Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Ec-6 > English Language Arts > Flashcards

English Language Arts Flashcards

1
Q

phonemes

A

how sounds can be combined

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

semantics

A

the ways meaning is generated in a language, also the way words, phrases, and sentences combine in ways to make sense

Culture and context

Connotation and denotation are used to convey meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

syntax

A

how words can be placed together

entails the way in which words are organized and arranged in a language- English has specific basic sentence structures- common sentence patterns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Language acquisition

A

results from the combination of three main components: (1) innate abilities and mechanism of the learner (2) exposure to the speech of caretakers and parents (3) the interaction of children in their immediate linguistic environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

internal grammar

A

set of linguistic principles that are activated potentially for all languages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

phonology

phonemes and graphemes

A

the study of the sound system of a language, the basic units of sound are phonemes

Graphemes or individual letters that represent phonemes (7 in the word through)

26 graphemes to represent ~ 44 phonemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Morphology

morphemes

A

the study of the structure of words and word formation

Morphemes are the smallest representation of meaning EX: cars is made up of two: root word “car” and plural morpheme “s”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Lexicon

A

refers to the vocabulary of a language

Ex: the word “hot” can have several meanings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Pragmatics

A

describes how context can affect the interpretation on communication

describes the hidden rules of communication understood by native speakers

“common sense” rules not immediately evident to ELLs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Connotation

A

refers to the implied meaning of words and ideas, and speakers must have knowledge of the culture to understand an expression’s implied meaning

Idioms in context- “its raining cats and dogs”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Denotation

A

refers to the literal meaning of words and ideas

“dog contained by invisible fence”– electric fence

requires to go beyond the literal meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Stages of Language development

Pre-language stage

A

1st stage, 0-6 months- babbling stage

send and receive messages and use reflexive crying to communicate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Stages of Language development

Holophrastic stage

A

2nd stage, 11-19 months- One-word stage

imitate the inflections and facial expressions of adult

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Stages of Language development

Two- word stage

A

3rd stage, 13-24 months

produce rudimentary phrases, characterized by 2 types of words- pivot and open words

Pivot refers to words that can accomplish multiple functions (no, up, all, see)

open class contains words that refer to one concept (home, milk, dog)

Use combo of both (“see mommy”, “no more”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Stages of Language development

Telegraphic stage

A

4th stage, 18-27 months

represents a higher degree of linguistic development in which the child goes beyond the use of two-word communication in their speech

use content words with high semantic value (convey more meaning) that can be used in multiple situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Stages of Language development

Ages 2-3

A

5th stage

Age 2- short sentences, use prepositions and pronouns with some inconsistency

Age 3- creating 3 or 4 word sentences, can follow two-step commands and engage in short dialogues about familiar topics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Stages of Language development

Age 4

A

6th stage

Use more complex sentence structures but their speech still contains pronunciation problems as well as overgeneralizations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Stages of Language development

Age 5

A

7th stage

working knowledge of grammar, learning to understand time and use verbs (irregular verbs a challenge)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Stages of Language development

Age 6-7

A

8th stage

use well-constructed sentences using all parts of speech

trouble with certain sounds but can separate words into syllables and decode written language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Stages of Language development

Ages 8-12

A

9th stage

speaking repertoire continues to grow and to improve as their communication changes from using language to have their needs met to becoming language makers in academic settings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

TELPAS

A

Texas English Language Proficiency Assessment System- Tested yearly

designed to assess the language development of Ells in listening, speaking, reading, and writing

contains a checklist to assess the speaking component based on a four-point scale: Beginner. Intermediate, Advance. and Advance high

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Communication disorder

A

occurs when a person’s speech interferes with his or her ability to convey messages during interaction with others

includes those in voice, fluency, articulation, and language processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Voice disorders

2 Types

A

refer to any distortion of the pitch, timbre, or volume of spoken communication

Phonation disorder: describes any abnormality in the vibration of the vocal fold (ex extreme breathing)

Resonance disorder: describes abnormalities created when sound passes through the vocal tract (ex: sound passing through the nasal cavity)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Fluency disorders

A

refers to any condition that affects the child’s ability to produce coherent and fluent communication

Stuttering: multiple false starts or the inability to produce the intended sounds

Cluttering: occurs when children try to communicate too fast and this make comprehension difficult

