where an event takes place.
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| show | A conflict in literature is any struggle between opposing forces. Usually, the main character struggles against some other force. This type of conflict is what drives each and every story.
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| show | A person in a novel, play, or movie.
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| show | Genre- A category of artistic composition, as in music or literature, characterized by similarities in form, style, or subject matter.
Traditions- Continuing customs/beliefs from generation to generation, the fact of being passed on in this way.
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| Puppetry and Story Theater | show 🗑
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| Tone and Mood | show 🗑
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| show | Irony- words used that intended meaning is different from actual meaning. A situation may end up in a different way than anticipated.
Paradox- A statement that contradicts itself and still seems true. (No one goes to restraunt because too crowded.)
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| Foreshadowing and Other Devices | show 🗑
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| show | A comparison between two things, typically on the basis of their structure and for the purpose of explanation or clarification.
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| show | Metaphor- Word/phrase applied to an object/action to which it is not literal (I fell through the trap door of depression.)
Simile- Comparison of one thing with another of a different kind, to make description more vivid (brave as a lion, crazy like fox)
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| Theme | show 🗑
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| show | A repetition of similar sounding words occurring at the end of lines in poems or songs. A rhyme is a tool utilizing repeating patterns that brings rhythm or musicality.
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| Meter | show 🗑
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| show | Two or more words in a phrase/line of poetry share the same beginning sound. The words can be adjacent or can be separated by one or more words. (She sells sea-shells down by the sea-shore” or “Peter Piper Picked a Peck of Pickled Peppers")
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| Authors Point of View | show 🗑
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| show | Purpose- The reason for which something is done or created or for which something exists.
Intended Auidience- the group of people for which a service or product is designed. (The population of people targetted by a new movie.)
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| show | Literal- What author is actually saying. Understanding ideas and info explicitly in material. Catergorizing, summarizing, etc.
Critical- Why the author says what they say. Reader uses criteria from own experienceto evaluate author. (Could this happen?)
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| show | Monitoring ones own comprehension and taking corrective action. Confirm you understanding, make connections, find evidence, think aloud/retell, justify your conclusion, test my assumptions.
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| Text Complexity | show 🗑
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| show | Refers to text structure. The structure can change within the whole peice of work or within even paragraphs. It is how the infois organized. A text might present a main idea and details; a cause and then its effects; and/or different views of a topic
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| show | Graphs, underlining, timeline, italics, tables
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| Comparing Multiple Accounts of the Same Event or Topic to Identify Similarities or Differences in POV | show 🗑
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| show | What are the differences? Mood, tone, plot, characters.
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| show | Literary- Written material, such as a book/poem has the purpose of telling story/entertain (fiction)
Informational- Inform the reader about the natural or social world. No characters.
Persuasive- Persuading to perform an action or argument.
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| show | Suspense. Crime. Detective. Gong'an. Thriller. Mystery, Legal ,Medical thriller. Tragedy. Melodrama. Urban. Westerns. Women's fiction. Class S. Femslash. Matron literature. Workplace tell. General cross-genre. Historical romance. Juvenile fantasy.
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| Conventions of Common Writing Forms | show 🗑
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| show | Rubrics and good feedback.
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| Features of argumentative writing | show 🗑
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| Features of informative/expository writing | show 🗑
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| Features of narrative writing | show 🗑
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| Traits of effective writing | show 🗑
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| show | 3.1 Planning and Prewriting
3.2 Collaborating
3.3 Researching
3.4 Drafting
3.5 Editing
3.6 Reviewing
3.7 Revising
3.8 Publishing
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| show | It can consist of a combination of outlining, diagramming, storyboarding, clustering.
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| show | The activity or skill of marking coherent words on paper and composing text. Written work, especially with regard to its style or quality.
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| show | Revising- Reconsider and alter. Whole paper level. Usually means to make big changes.
Editing- Correcting, condensing, or otherwise modifying it. This happens on a sentence level. Usually means to enhance rather than change.
