English Language Arts Flashcards
phonemes
how sounds can be combined
semantics
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
syntax
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
Language acquisition
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
internal grammar
set of linguistic principles that are activated potentially for all languages
phonology
phonemes and graphemes
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
Morphology
morphemes
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”
Lexicon
refers to the vocabulary of a language
Ex: the word “hot” can have several meanings
Pragmatics
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
Connotation
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”
Denotation
refers to the literal meaning of words and ideas
“dog contained by invisible fence”– electric fence
requires to go beyond the literal meaning
Stages of Language development
Pre-language stage
1st stage, 0-6 months- babbling stage
send and receive messages and use reflexive crying to communicate
Stages of Language development
Holophrastic stage
2nd stage, 11-19 months- One-word stage
imitate the inflections and facial expressions of adult
Stages of Language development
Two- word stage
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”)
Stages of Language development
Telegraphic stage
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
Stages of Language development
Ages 2-3
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
Stages of Language development
Age 4
6th stage
Use more complex sentence structures but their speech still contains pronunciation problems as well as overgeneralizations
Stages of Language development
Age 5
7th stage
working knowledge of grammar, learning to understand time and use verbs (irregular verbs a challenge)
Stages of Language development
Age 6-7
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
Stages of Language development
Ages 8-12
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
TELPAS
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
Communication disorder
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
Voice disorders
2 Types
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)
Fluency disorders
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
Articulation disorder
Lisping: term used when speakers produce the sound /s/. /sh/, and /ch/ with their tongue between upper and lower teeth (may affect other sound)
Aphasia
3 types: receptive, expressive, global aphasia
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
Phonological awareness
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
Syllabication
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
Alliteration
a technique to emphasize phonemes by using successive words that begin with the same consonant sound or letter
Tongue twisters
Alphabetic principle
the ability to connect letters with sounds and to create words based on these associations
Writing Systems (1):
Logographic writing system
first type of written language system developed in the history of civilizations
Ex: Chinese
Writing Systems (2):
Syllabic writing system
syllables are depicted through the use of unique symbols, each symbols represents a syllable instead of a single phoneme
Ex: Thai, Tibetan
Writing Systems (3):
Alphabetic writing system
uses the sounds of the language as a basic unit for writing
Ex: English and most European languages
3 stages of reading development:
(1) Emergent (2) Early readers (3) Fluent readers
(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
Bottom- up approach
Top-down approach
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
Genres:
Traditional Literature
comprises the stories that have their roots in the oral tradition of storytelling and have been handed down through generations
Genres:
Multicultural Literature
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
Genres:
Modern Fantasy
present make believe stories
Genres:
Historical Fiction
is set in the past and lets children live vicariously in times and places they cannot experience in any other way
Genres:
Nonfiction
as the real world at its point of orgin
Genres:
Biography
describes the lives of real people
Genres:
Poetry
“not prose”, uses words to capture something: a sight, a feeling, or perhaps a sound
Exposition
usually used to introduce the background information and to understand or introduce characters
Analysis of the story
it might be multicultural or traditional, or include possible stereotypes, sexism, religious issues, controversial elements, or words or ideas the might create controversy
derivational morphemes
come from foreign languages like Greek and Latin and they represent consistent meanings
prefixes: pre-, anti-, sub-
Influential morphemes
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
Semantic clues
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
Homophones
sound the same but are spelled differently and have different meanings
Ex: Blue and Blew
Homographs
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
Reading Fluency
the ability to decode words quickly and accurately to read text with the appropriate word stress, pitch, and intonation pattern (or prosody)
Fluency
is a prerequisite for language comprehension
Children struggling with fluency devote their time to mastering their language skills
Comprehension
a complex process involving the text, the reader, the situation, and the purpose for reading
synthesizing
combines new info with existing knowledge to form an original idea or interpretation
Metacomprehension
readers are aware of how well they are understanding as they read
Vocabulary levels
Tier 1, Tier 2, Tier 3, Tier 4
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
Semantic clusters
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
SQ4R
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
DRTA
stands for Directed Reading/ Thinking Activity and establishes a purpose for reading a story or expository writing from a content book
- Sample the text to develop background
- Make predictions
- Confirm or correct predictions
Spelling Stages
writing development occurs about the same time as reading development
drawing begins children’s attempts tp convey a message in written form
5 Stages
Spelling Stages:
Scribbling
1st Stage
Children pretend they are writing, eventually they develop letter-like symbols
Spelling Stages:
Pseudo Letters
2nd Stage
children try to create forms that resemble letters, but these forms cannot always be identified as such
Spelling Stages:
Phonetic
3rd Stage
the child is able to represent all major sounds with letters, and the spellings show the sequence of sounds in pronunciation
Spelling Stages:
Transitional Spelling
4th Stage
children discontinue over-reliance on phonetic spelling, notice visual cues, and develop a knowledge of using morphological information, or word structure
Spelling Stages:
Conventional Spelling
students do have almost complete mastery of the most complex sound-symbol relationships and are increasingly proficient in proofreading their spelling
Writing Stages:
Emergent Writers
1st Stage
- Dictate an idea or a complete story
- Use initial sounds in their writing
- Understand that writing symbolizes speech
Writing Stages:
Early Writers
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
Writing Stages:
Newly Fluent Writers
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
Visual Design:
Visual impact
Visual coherence
Visual Salience
Organization
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
Formal Assessments
Criterion-Referenced Tests (CRT)
Norm-Referenced Tests (NRT)
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
Informal Assessments
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
Performance Based Tests
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