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Articulation disorder

A

Lisping: term used when speakers produce the sound /s/. /sh/, and /ch/ with their tongue between upper and lower teeth (may affect other sound)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Aphasia

3 types: receptive, expressive, global aphasia

A

language processing disorders caused by brain-based disturbance

Receptive aphasia: “sensory” aphasia, creates problems with listening comprehension and retrieval of words from memory

Expressive aphasia: affects speaking ability and causes specific problems with articulation and fluency

Global aphasia: “irreversible” aphasia, children with this sever impairment of articulation and fluency produce minimal speech and their comprehension is limited

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Phonological awareness

A

the ability to recognize and manipulate components of sound and the structure of words

the ability to discriminate, remember, and manipulate words in sentences as well as sounds within a word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Syllabication

A

refers to the ability to conceptualize and separate words into syllables which are their basic pronunciation components in English

syllables can be one vowel or a combo of of vowels and consonants

an important component of phonological awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Alliteration

A

a technique to emphasize phonemes by using successive words that begin with the same consonant sound or letter

Tongue twisters

30
Q

Alphabetic principle

A

the ability to connect letters with sounds and to create words based on these associations

31
Q

Writing Systems (1):

Logographic writing system

A

first type of written language system developed in the history of civilizations

Ex: Chinese

32
Q

Writing Systems (2):

Syllabic writing system

A

syllables are depicted through the use of unique symbols, each symbols represents a syllable instead of a single phoneme

Ex: Thai, Tibetan

33
Q

Writing Systems (3):

Alphabetic writing system

A

uses the sounds of the language as a basic unit for writing

Ex: English and most European languages

34
Q

3 stages of reading development:

(1) Emergent (2) Early readers (3) Fluent readers

A

(1) emergent readers understand that print contains meaningful information and basic skills (looking left to right)
(2) early readers have mastered reading readiness skills and they are beginning to read simple text with some success
(3) newly fluent readers can read with relative fluency and comprehension

35
Q

Bottom- up approach

Top-down approach

A

Bottom up- “skills-based”, proceeds from the specific to the general or from the parts to the whole- begins with phonemes and graphemes and continues to ex[and

Top down- “meaning based”, begins with the whole and then proceeds to its individual parts- begins with whole stories, sentences, words, and then proceeds to the smallest unit of syllables, graphemes

36
Q

Genres:

Traditional Literature

A

comprises the stories that have their roots in the oral tradition of storytelling and have been handed down through generations

37
Q

Genres:

Multicultural Literature

A

acknowledges the importance of sharing literature from various cultures do that students learn about other cultures and so that students are more apt to see their cultures featured in books

38
Q

Genres:

Modern Fantasy

A

present make believe stories

39
Q

Genres:

Historical Fiction

A

is set in the past and lets children live vicariously in times and places they cannot experience in any other way

40
Q

Genres:

Nonfiction

A

as the real world at its point of orgin

41
Q

Genres:

Biography

A

describes the lives of real people

42
Q

Genres:

Poetry

A

“not prose”, uses words to capture something: a sight, a feeling, or perhaps a sound

43
Q

Exposition

A

usually used to introduce the background information and to understand or introduce characters

44
Q

Analysis of the story

A

it might be multicultural or traditional, or include possible stereotypes, sexism, religious issues, controversial elements, or words or ideas the might create controversy

45
Q

derivational morphemes

A

come from foreign languages like Greek and Latin and they represent consistent meanings

prefixes: pre-, anti-, sub-

46
Q

Influential morphemes

A

only happen in the final position of the word

typically follow derivational morphemes in a word, and do not change the syntactic classification of the word

47
Q

Semantic clues

A

readers think about the meaning, or what would make sense, as they encounter a word

Title of a book and background knowledge, can know the topic and then what words to expect

48
Q

Homophones

A

sound the same but are spelled differently and have different meanings

Ex: Blue and Blew

49
Q

Homographs

A

spelled the same way but have more than one pronunciation and different meaning

Ex: bow - refers to the front of a ship and the way people bend to salute

50
Q

Reading Fluency

A

the ability to decode words quickly and accurately to read text with the appropriate word stress, pitch, and intonation pattern (or prosody)

51
Q

Fluency

A

is a prerequisite for language comprehension

Children struggling with fluency devote their time to mastering their language skills

52
Q

Comprehension

A

a complex process involving the text, the reader, the situation, and the purpose for reading

