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RICA > Domain 4 > Flashcards

Domain 4 Flashcards

1
Q

Background Knowledge

[Competency 10]

A

The foundation upon which greater knowledge can be built.

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2
Q

Fluency Benefits of Understanding Vocabulary

[Competency 10]

A
  • makes it easier to recognize words

- word recognition increases ability to read fluently

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3
Q

Comprehension Benefits of Understanding Vocabulary

[Competency 10]

A
  • A child’s level of vocabulary acts as an indicator of how much they are understanding when they read.
  • Able to define several key words in a text after it is read (using vocabulary as a “key indicator” for text comprehension)
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4
Q

Role of Early Vocabulary Development in Students’ Later Achievements

[Competency 10]

A
  • “The Matthew Effect”
  • over a period of time the gap between high-achieving and low-achieving readers widens.
  • Students need to gain an understanding of the meanings of thousands of words in the primary grades in order to achieve success as they grow older.
  • Timely interventions of effective vocabulary instruction for students who struggled is essential.
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5
Q

Reciprocal Relationship of Vocabulary Knowledge and Concept Learning

[Competency 10]

A
  • The more words you know, the more concepts you learn; and, the more concepts you learn, the more words you know
  • Child’s level of vocabulary increases, increases the child’s level of background knowledge.
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6
Q

Incremental Process of Vocabulary Learning

[Competency 10]

A
  1. Unknown Words
  2. Acquainted Words (familiar words)
  3. Established Words (know well)
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7
Q

Factors for Developing Students’ Vocabulary, Academic Language, and Background Knowledge

[Competency 10]

A
  • Frequency (how often the word appears)
  • Utility (how often students want to write the word)
  • Level of Knowledge (how well they understand the word)
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8
Q

Tiers of General Academic Vocabulary

[Competency 10]

A
  • First Tier: simple words that students know without instruction (such as flower, water, rain)
  • Second Tier: difficult words that appear in several contexts in science and social studies (such as climate, territory)
  • Third Tier: most difficult words that are used only in one specific “domain” or area of study
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9
Q

Examples of Necessary Nontechnical Academic Language that Students Encounter

[Competency 10]

A
  • define
  • identify
  • illustrate
  • speculate
  • summarize
  • classify
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10
Q

Academic Language

[Competency 10]

A

The language used in textbooks and tests (language of the classroom).

  • Technical language of a specific discipline (example of history technical text: sovereignty)
  • Nontechnical language runs across disciplines (example: theory, hypothesis, analysis, and synthesis)
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11
Q

Principles of Vocabulary Instruction

[Competency 11]

A
  • Instruction must fit the age and ability of students
  • Lessons must provide examples of how target words are used
  • Children must have repeated exposure to the word
  • Involves: direct instruction of specific words, teaching students independent word-learning strategies, developing word consciousness, & encouraging wide reading
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12
Q

Four Strategies for Direct Teaching of Specific Words

[Competency 11]

A
  • Contextual redefinition
  • Semantic maps
  • Semantic feature analysis
  • Word sorts
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13
Q

Contextual Redefinition

[Competency 11]

A

“Round One”: Teacher displays the word, students write the definition if they know.
“Round Two”: Working in small groups students come up with definitions (improve definitions or borrow definition from a partner)
“Round Three”: Teacher displays the sentence that contains the word they defined. The sentence can be read aloud by a student or teacher.
“Round Four”: Teacher asks for volunteers to read their definitions

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14
Q

Semantic Maps

[Competency 11]

A

“Word Maps”

  • useful for before reading to help students activate their prior knowledge
  • Target word is in the center of a circle. Add “satellite bubbles” around the target word with lines that link the “satellite bubbles” to the target word.
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15
Q

Semantic Feature Analysis

[Competency 11]

A

Teaching activity for a set of words that share at least one characteristic.

  • Create a grid that identifies traits of the target word
  • Display the target words along the vertical axis
  • List the traits on the horizontal axis.
  • Place a (+) under each trait that the word shares.
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16
Q

Word Sorts

[Competency 11]

A

Students sort a collection of words by comparing and contrasting them.

