Integrated Language Arts, Diverse Learners, and the Study of English Flashcards
Close reading
A teaching strategy in which students carefully and purposefully read and reread a text
(In a math class, the students first read the text slowly, at least twice. Then, they think about the problem and highlight or circle important details. Next, they pick a strategy to use to solve the problem and label the variables. Finally, students solve the problem and reread the text to ensure their answers make sense.)
K-W-L Chart
A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)
Texas Essential Knowledge and Skills (TEKS)
The state foundation curriculum developed by the State Board of Education, that requires all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas
Tier 2 Words
Academic words that students will encounter frequently and that are used in multiple content areas. Many of these are process words that commonly appear in assessment.
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
Unreliable Source
Information presented in an informal way without documentation, and no author/publisher information.
(anonymous blog article)
Reliable source/Credible source
Information presented in a professional way, with a formal tone, includes source documentation, and author and/or publisher information.
(a textbook)
Prefix
A letter or letters at the beginning of a root word that changes its meaning
(re-, de-, un-)
Semantic mapping
a form of scaffolding which helps students to develop connections among words
(____________ have a variety of formats. In one method, students write an example, a non-example, a synonym, and an antonym.)
Context clues/contextual analysis
using the words before and after an unknown word to determine its meaning
(It was a beautiful day that made it idyllic for swimming.)
Tier 1 Words
Common words that are already familiar to students when they enter school. These words do not need to be taught in a classroom setting.
Tier 3 Words
Academic words that are specific to a particular content area or discipline. These are words that would appear, for example, in a subject-specific textbook or in the glossary of an informational text.
Word Wall
An on-going bulletin board with common terms used frequently in the classroom. Vocabulary words are added as they are introduced
Expository Writing
a writing style in which students investigate an idea, evaluate evidence, and develop a clear argument
(Newspaper articles, how-to manuals, and assembly instructions are examples of _____________.)
Think-Aloud
a teaching strategy in which a teacher states his/her thoughts aloud to demonstrate how the students should go about solving a problem or understanding a text
(Math teachers model thinking by reading a problem aloud and verbalizing figuring out what it is asking what needs to be done. Language arts teachers ask themselves questions about the text as they read aloud.)
Subheading
a title for a smaller portion of text
Signal Words
words or phrases that show the connection between ideas
(To teach text structures, a teacher can have students find ____________ within the texts and examine topic sentences that clue the reader to a specific structure.)
Caption
short explanations below photos
Thesis Statement
a statement included in the introduction of a paper which makes a specific claim and provides a preview as to what will follow in the paper
(A science student writes the following _____________ in response to the question, “Is global warming a problem?” “Environmentalists agree that global climate change is an issue that needs to be addressed immediately.”)
Passive Participants
students who let their minds wander elsewhere
Active Participants
students who pay attention with their whole bodies
Text Frame
Teachers can include _______________ throughout a reading with questions designed to prompt students to think about relationships between key ideas, concepts, and events in a text.
(A science teacher includes a compare/contrast ______________ with questions about the similarities and differences between animal and plant cells.)
Anticipatory Set
a form of scaffolding in which students make predictions prior to reading a text
(In a science class, the teacher provides a list of statements for the students to agree or disagree with before reading the text. After reading the text, the students compare their initial opinions with the opinions of the author.)
Gradual Release
a teaching strategy in which students are gradually given less direct guidance
(ELA: Teachers who choose to use the _______________ of responsibility approach can close reading a section of the text and then direct the students to read the remainder of the text on their own, following the example set by the teacher.)
Frayer Model
a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary
(Students place the following information on a chart divided into four sections - the definition of a concept, its essential characteristics, examples and non-examples.)
Word Web
a form of scaffolding which helps students to understand and retain new words and concepts.
(During reading, as students encounter each word, they write down around the word different words or phrases that will help them remember the meaning.)
Concept/Vocabulary Map
a form of scaffolding in which a new concept or vocabulary word is written in the center and pictures or descriptive words are written surrounding it
(A map with the word “weather” in the center is surrounded by words such as clouds, heat, wind, air and rain.)
Organizational Structure
Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence
(Students often find problem/solution text structure as more interesting.)
Reciprocal Teaching
a dialog between teachers and students regarding segments of text; there are four parts: summarizing, question generating, clarifying, and predicting
(The teacher used _______________ to make the text more meaningful to her students.)
Suffix
A letter or letters at the end of a root word that changes its meaning
(-s, -es, -ed, -ing, -ly, -er, -or, -ion, -tion, -able, and -ible)
Reading Comprehension
the ability to read a text and understand its meaning
(Jessie read the book and was able to explain to me why the character lied in Chapter 3.)