53
Q

synthesizing

A

combines new info with existing knowledge to form an original idea or interpretation

54
Q

Metacomprehension

A

readers are aware of how well they are understanding as they read

55
Q

Vocabulary levels

Tier 1, Tier 2, Tier 3, Tier 4

A

Tier 1: used in daily speech

Tier 2: are more formal and academic and are learned in school through direct instruction or during reading

Tier 3: describe the technical vocabulary used in the content areas

Tier 4: represent sophisticated vocab the learners need to succeed beyond the elementary years

56
Q

Semantic clusters

A

find topic and then more complicated words that goes with that topic as the levels increase

Reptiles
Level 1 none Level 2 alligator, snake Level 3 dinosaur

57
Q

SQ4R

A

used when reading text in content areas

S- Survey: readers examine headers, illustrations, etc
Q- Question: devise some question s that the chapter will likely answer (establish the purpose for reading)
R(1)- Read: read while looking for answers to questions
R(2)- Write: monitor their comprehension as they write a summary
R (3)- Recite: try to answer orally or in writing the student-developed questions at the end of chapter
R(4)- Review: the text to evaluate accuracy of their answers and show how much they learned

58
Q

DRTA

A

stands for Directed Reading/ Thinking Activity and establishes a purpose for reading a story or expository writing from a content book

  1. Sample the text to develop background
  2. Make predictions
  3. Confirm or correct predictions
59
Q

Spelling Stages

A

writing development occurs about the same time as reading development

drawing begins children’s attempts tp convey a message in written form

5 Stages

60
Q

Spelling Stages:

Scribbling

A

1st Stage

Children pretend they are writing, eventually they develop letter-like symbols

61
Q

Spelling Stages:

Pseudo Letters

A

2nd Stage

children try to create forms that resemble letters, but these forms cannot always be identified as such

62
Q

Spelling Stages:

Phonetic

A

3rd Stage

the child is able to represent all major sounds with letters, and the spellings show the sequence of sounds in pronunciation

63
Q

Spelling Stages:

Transitional Spelling

A

4th Stage

children discontinue over-reliance on phonetic spelling, notice visual cues, and develop a knowledge of using morphological information, or word structure

64
Q

Spelling Stages:

Conventional Spelling

A

students do have almost complete mastery of the most complex sound-symbol relationships and are increasingly proficient in proofreading their spelling

65
Q

Writing Stages:

Emergent Writers

A

1st Stage

  • Dictate an idea or a complete story
  • Use initial sounds in their writing
  • Understand that writing symbolizes speech
66
Q

Writing Stages:

Early Writers

A

2nd Stage

  • Understand that a written message remains the same every time it is read
  • Knowledge of sounds and letters as they progress through the stages of spelling
  • Use conventional grammar, spelling, capitalization, and punctuation
67
Q

Writing Stages:

Newly Fluent Writers

A

3rd Stage

  • Prewriting strategies
  • Address a topic or write tp prompt clearly and independently
  • Organize writing (beginning, middle, end)
  • Consistently use conventional grammar, spelling, capitalization, and punctuation
68
Q

Visual Design:

Visual impact
Visual coherence
Visual Salience
Organization

A

can be viewed as containing its own grammar

Visual Impact: how the overall design appeals to the reader
Visual Coherence: how the design creates unity and wholeness
Visual Salience: using design features tp generate a desired effect
Organizations: how the layout of the page create a unquie pattern understandable to the reader

69
Q

Formal Assessments

Criterion-Referenced Tests (CRT)

Norm-Referenced Tests (NRT)

A

teacher made test, district exams, and standardized test

Formative and Summative assessments are apart of effective instruction

CRT: the teacher tries to measure each student against uniform objectives or criteria (standards)

NRT: is designed to compare the performance of groups of students, Bell shaped curve

70
Q

Informal Assessments

A

purpose is to determine what a student can and cannot do

Ex: running record, story retelling, portfolios, observations (checklist)

Miscue analysis: an assessment that asses oral reading, Miscue refers to any deviation from text made during oral reading

71
Q

Performance Based Tests

A

assess students on how well they perform certain task

Students may use higher level thinking skills to apply, analyze, synthesize, and evaluate

Read a problem, design and carry out a lab experiment, and then write summaries about their findings

Ec-6 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions