Pedagogy Final
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| Direct vocabulary instruction is generally shown to result in an increase in both word knowledge and reading comprehension. | show 🗑
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| The basic part of a word to which affixes are added. | show 🗑
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| Is a bound morpheme that is added to words. | show 🗑
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| show | Prefixes
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| Added to the end of words | show 🗑
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| show | Free morphemes
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| Cant stand alone always parts of words- occur attached to free morphemes. | show 🗑
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| show | Synonyms
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| Words that express opposite meanings | show 🗑
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| Words with sound and spelling similarities | show 🗑
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| show | Homophones
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| Words that are spelled the same but pronounced differently. | show 🗑
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| Words that are spelled and pronounced alike. | show 🗑
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| show | Multiple meanings
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| Phrases with figurative meaning | show 🗑
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| What are some effective word learning strategies | show 🗑
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| show | Context clues
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| Teaching students how to use information about word parts can be very valuable in promoting vocabulary growth. | show 🗑
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| What are the 4 different kinds of word parts. | show 🗑
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| show | Base word
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| Cant stand alone, This needs suffixes and prefixes to create a stand alone word. | show 🗑
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| When affixes are added to the beginning of roots or root words. | show 🗑
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| show | Word wall
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| Process of judging, concluding, or reasoning from some given information | show 🗑
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| show | Monitor and clarify
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| retelling short parts of the text identify crucial details practice identifying crucial and irrelevant information in the text locate key words and phrases that are meaningful to the summary identify the main idea | show 🗑
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| Process of combining elements from multiple sources and integrating them into a new whole | show 🗑
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| Forming mental pictures while reading to connect the questions and knowledge in one’s head with what one is reading | show 🗑
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| show | Evaluating
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| show | Implicit Modeling
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| • Directly showing and talking with students about what is being modeled using a think-aloud process | show 🗑
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| show | Simple Sentences
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| show | Compound Sentences
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| Contains an independent and dependent clause | show 🗑
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| Two or more independent clause and one or more dependent clause | show 🗑
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| show | Declarative
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| show | Interrogative
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| Issues commands | show 🗑
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| show | Expository
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| show | Semi-colon
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| show | Colon
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| show | Dash
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| is used to show a separation of ideas or elements within the structure of a sentence. | show 🗑
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| Used to join two or more words together into a compound term and is not separated by spaces | show 🗑
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| Used to contain words that need a further explanation or are considered a group. | show 🗑
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| (Three dots) indicates that part of the text has been intentionally been left out. | show 🗑
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| show | Apostrophe
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| show | Emergent Spelling
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| show | Letter-name
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| show | Within-word Pattern
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| show | Syllables and affixes
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| show | Derivational Relations
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| show | discriminative listening
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| listen for pleasure or enjoyment | show 🗑
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| listen to understand/learn something | show 🗑
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| show | critical listening
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| 3 Strategies that students can use for aesthetic listening | show 🗑
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| Most important strategy for critical listening is evaluating because students need to judge the message. Teaching strategy –view commercials to examine propaganda devices and persuasive language | show 🗑
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| show | Speaking
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| A strategy for accessing prior knowledge by previewing the text to be read and making predictions about it. | show 🗑
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| The 5 Types of Reading | show 🗑
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| show | Shared reading
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| show | Guided reading
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| show | Cooperative/Buddy/Partner Reading
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| Students read silently by themselves at their own pace | show 🗑
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| show | Responding
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| show | Exploring
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| show | Applying
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| What makes a strong reader | show 🗑
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| Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more. Graphic organizersTransition words and sentence startersAllow more time | show 🗑
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| show | Tiered Products Tic-Tac-Toe /Choice Boards Learning Menus R. A. F. T. S
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| Tiered Activities Learning Centers/Stations Interactive Journals Graphic Organizers Jigsaw Activities Manipulatives/Technology | show 🗑
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| Providing a variety of materialsProvide options for perceptionProvide options for comprehensionTiered Content CompactingScaffoldingPresentation StylesMini Lessons | show 🗑
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| show | Consonance
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| Words that are used to represent particular sounds. | show 🗑
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| show | Repetition
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| Poets use words that appeal to the reader’s senses of sight, sound, touch, taste, and smell. | show 🗑
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| Creates pictures by making comparisons | show 🗑
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| A comparison using like or as. | show 🗑
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| show | Metaphor
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| show | Personification
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| When an author or poet refers to a famous person, place or thing in history. | show 🗑
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| show | Mood/tone
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| show | Theme
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| Three-line stanza with a 5/7/5 syllable count. The first line has 5 syllables, the second line has 7 syllables, and the third line has 5 syllables. | show 🗑
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| show | Free verse
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| show | Sonnet
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| show | Acrostic
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| A five line poem that consists of a single stanza, an AABBA rhyme scheme. | show 🗑
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| is a tribute to its subject, although the subject need not be dead. | show 🗑
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| Written in mourning following a death… | show 🗑
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| Five line poem Particularly vivid in their imagery | show 🗑
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| show | Alliteration
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| Organizing Summarizing Getting clues from the speaker Monitoring | show 🗑
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| show | Critical Listening Strategy
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| view commercials to examine propaganda devices and persuasive language | show 🗑
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| Book talk, grand conversation, coral reading, interactive read alouds, retelling. | show 🗑
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| show | K-W-L
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| show | Making Connections
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| show | Stage 1 Scribbling children
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| Become aware of how text should be laid out. • May not understand that the number of written words should be the same as spoken words. | show 🗑
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| show | Stage 3 Writing Letter-Like Forms
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| show | Stage 4 Writing Actual Letters
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| show | Stage 5: Letters for Prominent Phonemes,
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| show | Fluency Importance
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Created by:
karlie2004