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| Proofreading | show 🗑
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| Choosing the right rewrite | show 🗑
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| show | Prephonimic- scribbles, drawings, mock letters
Early phonemic- labels on pics, copying print, invented spelling
Letter name- Begin and end letters used to make words (ct=cat)
Transitional- Letter occurrance
Conventional- Correct writing
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| The grade appropriate continuum of student writing | show 🗑
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| show | Demonstrate knowledge through the use of technology. Google docs, wikispace, etc.
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| Using digital tools in the research process | show 🗑
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| Steps in the research process | show 🗑
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| show | Plagerism, must cite.
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| show | What do individuals in your department tend to use? Talk to your subject librarian; s/he can recommend a tool based on your needs. Be sure to stick with chosen tool. Saving info in two different tools can make it difficult to keep track of citations.
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| show | The arrangement of words and phrases to create well-formed sentences in a language.
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| show | A category to which a word is assigned in accordance with its syntactic functions. In English the main parts of speech are noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection.
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| show | A small group of words standing together as a conceptual unit, typically forming a component of a clause.
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| show | Absolute Phrase- Modify
Appositive Phrase- Insert
Gerund Phrase.
Infinitive Phrase. ...
Noun Phrase.
Participial Phrase.
Prepositional Phrase.
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| Clauses | show 🗑
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| show | Main- Form complete sentence alone, having subject/predicate.
Subordinate- Introduced by conjunction, forms part of and depends on a main clause
Adjective- Subject/verb that provide description.
Noun- Subject/verb but cant stand alone as sentence
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| Sentences | show 🗑
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| show | Simple- Contains a single, independent clause.
Compound- Contains two independent clauses that are joined by a coordinating conjunction.
Complex- Contains an independent clause plus one or more dependent clauses.
Compound-Complex- Contains 3+ clauses.
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| show | We take it apart to determine what function each unit in the sentence has. This is parsing a sentence. If you can identify the subject of a sentence, you have analyzed the sentence and identified the role of one important item in it.
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| show | The branch of linguistics and logic concerned with meaning. Formal semantics- logical aspects of meaning (sense, reference, implication, and logical)
lexical semantics- word meaning/word relations
Conceptual semantics- cognitive structure of meaning.
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| Expressions and common figures of speech | show 🗑
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| show | The branch of linguistics dealing with language in use and the contexts in which it is used, including such matters as deixis, taking turns in conversation, text organization, presupposition, and implicature.
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| show | 1. Basic- 8000 word families, simple words- girl, run, boy
2. High Freq/multiple meaning- Mature lang situations
3. Low Freq/Context Specific- Learn when need arises-ex amino acid
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| How varaties of English used in stories, dramas or poems support the overall meaning | show 🗑
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| Recognizing common usage errors | show 🗑
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| show | Homograph- Two or more words having the same spelling but different meanings and origins (e.g., pole and pole)
Homophone- Two words having the same pronunciation but different meanings, origins, or spelling (e.g., to, too, and two)
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| show | Always capitalize the first word in a sentence, the letter I, proper nouns, months, days, holidays, persons title, historical periods, titles of books or movies, nationalities, religions
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| show | Comma, full stop . exclamation mark ! question mark ? semi-colon ; colon : apostrophe ' quotation marks “ ” hyphen -
brackets ( ) or [ ] slash /
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| show | When individuals and groups engage in dialogue in the public sphere in order to deliver a message to a specific audience. (Billboards, public speech, newspaper)
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| show | Communication in small groups is interpersonal communication within groups of between 3 and 20 individuals.
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| show | Dyadic communication occurs when two people are conversing directly to one another.
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| Types of Speech | show 🗑
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| Diction | show 🗑
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| Enunciation | show 🗑
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| show | How loud or quiet.
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| show | The speed at which you speak.
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| Body Language | show 🗑
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| Audience interaction | show 🗑
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| Four basic listening skills | show 🗑
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| How and why we listen | show 🗑
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| show | Enhances listening and reading skills. Increased information.
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| show | Provide communicators with specialized tools. Evaluate core message, tone, bias,
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To hide a column, click on the column name.
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You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
kileeburton