  • Words ought to be sorted into two, three, or four groups.
  • Discuss each word and create categories
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17
Q

Three Independent Word-Learning Strategies

[Competency 11]

A
  1. Morphemic Analysis
  2. Contextual Analysis
  3. Using the dictionary
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18
Q

Morphemic Analysis Word-Learning Strategy

[Competency 11]

A
  • Students look at parts of words to determine their meaning

- “Structural Anaylsis”

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19
Q

Morphemes

[Competency 11]

A
  • The most elemental unit of meaning in a language
  • Only two types of morphemes: some words and all affixes
  • Words with one morpheme: shoe, chair, wall
  • Word with two morphemes: walked
  • Word with three morphemes: unkindly
  • Not all syllables are morphemes
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20
Q

Affixes

[Competency 11]

A

Affixes are either:

  • Prefixes (morphemes that appear before a root word) or
  • Suffixes (morphemes that appear at the end of a root word)

Prefix examples: non-, un-, pre-
Suffix examples: -ment, -er, -ly

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21
Q

Bound Morphemes

[Competency 11]

A

Prefixes and suffixes that cannot occur alone, they must be attached to a root word (un-, -est)

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22
Q

Free Morphemes

[Competency 11]

A

Can be uttered alone with meaning, for example test.

23
Q

Contextual Analysis Word-Learning Strategy

[Competency 11]

A

Thinking about the words surrounding the target word for context.
Teach students to identify four types of context clues:
1. Define contextual clues: provide a definition for the target word in the text.
2. Synonym contextual clues: use another word in the paragraph that is a synonym for the target word.
3. Antonym contextual clues: use another word in the paragraph that is an antonym for the target word.
4. Example contextual clues: author of the text has provided a definition of the target word by listing examples of the word in the text.

24
Q

Limitations of the Contextual Analysis Strategy

[Competency 11]

A
  • difficult strategy to teach
  • many texts may have few clearly stated contextual clues
  • Some texts may only contain subtle clues that are difficult to find and use
25
Q

Using the Dictionary Word-Learning Strategy

[Competency 11]

A
  • use developmentally appropriate dictionaries.
  • slow process and can distract from the meaning of the story text
  • may not be able to determine which definition provided is proper for the text.
  • must understand alphabetical order
  • teachers should first model how to properly use a dictionary
26
Q

Word Consciousness

[Competency 11]

A

-Having an interest in words and their meanings

27
Q

Developing Word Consciousness through Synonyms and Antonyms

[Competency 11]

A
  • teach lessons and games with synonyms (two words with similar meanings) and antonyms (two words with different meanings)
  • Example: Choose five words and write a paragraph containing each of them. Highlight the five words and have the paragraph give contextual clues to figure out the meanings of the five words. Provide students with a word bank with 10 words (5 that are synonyms for the target words and five that are not). Students can also work in word pairs as these target words are defined and understood.
28
Q

Developing Word Consciousness through Homophones and Homographs

[Competency 11]

A

-created activities that are centered on homophones and homographs.

Homophones: two words with the same sound (mail and male)
Homographs: two words with the same spelling but two different pronunciations (cool wind; wind the clock)

29
Q

Developing Word Consciousness through Words of the Day

[Competency 11]

A
  • teacher selects a word or chooses a word from a child’s question to be the “Word of the Day”.
  • Display the word in large letters and present it in context (in a paragraph).
  • Discuss with the students the meaning of the word.
  • Stress the words importance
30
Q

Developing Word Consciousness by Playing with Idioms and Puns

[Competency 11]

A
  • use idioms and puns.
  • Idioms: phrases such as “It’s raining cats and dogs”.
  • Puns: humorous uses of words that typically have more than one meaning “He is a grave man”.

-Have students build a collection of idioms and puns and illustrate them.

31
Q

Developing Word Consciousness by Playing with Words in Poetry

[Competency 11]

A

Challenge students to write different forms of poetry (haiku, limerick) to expand their vocabulary.

32
Q

Developing Word Consciousness through Etymology

[Competency 11]

A

Etymology: the history and development of words.

-Discuss with students how words became words.

33
Q

Instructional Strategies to Support what Students have Learned

[Competency 11]

A

-listening/speaking
-reading/writing
Structure of the English language

34
Q

Listening/Speaking Instruction Activities to Support what Students have Learned

[Competency 11]

A
  • teacher should read aloud both literary and informational texts
  • students should participate in discussions that challenge them to use words they have learned

-Example: “Oral Rehearsal”
Students say it to themselves and listen to how their words “came out” and modify their message before they write it. Discuss possible sentences for using target words with partners before placing it in a written sentence.