Root
Base words to which prefixes, suffixes, and syllables can be added
Informative/Explanatory Writing
a writing style which demonstrates comprehension of a topic or process
(In a science class, students write about a procedure that they performed and the results that they achieved.)
Semantic Feature Analysis
a form of scaffolding which help students to compare features of words
(A math teacher designed a grid to help students compare features of mathematical objects. On the left side of the grid is a list of terms in the category and across the top is a list of features.)
Word Sort
a form of scaffolding in which students put words into categories
(With closed sorts, students put words into predetermined categories. With open sorts, students create and discuss their own categories.)
Expressive Language
the ability to express meaning through language
Active Reading
actively engaging with a text while reading
(When reading a text, students should employ the active reading strategies of visualizing, monitoring, questioning, summarizing, synthesizing, evaluating, and making inferences.)
Receptive Language
the ability to understand meaning from language
Heading
a title of a section
Schema
an organized way of viewing the world and using this organization to incorporate new knowledge
Author Chair
a platform from which students share their writing
(The student felt so proud to share his persuasive essay about limited screen time from the _______________.)
Cultural Sensitivity
dealing with difficult topics carefully and considering how different cultures would interpret the information.
Skype
telecommunications application that specializes in providing video chat and voice calls
Folktale
stories that are orally passed through generations
(“The Three Little Pigs” and “Little Red Riding Hood” are examples of __________ featuring animals.)
Structural Ambiguity
the presence of two or more possible meanings within a single sentence or sequence of words
(The sentence “Mom said that Chad ate in the kitchen” contains __________. The reader questions, is this referring to where Chad ate or where Mom said it?)
Register
the degree of formality with which one speaks
(People speak in a formal or informal __________ depending on the situation.)
Audiobook
a recording of a reading of a book
Overextension
using a specific word in a general sense
(If a child refers to all adult females as “mommy,” this is _____________.)
ELL Proficiency: Intermediate
students have the ability to understand, with language support, grade-appropriate spoken English used in academic and social settings
(_______________ ELL students understand and participate in simple conversations on familiar topics and require support on unfamiliar topics.)
Comprehensible Input
Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols.
(If a teacher uses _________________ for her ELL students, they can understand the essence of what is being said even if they do not know every word or structure used in the message.)
False Cognates
words from different languages that look and sound alike, but have different meanings
(The Spanish word “sopa” looks and sounds like the English word “soap,” but its English translation is “soup.”)
Language Transfer
process that occurs when students who are learning a new language transfer knowledge from L1 to L2
(Students use what they know about sentence structure in their native language to help them understand sentence structure in the language they are acquiring.)
ELL Proficiency: Beginning
students have little or no ability to understand spoken English used in academic and social settings
(____________ ELL students struggle to understand simple conversations and produce sentences.)
Dialect
form of a language particular to a specific region or community
Appropriateness
Determine whether the subject matter is appropriate for the students’ maturity level
Lexical Ambiguity
the presence of two or more possible meanings within a single word
(The sentence “I saw her slide” contains ______________. The reader questions, did you see a thing that belongs to a girl or an action the girl did?)
Auditory Learning
Learning primarily by hearing things
(Lectures)
Glossary
a list of important words to know along with their meanings
Universal Theme
common ideas that appear in literature across all cultures
(Some common ______________ include love, courage, friendship, and good succeeding over evil.)
ELL Proficiency: Advanced
students have the ability to understand simple, high-frequency spoken English used in routine academic and social settings, with minimal support
(______________ ELL students understand and can participate in longer conversations and discussions on familiar and unfamiliar topics.)
Code-Switching
the ability to change the way you communicate depending on what is appropriate for the situation
(students use “U” for you in text messages, but should use “you” in classwork)
Standard English
written or spoken English that follows all grammatical rules and is spelled and pronounced correctly.
Diversity
Representations of people with their different cultures, which can be in language, social status, age, ethnicity, or other traits within a group.
(Many schools today are encompassed with multicultural __________.)
Independent Reading Level
A reading level in which a student can read and comprehend independently. They have difficulty with no more than one out of every twenty words.
Cultural (Influence on Language)
factors related to a student’s cultural background that lead to differences in language usage
(social class)
Tone
The attitude of the author in writing, and which might be comical, serious, frightening, joyful. Sometimes called diction.
