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educ 3330 > grammar/spelling/handwriting > Flashcards

grammar/spelling/handwriting Flashcards

1
Q

The structure of language; that is, how words combine to form sentences

A

grammar

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2
Q

The socially preferred or “correct” way of using language

A

usage

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3
Q

what does grammar instruction focus on?

A

Parts of speech
Parts of sentences
Types of sentences
Capitalization and punctuation
Usage

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4
Q

what are the 8 parts of speech

A

noun, adjective, adverb, interjection, verb, preposition, conjunction, pronoun

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5
Q

names a person, place, or thing

A

noun

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6
Q

tells how often, how, when, where. describes a verb, an adjective, or adverb

A

adverb

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7
Q

word or group of words that describe an action or expression

A

verb

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8
Q

describes a noun or pronoun

A

adjective

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9
Q

used before a noun, pronoun, or gerund, to show place, time, direction in a sentence

A

preposition

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10
Q

join words or groups of words in a sentence

A

conjunction

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11
Q

replace the name of a person place or thing or idea in a sentence

A

pronoun

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12
Q

express strong emotion and is often followed by an exclamation point

A

interjection

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13
Q

consists of a subject and a predicate. can be an independent clause or a dependent clause

A

clause

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14
Q

Complete thought and can stand alone

A

independent clause

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15
Q
  • Incomplete thought and cannot stand alone
A

dependent clause

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16
Q

Contains only one independent clause

A

simple sentence

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17
Q

Contains more than one
independent clause

A

compound sentence

18
Q

contains independent and dependent clause

A

complex sentence

19
Q

two or more independent clauses, one or more dependent clauses

A

compound complex sentence

20
Q

statements

A

declarative sentences

21
Q

asks questions

A

interrogative sentence

22
Q

states commands

A

imperative sentence

23
Q

communicates strong emotions or surprise

A

exclamatory sentences

24
Q

used to connect independent clauses

A

semicolon

25
Q

three main uses. The first is after a word introducing a quotation, an explanation, an example, or a
series

A

colon

26
Q

Used to separate words into statements

A

dash

27
Q

Used to join two or more words together into a compound term and is not separated by spaces

A

hyphen

28
Q

Used to contain words that need a further explanation or are considered a group

A

brackets and parentheses

29
Q

(Three dots) indicates that part of the text has been intentionally been left out

A

ellipsis

30
Q

used as a substitute for a missing letter or letters in a word (as in the contraction cannot =
can’t), to show the possessive case (Jane’s room), and in the plural of letters, some numbers and abbreviations.
Note: groups of years no longer require an apostrophe (for example, the 1950s or the 90s)

A

apostrophe

31
Q

Children string scribbles, letters, and letter like forms
together, but don’t associate the marks with any
specific phonemes.
* This stage is typical of 3 to 5 year olds.

A

emergent spelling

32
Q
  • Children learn to represent phonemes in words with
    letters.
  • Understanding that there is a link between letters and
    sounds.
  • This stage is typical of 5 to 7 year olds.
A

letter name alphabetic spelling

33
Q

Begin this stage when they can spell most one
syllable short vowel words, and during the stage they
learn to spell long vowel patterns and r-controlled
vowels.
* This stage is typical of 7 to 9 year olds.

A

within word pattern spelling

34
Q

Focus on syllables and apply what they’ve learned
about one-syllable words to longer, multisyllabic words
* Learn about endings (-s, -es, -ed, and –ing) and rules
about consonant doubling, changing the final y to i, or
dropping the final e before adding a suffix.
* Learn compound words, contractions and some of the
more common prefixes and suffixes.
* This stage is typical of 9 to 11 year olds.

A

syllables and affixes

35
Q

Students explore the relationship between spelling
and meaning
* Learn that words with related meanings are often
related in spelling despite changes in vowel and
consonant sounds (e.g., wise – wisdom; sign – signal;
nation – national)
* Learn about Latin and Greek root words and
derivational affixes (e.g., amphi-, pre-, able-, -tion)
* This stage is typical of 11 to 14 year olds.

A

derivational relations spelling

36
Q

the conventional spellings of language

A

orthograph

37
Q

rather than saying sound it out while trying to spell, say “______”

A

think it out

38
Q

what are the two most important ways students learn to spell

A

Daily Reading Activities
Daily Writing Activities

39
Q

help students develop legible forms
so they can communicate effectively through writing.

A

handwriting

40
Q

____ and ___ are the two most important criteria in
determining handwriting quality.

A

legibility and fluency

educ 3330 (11 decks)

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