35
Q

Reading/Writing Instructional Strategy to Support Student Learning

[Competency 11]

A
  • Provide students with reading assignments that include target words they have previously learned.
  • Students should be able to use the target words that they have learned in sentences.
36
Q

Features of the Structure of the English Language

[Competency 11]

A
  1. Sentence Structure
  2. Syntax
  3. Punctuation and Capitalization
37
Q

Sentence Structure of the English Language

[Competency 11]

A

-subjects, predicates, independent clauses, dependent clauses, sentence fragments, and run-ons.

38
Q

Sentence Structure of the English Language: Independent Clause

[Competency 11]

A

Can stand alone

Example: Darlene kicked the ball.

39
Q

Sentence Structure of the English Language: Dependent Clause

[Competency 11]

A

Cannot stand alone

Example:
Darlene kicked the ball to Fred, who kicked it to Allen.
“Who kicked it to Allen” is the dependent clause

40
Q

Sentence Structure of the English Language: Recognizing Common Patterns in Sentences

[Competency 11]

A

Either/or

Neither/nor

41
Q

Sentence Structure of the English Language: Syntax

[Competency 11]

A

The order of words in sentences.
The common pattern is: article, adjective, noun.
Example:
The yellow house.

42
Q

Sentence Structure of the English Language: Punctuation and Capitalization

[Competency 11]

A

-Teach punctuation and capitalization by providing a kid-friendly rule and displaying models of correctness and challenge students to find errors in specially designed sentences.

43
Q

Focus on Key Vocabulary and Focus on Nontechnical Academic Language for Struggling Students

[Competency 11]

A
  • Narrow the focus from eight words in a lesson to three or four “key” words.
  • Struggling students will benefit from lessons on words that will be used in several contexts (nontechnical academic language words).
44
Q

Reteach Vocabulary Target Words that Struggling Students have not mastered

[Competency 11]

A

Struggling students may need additional lessons on the same target word. Each additional lesson should be using concrete examples and visual, kinesthetic, and tactile learning interventions

45
Q

Provide Concrete Examples of Nouns for Struggling Students

[Competency 11]

A
  • Providing the actual noun for students allows them to see and touch the target word.
  • Illustrations and photographs are also methods for helping struggling readers to understand the word meaning.
46
Q

Use Visual, Kinesthetic, and Tactile Activities for Struggling Students to learn Vocabulary

[Competency 11]

A

-Use a variety of learning modes.
-When teaching action verbs, have students act out the target word.
For example: hammering, measuring, drilling

47
Q

Use Cognates to Assist English Learners Vocabulary Skills

[Competency 11]

A

-Cognates: words that look alike and mean the same thing in two languages.

English/Spanish examples of cognates:
Air/aire; active/activo; artist/artista; color/color

48
Q

Provide Concrete Examples of Vocabulary Words for English Learners

[Competency 11]

A

Use real things, illustrations, and charts to teach the meanings of words.

49
Q

Build Knowledge of English Morphemes for English Learners

[Competency 11]

A

-Teach the meanings of common English roots, prefixes, and suffixes to allow them to independently figure out the meanings of words.

-Many English and Spanish affixes have similar pronunciations and mean the same thing:
Anti- means against; auto- means self; bi- means two

50
Q

Teach English Syntax to English Learners

[Competency 11]

A

-Teach the differences between the sentence of the English language.

For example:
English language has article, adjective, noun typically.
Spanish language has article, noun, adjective.

51
Q

Instructional Activities to Support the Learning of Advanced Learners

[Competency 11]

A
  • increasing the pace and complexity of instruction (learn definitions at a faster pace than their peers)
  • extending the depth and breadth of instruction (learn more words than their peers)
52
Q

Assessing Vocabulary and Academic Language through Tests

[Competency 11]

A
  • use a word in a sentence/multiple answer options format
  • choose a synonym (ask students to identify a synonym to a target word)
  • analogies (student must select a word that has the same relationship to the target word; example: head is to body as _peak_is to mountain.)
53
Q

Assessing Vocabulary and Academic Language: Use in Context

[Competency 11]

A

-plan activities requiring students to use the words they have learned. (Oral or written activities)

RICA (5 decks)

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