Old English
the original English language spoken by the Anglo-Saxons until around 1150
(used in Beowulf)
Gender (Influence on Language)
the fact that language can be gender specific
(he or she)
Historical (Influence on Language)
language evolves and changes with history
(Norman Conquest)
Technological (Influence on Language)
words associated with technology come and go in the daily lexicon
(to google)
Social (Influence on Language)
current influences; such as changes in technology, family structures, or society
(popular music)
Etymology
the study of the origin and history of words
Contemporary American English
late 1990s to today represent another period in the evolution of the English language
Affix
A letter or letters that change a root word’s meaning
(prefixes or suffixes)
Regional (Influence on Language)
in different places, words may be different or the same word may be pronounced differently
(soda or pop)
Root
Base words to which prefixes, suffixes, and syllables can be added
Non-Native Varieties of English
develop in countries where English is widely used as a second language or where English becomes more prominently used than the country’s native language; in these instances, characteristics from the native language merge with English, creating a specific _____________________.
Dialect
form of a language particular to a specific region or community
Vernacular
everyday language used by the common people in their daily lives
(the word “hi”)
Clarity/Word Choice
Use of vocabulary or other organizational choices to ensure the intended meaning comes through.
Formal Language
language appropriate for essays and written responses to literature
The Great Vowel Shift
the major change in English pronunciation that took place from 1350 to the 1700s
(“bear” used to sound like “be” plus “-ar,” but after __________________ it’s sound changed to its current pronunciation)
Ethnic (Influence on Language)
a person’s race and family heritage impacts their language usage
(words associated with specific foods)
Modern English
type of English widely used following the Great Vowel Shift
Lexicon
the collective vocabulary of a person or language
(Reading over the summer increased the student’s _______ for the following school year.)
Technical Language
language specific to a profession or subject
(medicine)
Religious (Influence on Language)
the language will evolve to meet the morals and values of the culture
(Protestant Reformation)
Informal Language
language appropriate for texts and emails to friends
Cultural Language Variations
factors in a student’s life lead to cultural variations in language
(dialect)
Orthography
Spelling patterns of language
Semantics
The study of word or symbol meaning.
(“love” which has many different meanings in English
Literal vs figurative meaning of “Raining cats and dogs”)
Middle English
period when English changed because of contact with the French language through the Norman Conquest; used between 1150 and 1470
(used in The Canterbury Tales by Geoffrey Chaucer)
Hyperbole
To exaggerate or overstate something that is being described.
(Some of my clothes seem as old as the hills.)
Denotative Meaning
a literal, dictionary meaning of a word
Semantic Mapping
a form of scaffolding which helps students to develop connections among words
(_________________ have a variety of formats. In one method, students write an example, a non-example, a synonym, and an antonym.)
Symbolism
When an item stands for an idea or larger meaning. Usually used throughout a piece of literature.
(dove = peace, red rose = love and romance)
Analogy
comparisons between two things, often to drive home a point.
(“That’s as useful as rearranging deck chairs on the Titanic”)
Context Clues/Contextual Analysis
using the words before and after an unknown word to determine its meaning
(It was a beautiful day that made it idyllic for swimming.)
Homophones
words that are pronounced the same as another word but have a different meaning and may be spelled differently
(carat, carrot, caret: to, too, two)
Semantics
The study of word or symbol meaning.
(“love” which has many different meanings in English
Literal vs figurative meaning of “Raining cats and dogs”)
Idiom
a phrase or expression that does not mean the same as the literal words
(“Break a leg” “back to the drawing board” “spill the beans”)
Homographs
words that have the same spelling as another word but have different meaning
(tired meaning fatigue (verb); tire meaning a rubber cushion that fits around a wheel of an automobile (noun))
Simile
Making a comparison of two or more things including the use of the words “like” or “as.”
(My brother was as strong as an ox.)
Personification
Giving human traits to inanimate, non-living objects.
(The stars seemed to dance in the glow of the moon.)
Onomatopoeia
Using words that make the sound of what the text is describing.
(The buzzing bee flew into the room.)
Figurative Language
A word or phrase that does not have its normal everyday, literal meaning
(hyperbole: I’m so hungry I could eat a horse!)
Antonyms
words with the opposite meanings
(hot/cold; and big/little)
Analogies
are used to compare two things that are usually thought of as different but have something in common
(hand is to glove as foot is to sock)
Metaphor
Making a comparison of two or more things without using the words “like” or “as.”
(Life is a bowl of cherries.)
Synonyms
words with the same or a similar meaning
(angry/mad/furious; bad/evil/immoral/tainted; and fast/quick/rapid.)
Oxymoron
Using contradictory terms in conjunction with each other.
(Walking dead or disgustingly delicious)
Connotation
the implied meaning of a word; the feeling a word conveys
(Describing a person as “shrewd” may make them feel negatively, even though the definition (sharp-witted, intelligent) is positive.)
Irony
an incongruity between what the reader expects the author to mean and what they actually mean
Alliteration
A sentence or phrase in which most of the beginning letters or sounds begin with the same consonant sound.
(Peter Piper picked a peck of pickled peppers.)