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CSET Multiple Subject -subset 1 (reading, language and literatute) > Language Arts > Flashcards

Language Arts Flashcards

1
Q

Alphabetic principle

A

A symbol looks like the oral sound

Ex: English

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2
Q

Logographic

A

Symbols represent meaning

EX: Chinese language

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3
Q

Phonology

A

The rule system within a language by which the smallest unit of sound can change the meaning of a word and are sequenced, and uttered to represent the meanings

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4
Q

Morpheme

A

Any of the minimal grammatical units of a language, each constituting a word or meaningful part of the word, that cannot be divided into smaller independent parts

example: as the

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5
Q

Phoneme

A

Smallest unit of sound

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6
Q

Vowel

A

Invoiced speech sound made without stoppage or friction of the airflow as it passes through the vocal tract example: a or E

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7
Q

Phonemic Awareness

A

The ability to recognize that words in print are made up of individual sounds

knows the word is made up of letters and those letters represent sound that is phonic awareness

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8
Q

Phonics

A

The relationship between the letters and the sounds they represent

A form of reading instruction with help teach sound – symbol correspondence in order to help students sound out words

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9
Q

Morphology

A

Study of meaningful units of language called morphemes

Example: Un-believe-ably
Each piece has some meaning

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10
Q

Derivational morpheme

A

The prefix or suffix used to create one word from another

example: unbelievable and unbelievably

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11
Q

Root

A

The core of a word

Example: un(believe)able

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12
Q

Affix

A

A group of letters that are added to the beginning or the end of a root word that changes its meaning

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13
Q

Prefix

A

And affix that comes at the beginning of a word

Example: contra-, anti-, homo-

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14
Q

Suffix

A

A series of letters added to the end of a word

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15
Q

Suffix categories (2)

A

Inflectional: changes the understanding without changing its meaning example cookies, walked, biggest

derivational: changes the meaning of a word example – ask, – less, –-ish

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16
Q

Conjugating verbs

A

Changing a verb to show a different person, tents, number or mood

example: I am, I was, I will be, I am, she is, they are

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17
Q

Syntax

A

Study of the rules for the formation of grammatical sentences and the patterns by which the words are combined to form phrases

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18
Q

Preposition

A

Relationship between any two things (relationship)

Example: the puppy is IN the trash can

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19
Q

Indefinite article

A

A, an

Used to refer to something for the first time or for to a particular member of a group or class

Signal that a noun is going to follow

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20
Q

Adjective

A

Modifies a noun; descriptive

example: good, large, different

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21
Q

Pronoun

A

Takes the place of a noun

example: he, she, everybody

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22
Q

Infinite verb

A

Can be used as a noun, adjective, adverbs

almost always starts with “to “then followed by simple form of verb

example: to sleep, to look

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23
Q

Adverb

A

A word that modifies a verb, adjective or other adverb

Where, when, how, to what extent and action is performed

Example: he ran here. She ran fastest. He is an extremely nice fellow

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24
Q

Semantics

A

The meaning of a word, phrase, sentence or text

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25
Q

Pragmatics

A

Situational context, verbal town, body language, knowledge and beliefs of the speaker, and the relationship between the speaker can contribute to how the meaning of a word, clause or sentences are interpreted

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26
Q

Telegraphic speech

A

Using the most essential phrases

example: daddy play

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27
Q

Non-nativeiest

A

Theory: no specific biological process for hardwiring your brain, language is a large physiological and social function

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28
Q

Acquisition of subset languages

A

1) silent period: Practicing internal private speech
2) formulaic speech: employs memorized speech
3) experimental phase: learners begin to say impromptu phrases
4) fluency: right rate and pace, command of the language

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29
Q

4 main stages of literacy development

A

1) pre-alphabetic (emergent)
2) early alphabetic (beginning)
3) late alphabetic
4) orthographic (fluent)

30
Q

Pre-alphabetic stage

A

First stage of literacy development (emergent)

PreK-K

Student reads left to right, top to bottom, learn basic visual cues or certain letters

31
Q

Early alphabetic stage

A

2nd stage of literacy development (beginning)

K-1

Students are starting to read letters and represent sounds, begin to learn phonemic awareness

May spell Cat Kat

32
Q

Late alphabetic stage

A

3rd stage of literacy development

1st grade

Student able to include bowels and begin to recognize groups of letters that make up a single speech sound (phonograms)

student use phonemic awareness to decode unknown words

33
Q

Orthographic

A

Fourth stage of literacy development

Student reading speed and accuracy increase

Writing becomes more accurate

34
Q

Grades 2 to 3

language and reading and writing development

A

Simple structure

Able to write in chronological order

Common genre = every day life situations or fantasy

Introduce figurative language, different perspectives

35
Q

Grade 6 to 8 reading

A

Multiple levels of meaning or themes

  • internal or Extertal character conflict
  • more complex meanings
  • different perspectives from their own
36
Q

Indicators of fluency in reading

A

Fluency= accuracy, pacing, prosody

Accuracy = correct pronunciation of words

Pacing = reading text at the correct speed (speed of daily speech)

Prosody = Reading with expression, phrasing, pitch, volume, punctuation and innotation

37
Q

As reading abilities increase, so does…

A

Spelling skills, vocabulary, comprehension

38
Q

Edomology

A

The study of the historic and cultural origins of words

Can send clues about words (denotive/connotative meanings)

39
Q

Denotative meaning

A

Specific and direct meaning (dictionary definition)

40
Q

Connotative meaning

A

A secondary meaning associated with a word (emotions and other associations)

41
Q

Basic assessment techniques

A

Aural: listening skills

Oral: speaking skills

42
Q

Sentence types (4)

A

Declarative: makes a statement

Interrogative: questions something

Imperative: tells someone to do something

Exclamatory: says something with excitement

43
Q

Usage (applies to language)

A

Application of the rules of morphology, syntax, semantics

44
Q

Faulty parallelism

A

Clauses within a sentence do not share the same tense and form

Example: I am going to the store and went to the sea

45
Q

Affect vs. effect

A

Affect: usually a verb, to change or influence something

Effect: usually a noun, something that happens due to a cause

When you affect something, it produces an effect

46
Q

Ascent vs. assent

A

Ascent: to go up

Assent: to give permission

47
Q

Proper noun

A

A noun that names of specific person, place or thing

Spelled with a capital letter

48
Q

Semi colon

A

;
1) separate two closely related clauses

2) separates list items that contain internal commas
3) used to produce a pause longer than a comma

49
Q

Aristotle’s three ways to persuade someone

A

1) ethos: credibility of the speaker
2) pathos: appeal to emotion
3) logos: appeal to logic

50
Q

Subjective writing

A

Subjects that the writer’s primary focus is to express personal experiences, feelings or ideas

51
Q

Objective

A

Unbiased

52
Q

Literary elements

Concepts and conventions of texts

A

Themes, characters, plots and literary devices (story line)

53
Q

Archetype

A

A symbol, image, plot pattern or character type that often occurs in literature

Example: a hero on a dangerous quest

54
Q

Paradox

A

A statement or proposition that seems self-contradictory or absurd, but in reality expresses a possible truth

55
Q

Monologue

A

Speech given by a single unit/ speaker

A form of Drammatic entertainment

56
Q

Soliloquy

A

A long speech in which a character talks to him/herself as if alone

Often used to disclose a character’s inner most feelings and thoughts

57
Q

Analogy

A

Comparison between two things

Metaphor: doesn’t use like/as

Simile: like or as to compare

58
Q

Poetry meter

A

Rhythm or beat by the language being used

59
Q

Alliteration

A

Repetition of word sounds to create an effect

Example: around the rock the ragged rascal ran

60
Q

Allegorical

A

And extension metaphor where parts of the story have meeting beyond the literal level

61
Q

Noun

A

People, places, things

The SUN shines. ANNA goes to SCHOOL

62
Q

Pronoun

A

Replaces nouns

Example: he, I, it’s, me, she, who

JOHN is hungry. HE wants to eat.

63
Q

Verb

A

Show action or being

The dog and cat ARE RUN ING

64
Q

Adjectives

A

Describe nouns

65
Q

Conjunctions

A

Connect words, phrases, clauses or sentences

And, or, either, because, since, so, but, etc.

I was tired SO I went to sleep

66
Q

Interjections

A

Exclamations that expresses strong feelings

No! Phew! Hi! Gosh!

67
Q

Whole language approach to teaching English

A

Emphasizes sounding out words

Weakness to this approach is that not all words are spelled frenetically

68
Q

Onset and rime

A

Parts of spoken language that are smaller than syllables but larger than phonemes

69
Q

Onset

A

The initial consonant(s) sounds of a syllable

Onset of bag is b-, swim is sw-

70
Q

Rime

A

The part of a syllable that contains the vowel and all that follows it

Rime of bag is -ag, swim is -im

CSET Multiple Subject -subset 1 (reading, language and literatute) (2 decks)

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